CSU ERWC (Period 3) Assignments
- Instructors
- Term
- Spring 2019
- Department
- English
- Description
-
EXPOSITORY READING AND WRITING COURSE – ERWC (formerly English 4) (12) Year Course/10 Credits
Prerequisites: Seniors who have completed junior year
This English course focuses on expository reading and writing and critical thinking through the study of current, relevant,
and thought-provoking issues. Aligned with California English Language Arts Standards, this course addresses the skills
needed to excel in college-level English courses: critical reading, expository reading, analytical and argumentative writing.
This course is open to all students but may be particularly useful for those seniors who did not achieve “college readiness”
status in the English Early Assessment Program (EAP) portion of their CAASP. Students must pass this course with a
grade of “C” or better in each semester to be exempt from participating in the CSU Early Start Program.
Type of course: Meets graduation and CSU/UC category “B” entrance requirements.
Files
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
Read 1984 Blue Book Module Article (annotate) "That's No Phone. That's My Tracker"
and
Finish packet from class.
Due:
Assignment
We, -excerpt from the story We - passed out and started in class needs to be annotated and the questions answered.
Due:
Assignment
Finish annotating and completely answering questions in the "Someone Might be Watching-An Introduction to Dystopian Fiction" packet
*Remember I do not accept lat work and we are coming close to the end of the school year/graduation!
Due:
Assignment
Read chapters 3 and 4 of your "group book."
Due:
Assignment
Finish Motto/Slogan worksheet from class.
Read chapter 1 of Brave New World OR 1984-pick 1
Due:
Assignment
Finish annotating "Honor Code" (in blue book)
Worksheet
Last Names:
A-H students=elementary school
I-O students=middle school
P-Z students=high school
*On the back of the worksheet, develop a realistic way/plan that your given grade "level" could better foster identity. It can be gender/sex, cultural, civic, etc, identity. Be specific of your lesson plan, class, school wide changes, etc. that you believe could really be incorporated into the grade "level."
Due:
Assignment
Pick a love poem from the list.
Look up the poem online-Circle your poem choice in the packet.
Fill out a TPS-FASTT *you do not have to print out the worksheet. You can write it out on paper.
ONLY DO THE T-P-S part and then using the two "truths" you picked from class write a paragraph on the back of the packet explaining how the "truths" connect to the poem you selected to read.
FYI-It will be submitted to TURN IT IN.com soon
Due:
Assignment
Juvenile Justice Essay due to Google Classroom (rubric is attached to the assignment) AND to Turn It In.com (20 points) by 11:45 am
Turn it in=
0-5% =20 points
6-10%=15 points
11-15%= 5 points
15+%=1 point
Due:
Assignment
If you were absent on Friday 11th, go to Google Classroom and make up the assignment by noon on Tuesday 15th (end of tutorial).
If you were here and need to edit your work pay attention to the following:
Follow the Sample's Style
"Article"
Newspaper Title
Make sure an opinion is in your first sentence (what are you going to argue and prove).
At least one quote in each paragraph
Your words "quote" your words (paragraph number).
Due:
Assignment
Finish annotating "Startling Finds on Teenage Brains" (blue book)
Finish rhetorical precise (on back of notes/sample paper or on lined paper) DO NOT WRITE final work in the blanks.
Due:
Assignment
Bring annotated "Kids Are Kids-Until They Commit Crimes" article and filled out yellow worksheet.
Due:
Assignment
Activity 4 (on worksheet) for J. Justice (do on lined paper)