Transcript What’s Next? Module 1, 12A

What’s Next?
Module 1, 12A
What's in store for you after high school? Not sure? Is college
for everyone? For anyone? How can you be most successful in
the future? This module is designed to help you answer these
questions for yourself, once you have all the facts...
What to expect:
 This module will help you explore all options, so you can be
sure you’re on the right path as you make the first steps
toward college or a career.
 The final essay for this module will be the autobiographical
narrative for your senior project, which can be used as a
college entrance essay as well.
 Other parts of this module that will count for senior project:
journal 1, life map, job shadow.
How you’ll be assessed:
 In addition to the senior project elements, you will need to:
 Participate in class discussions
 Complete all activities in the activities template
 Submit the activities, and your autobiographical narrative, to your
LF in a folder labeled “What’s Next” in our shared Google Drive
Folder.
Activity One: Journal (and Website Update)
Begin by taking a look at your own life right now:
For your first senior project journal entry, reflect on your last three
years of high school and how they’ve brought you to this
very moment.
Or, you may focus on one/some of the questions below:
 How is your senior year so far?
 Where are you at in your senior year?
 Are you on pace? If so, why? If not, why not?
 What are you currently working on for your senior project?
 What has been exciting or interesting about your project?
 What are you most looking forward to in your senior year?
 What are your goals for this year, for the future?
Spelled correctly, in complete sentences, on your website as a blog. Minimum 500
words.
**NOW IS ALSO AN EXCELLENT TIME TO UPDATE YOUR “ABOUT ME” AND
“CLUBS AND ACTIVITIES” PAGE. I WILL BE EXAMINING THEM.
Setting Up Your Google Drive
 Online, in Google Drive, go to create  folder
Folder
 Title it by your: Lastname, Firstname, ELA 12
Period #
 Click the box
to the left of
your new
folder , and
the people +
symbol to
share it.
 Share it with
me. Make
sure it says
“can edit,”
and save.
Once you’ve set up this folder,
create a folder within it entitled “What’s Next.” This folder is
where you will submit your work later.
WARNING
 Download Google Drive to your computer, so that your files
and folders are accessible straight from your desktop.
 DO NOT save to “My Documents.” Save to your Google
Drive folder instead.
 MANY PEOPLE LOST WORK LAST YEAR when their
computers had to be re-imaged. They had to do their work
over again. Don’t let this be you. Save to Google Drive.
Activity Two: Quickwrite (5 min)
Respond in your activities template, under the heading “Activity
2: Quickwrite.” You may focus on one or all of the questions
below.
 What do you think you will be doing next year?
 What careers or colleges have you thought about?
 Do you think you are ready for this next stage of life? List reasons
why/why not.
 What do you WANT to do, if you could do anything? What
obstacles might you face?
Be sure to save the activities template to your Google Drive for
later.
We emphasize sentence patterns throughout the first two modules this
semester, in order to further develop your writing at a college-ready
level (plus, it just makes your writing more interesting for the reader!)
Advanced sentence structures are particularly important for your
college essays, so we will learn most of the structures during this
module
Writing Mini-Lesson: Sentence
Patterns
Activity Three: Intro to semicolon
 Watch the video at
http://www.youtube.com/watch?v=5kssP4fWs9U and take
notes on at least three important factors
 Record these notes in your activities template under Activity
Three
Sentence Pattern 1: Semicolon
with no conjunction
Continue to take notes under activity 3 in your activities template.
EXPLANATION:
This pattern helps you join two short, simple sentences having two
closely related ideas. Instead of using a conjunction (or a transition), and
instead of making them seem less relate by using a period, use a
semicolon!
SP 1 (Cont’d) – Activity Three
Continue notes in activities template:
When to use:
 When you have two ideas/sentences that are closely related, but
combining them with a semicolon seems more powerful than a comma and
conjunction.
SAMPLES
 WRONG: I texted him yesterday he didn’t answer. (this is a run-on and is
not a sentence. ALL of you are guilty of this.)
 WRONG: I texted him yesterday, he didn’t answer. (in this case you,
would need a conjunction like “but”)
 CORRECT: I texted him yesterday; he didn’t answer. (this combines two
sentences without a conjunction by using a semicolon)
 OR: Gloria, try on these jeans; they’ll look really great on you.
REMEMBER:
 IF YOU USE A COMMA, YOU NEED A CONJUNCTION (AND, BUT, OR,
NOR, SO, YET, FOR = FANBOYS)
 IF YOU USE A SEMICOLON, YOU DO NOT.
Activity 4 – Practice SP #1
 Complete the practice activities in your activities template to
solidify your understanding of our first sentence pattern.
“Want to Get Into
College? Learn to Fail”
Angel Pérez
Download a copy and save it to your Google Drive Folder, in
order to highlight/underline in Adobe.
Note:
Many people do not grasp the differences between college and university.
Essentially, they are the same, but here are the different categories:
“Community Colleges” are typically 2-year institutions, catering to the local
population who wish to achieve associates degrees while working. They are
typically commuter schools, meaning no on-campus community.
“Colleges” are institutions offering a 4-year bachelors degree. They often have a
focus on a specific type of study – such as the liberal arts or technology. Many of
them are privately-funded, and they can be ranked more highly than universities due
to their high academic rigor and student-centered focus. Colleges are much smaller
than universities, usually ranging from 1,000 to 5,000 students.
“Universities” are much larger – often over 30,000 students, and they offer
graduate degrees (masters, doctorate) as well as bachelors (undergraduate). Due to
the size, classes are typically much larger and lecture-based, in particular because
they have a research-centered focus. They are more frequently public. They are
often less expensive than colleges, especially for in-state students. Many
universities are actually made up of smaller colleges within the institution (i.e.,
college of liberal arts).
**liberal arts = academic subjects such as literature, philosophy, mathematics, and
social and physical sciences (as distinct from professional and technical subjects)
**Although private colleges are often more expensive, their private-funding usually
makes them better endowed (have more money) than public universities. Thus,
these schools frequently give much better financial aid to compensate for the larger
price tag.
Activity Five:
Vocabulary. Find these words in the reading. If you
do not know them, write a comment next to them so
you will know when we read.
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Rigorous (2) – very difficult; challenging
Tremendous (3) – extreme; intense
Chuckle (4) – to laugh quietly
Project (4) – to show; to give the appearance of
Dean of admission (4) – head of admissions at a school
Flaws (4) – mistakes; errors
Perceive (5) – consider; see as
Disciplinary infractions (5) - discipline action (e.g., suspensions)
Falsify (5) – to fake; lie about
Fundamental (7) – basic and most important
Rigors (8) = challenges
Activity Six: Survey the Text
Before reading, take time to preview by answering the
following in your activities template.
1. Look at the title, and make predictions about what
you think will be Pérez’s message.
2. Skim through the first 2 paragraphs, and read the
final paragraph. Once you’ve done that, add to your
predictions about Pérez’s message.
Activity Seven: First Read-Through
As we read the article aloud, use Adobe’s highlighting and
underlining features to mark anything that strikes you as
interesting, confusing, or anything in between.
When we’re finished, you will go back and add at comments to
at least 3 of the phrases you have highlighted.
Activity Eight: SOAPSTone
Complete the following SOAPStone chart in your notes, using the
provided handout, to help you understand each argument within
the text.
TEXT
COMPONENT
SUBJECT
OCCASION
AUDIENCE
PURPOSE
SPEAKER
TONE
THE ARTICLE
(RE?) INTRODUCTION:
THE ACADEMIC SUMMARY
Using a rhetorical précis to analyze an author’s argument
And…Action!
Activity 9: Rhetorical Précis
With your elbow partner, complete a rhetorical précis for “Want
to Get Into College? Learn to Fail.”
Activity 10:
Sentence Patterns Intro (1a, 1b, 1c)
Continuation of the Semicolon and Combining Sentences
Pay attention as we go through the following, and fill in the notes in
your activities template.
SENTENCE PATTERN 1A:
Semicolon with a Conjunctive Adverb
Sample: Gary couldn’t go away for
vacation; however, he managed to
have a good time at home.
EXPLANATION: This pattern uses a conjunctive adverb with a
semicolon BEFORE the connector adverb, and a comma after the
connector is used (but it’s often optional).
Use this pattern when you want to give the reader a clear
understanding of the connection between two of your ideas.
 Note: these are conjunctive adverbs (see below) NOT Coordinating
conjunctions (but, and, so, nor, etc.)
Conjunctive Adverbs (not a complete list)
Accordingly
Almost
Comparatively
Hence
Nevertheless
Subsequently
Additionally
As a result
Consequently
However
Otherwise
Therefore
Again
Besides
Furthermore
Moreover
Rather
Thus
Sentence Pattern 1B:
Combining Sentences with a Common and a Conjunction
Sample: The sun shone brightly, so Katie lathered on more sunscreen.
This is the combining of sentences you are used to. Just REMEMBER: if you
use a comma, YOU MUST USE A CONJUNCTION (fanboys).
WRONG: The mouse ran across the floor, I wasn’t scared.
CORRECT: The mouse ran across the floor, but I wasn’t scared.
Sentence Pattern 1C:
Using semicolons (and sometimes conjunctive adverbs) to combine 3
or more complete ideas
 Sentence pattern 1c is just a combination of sentence patterns 1 and
1a. You can combine three or more sentences that are related simply
by using semicolons, or you can also add a conjunctive adverb.
EXAMPLES:
 John got an A; Jennie also got an A; unfortunately, George got a C.
(In this one a conjunctive adverb was necessary)
 Carmen likes to cook; Janice would rather watch TV; I like to eat
Carmen’s cooking and watch TV with Janice. (In this one, a
conjunctive adverb was not required)
Activity 11: SP #1a, 1b, 1c
Practice
Complete the practice activities in your activities template to
solidify your understanding of our first sentence pattern.
Jigsaw Reading
From the lhsenglish.com, download the next two readings:
 Schlack: “Not Going to College is a Viable Option”
 UT: “Why go to College?”
(the final 2 texts are online, so keep the webpage open)
Activity 12: Jigsaw Reading
To speed things up and stay engaged, we’re dividing up the
workload for the last 4 texts. Each group’s assignment will be a
little different though.
SCHLACK and UT, Private vs Public, and Community College
text groups:
1. Read together and highlight as you go.
2. When you’ve finished:
a)
b)
Write a rhetorical précis FOR EACH TEXT
As a group, choose 3 important quotes (or data points) from the text
to share with the class
Create a visual presentation that includes:
c)
i.
ii.
iii.
iv.
3.
The text’s title and author(s)
The rhetorical précis
The quotes
Pictures/graphs and anything else of use
When finished, save the presentation on Google Drive and
share it with me.
GIANG group:
1. Split the list of 40 careers up as instructed by your LF
2. Each pair will read the careers assigned to you and create
a one-page presentation that shows:
a)
b)
c)
3.
The wage range of your careers
The types of jobs and how many job openings they’ll likely
have, along with work experience and degree necessary
One interesting fact you learned
When finished, your group should combine the ppt pages
into a single presentation, saved on Google Drive and
shared with me.
GROUP DIRECTIONS
ELAM group:
As a group,
watch the video
online, and
pause when you
hear something
interesting.
Rewind and
make note of the
time intervals to
show these
points to the
class.
Once you’ve got
your quotes,
follow directions
for the Schlack
and UT groups.
Activity 12: Jigsaw Reading
As you watch the presentations by your classmates, complete
the templates listed under “Activity 8: Jigsaw Reading” in your
activities template.
Activity 13: Summarize and
Respond
 Skim the summaries from each article supplied by your classmates,
as well as from our first reading; take a close look at quotes – do
any apply to you?
 In your activities template, under “Activity 9: Summarize and
Respond”:
 Fill out the two lists—one for the benefits of going to college directly
after high school; one for the benefits of getting a job.
 Lastly, consider which decision you’ve chosen, and why. What is
your ultimate goal? Write a full paragraph response.
Pros for
College
Pros for
Getting a
Job
List
Reasons
Here
List
Reasons
Here
Activity 14: Intro to Short Sentences
and Fragments for Effect
Pay attention as we go through the following two sentence
patterns, and fill in the notes in your activities template.
Short Sentences for Effect
Watch the following video:
http://www.youtube.com/watch?v=J8Z8iLxobyg and take notes in
your activities template under Activity 14.
Good writers pay attention to sentence variety.
They notice how sentences work together
within a paragraph and they seek a mix of
different sentence lengths and types.
Experienced writers have a variety of
sentence patterns from which to choose.
They try not to overuse one pattern.
There are several versions of short
sentences for effect:
1.
2.
3.
4.
The declaration: The fad has gone viral.
The exclamation: Imagine that!
The command: You try it.
The rhetorical question: Is marriage really worth it?
The key is to not overuse ANY of these short sentences, even if
you’re switching up the type. These simple sentences, if used to
often, get boring, choppy, and hard to follow. They only have
power if you surround them with complex, intelligent, longer
sentences (in which you use your sentence patterns 1, 1a, 1b, 1c
etc!)
Look at this sample paragraph,
which uses short sentences in the form of:
The Declaration
The Exclamation!
(1) Try to imagine using failure as a description of an
animal behavior. (2) Consider a dog barking for fifteen
minutes and someone saying, “He really isn’t very good
at barking. I give him a “C”.” (3) How absurd! (4) It is
impossible for an animal to fail because there is no
provision for evaluating natural behavior. (5) Spiders
construct webs, not successful or unsuccessful webs.
(6) Cats hunt mice; if they are not successful in one
attempt they simply go after another. (7) They don’t sit
there whining and complaining about the one that got
away and have a nervous breakdown because they
failed. (8) Natural behavior simply is. (9) Now . . .
Apply the same logic to your own behavior and rid
yourself of the fear of failure.
Fragments for Effect
Watch the video at
http://www.youtube.com/watch?v=VId5CqHj6M4 and take notes
in your activities template.
Activity 15: SP Practice
Complete the practice activities in your activities template to
solidify your understanding of our first sentence pattern.
Activity 16: Intro to Job Shadow
Part of this module MT is your senior project job shadow,
which you must set up as absolutely soon as possible.
In your activities template, fill out the list of at least 3
fields in which you are interested.
Next, brainstorm people you already know that you could contact. If
you don’t know anyone, Google businesses in and around Lindsay
that would fit your needs, locate their addresses and contact
numbers, and write this down.
Job Shadow
For more info on the job shadow, we turn to the website again:
under Senior Project  JUNIOR year tasks
Activity 17 and 18:
Life Map and Final Writing
Assignment
Most college and career applications require a letter of introduction
about oneself—an overview of who you are, what made you you, and
what you intend to do with yourself in the future.
This final writing assessment serves three purposes. This single essay
is:
1. The final writing assessment for this module, and
2. The “Autobiographical Narrative” for you Senior Project, and
3. A potential essay of introduction for you to edit and use for various
college or career applications
Activity 17
Preparing to Write: the Life Map
Activity 18 (Writing Task):
Autobiographical Narrative
 For your final essay in this module, you will write about an
accomplishment, a challenge, a mistake, a goal, a lesson, or
anything else you’ve experienced that helps define YOU.
 Together, let’s visit the senior project Autobiographical
Narrative Task page on lhsenglish.com.
The Narrative Rhetorical Mode
On a new Word Document (which you should save as “Narrative Mode
Notes”), copy and consider the following properties all narratives typically
possess:
1.
2.
3.
4.
5.
Situation: background and setup details
Conflict: explanation of the problem(s) that occur(s)
Struggle: how the conflict is dealt with (not necessarily physical)
Outcome: the result of the struggle – “resolution”
Meaning: “moral” of the story; lesson learned (often the overall point of
the narration)
SENTENCE STARTERS:
“It all began when…”
“On this occasion, X felt…”
“I remember when…”
Copy these as well:
Narrative/Descriptive
 Characteristics:
 uses a personal or anecdotal perspective (anecdote = a
short, amusing retelling of an event)
 Arranges text by time or space sequence
 Uses sensory details and illustrations
 Often, in ELA, narration tells a story to convey a
specific message or theme to the audience
Final Essay and Revision
 Follow the steps outlined on the “Autobiographical Narrative”
page on lhsenglish (under Senior Project, senior year tasks)
 Turn in your essay by the deadline for peer revision
Module Shift: Getting Where You
Want to Go
You’ve made your decision; now it’s time to do something
about it. This segment of the module provides you with
opportunities to search meaningful web sites for
information that applies to your future goals.
Activity 18: Collecting Information
Review the “FAQ Guide for College or Work” and select 4 topics for
research. Record them in your activities template. For example,
Career topics (choose a specific career: it can even be your job
shadow)
1. The kinds of skills needed to enter a career
2. The outlook for getting work
3. The common tasks associated with the work
4. Pay for specific jobs
College topics: (you may wish to choose a specific college)
1. Deadlines and Admission requirements
2. Financial aid requirements or opportunities
3. Process for selecting a major or what majors are offered
4. Details on life in the town where college is located
Activity 19: Researching
Your job is to play around with these websites (or others
listed in the FAQ document) in order to find the information
you need
California Colleges
California Careers Zone
Take notes of what you learn as you research – anything
useful that may help you go about getting the job you want or
getting into the college you want. Write your answers in the
table on your activities template.
Activity 20: Reflection
 Consider what you learned about the career or college of
your interest. Does this change things at all? What do you
still need to do to achieve your goal of this career or college?
Write a “to-do” list, or reflect in one paragraph, about the
steps that you need to take this year to make your dream a
reality.
Activity 21 and 22:
Module Wrap-Up
Before submitting all activities, your job shadow, your life map,
and your autobiographical narrative, complete the reflection
questions on your activities template.