Plan for Wednesday, Dec. 21 -- English 101

During Class:

• Intro to Portfolio #3
• Review Logical Fallacies
• Reflect on practice thesis statements & arguments
• Sample Arguments for Specific Audiences
• Practice with topics & arguments for specific audiences
• Revise Outlines / Graphic organizers as needed
• Wordiness 2
• Check-ins on Publication Analysis

--Practice with thesis statements & arguments.

Revise your an outline or graphic organizer to include the following features:
--thesis
--three or more arguments that support your thesis
--two or more examples of evidence to support each argument
--one or two opposition arguments
--a rebuttal (response) to each opposition argument
--restatement of the thesis

Assignment for Wednesday, Jan, 4:

Write your thesis statement and 1.5 pages of the body of your essay. 

• Be ready to show/submit your revised outline/graphic organizer

Plan for Monday, Dec. 19 -- English 101

• Link for Publication Comparisons is here.
• Review Chapter 6 “Thinking Critically” in the handbook, pp. 82-93, especially the section “Recognizing Logical Fallacies”  (More on logical fallacies here.
• Check outline / graphic organizer
• Portfolio #2 reflection
• Wordiness 2 exercise
• 
  

Assignment:

• Complete additional research that supports your side of the issue, begin to take notes, and organize information.

Plan for Monday, Dec. 12 -- English 101

During Class:  

• Review reading (Ch. 7)
• Practice with thesis statements & arguments.  See list of topics for persuasive speeches here.
• Look through the Sentence Style Slideshow and do the following exercises:Wordiness 1, Wordiness 2.

Assignment for Monday, Dec. 19: 

• Read Chapter 6 “Thinking Critically” in the handbook, pp. 82-93. Pay close attention to the section “Recognizing Logical Fallacies”  (More on logical fallacies here.
• Complete an outline or graphic organizer, listing your main reasons and sub reasons. 

upcoming:

• Complete additional research that supports your side of the issue, begin to take notes, and organize information.
• Portfolio #2 reflection
• Wordiness 2 exercise

Plan for Friday, Dec. 9 -- English 101

You are already started work on Portfolio #3 by completing a Pre-Writing sheet and a Developing Your Argument sheet (both on Google Classroom).

Today, you should complete the "Publication & Audience Analysis" also on Google Classroom.  Then you should also complete the following:

--Read Chapter 7, pp. 94-106


--------------------------------------------------
Upcoming:  

• --Complete additional research that supports your side of the issue, begin to take notes, and organize information.
• Appeals Activity
•  Practice with thesis statements & arguments.
• In-class writing: Reflection about Portfolio #2 
• Look through the Sentence Style Slideshow and do the following exercises:Wordiness 1, Wordiness 2.

Assignment for Thursday, Dec. 17: 

• Read Chapter 6 “Thinking Critically” in the handbook, pp. 82-93. Pay close attention to the section “Recognizing Logical Fallacies”  (More on logical fallacies here.
• Complete an outline or graphic organizer, listing your main reasons and sub reasons. 
• Continue to collect additional research for your argument, take notes, and organize information.

Plan for Monday, Nov. 28 and Wednesday, Nov. 30 -- English 101

Monday:

• Review Grading Criteria Sheet for Portfolio #2; 
• Review common red flags.  General feedback on your drafts is on a Google doc.

Wednesday:

• Paper 3 pre-writing: 1. Write down your stance on your research question. Brainstorm 3-4 reasons why you believe your view is correct. 2. Brainstorm 2-3 publications where you could envision sending your argumentative paper (i.e. journal, newspaper, magazine, professional website, newsletter, etc.). Underline the one that you think most fits the audience you would like to reach.

Assignment for Monday, Dec. 5:
--Make revisions to your rough draft based on in-class work
--Final draft of Issue Analysis Essay (Portfolio #2) due Wednesday, Dec. 7. 
--I am available for conferences and/or to comment on your drafts during the week of Nov. 28 - Dec. 5.

Plan for Friday, Nov. 18 -- English 101

During Class:

• Topic sentences activity
• Review Grading Criteria Sheet for Portfolio #2
• Discuss common red flags in outlines and annotated bibs
• in-class guided revision of Rough Drafts / Teacher conferences
• Print & submit rough drafts
• Poetry Out Loud
• College Essays

Assignment for Wednesday, Nov. 30:
--Make revisions to your rough draft based on in-class work
--Final draft of issue analysis essay and Portfolio #2 due Wednesday, Dec. 7.
--I am available for conferences and/or to comment on your drafts during the week of Nov. 28 - Dec. 5

Plan for Monday, Nov. 14

During Class:

• Discuss a sample essay  (Sample Essay #2 Unmarked version \ Marked version)
• Work on writing a section, with an emphasis on integrating sources
• Conferences

Assignment for Wednesday, Nov. 16:
--Work on additional sections of your paper (aim to have 2 - 3 pages written by the start of class) 
--Make sure to bring draft essay to class
--3 - 4 page rough draft of issue analysis essay due at the end of class

Assignment for Friday, Nov. 20:
--Rough draft of issue analysis essay due (complete on Google Classroom).

In-text citations -- Fine Print

The Purdue Owl (Online Writing Lab) is a useful resource and reference tool for questions about formatting and grammar.  MLA guidelines are here.  APA format guidelines are here.

For sources with multiple authors:

For a source with two authors, list the authors’ last names in the text or in the parenthetical citation:

Best and Marcus argue that one should read a text for what it says on its surface, rather than looking for some hidden meaning (9).

The authors claim that surface reading looks at what is “evident, perceptible, apprehensible in texts” (Best and Marcus 9).

For a source with three or more authors, list only the first author’s last name, and replace the additional names with et al.

According to Franck, et al, “Current agricultural policies in the U.S. are contributing to the poor health of Americans” (327).

The authors claim that one cause of obesity in the United States is government-funded farm subsidies (Franck, et al. 327).

For sources with no author available:
When a source has no known author, use a shortened title of the work instead of an author name. Place the title in quotation marks if it's a short work (such as an article) or italicize it if it's a longer work (e.g. plays, books, television shows, entire Web sites) and provide a page number.

Plan for Wednesday, Nov. 11

During Class: Integrating sources including quote sandwich, paraphrasing work, in-text citations.

Assignment for Monday, Nov. 16: 

--Revise introduction as necessary based on integrating sources discussion

Assignment for Wednesday, Nov. 18:
Work on additional sections of your paper (aim to have 2 - 3 pages written by the start of class)
Make sure to bring draft essay to class

Plan for Monday, Nov. 7 -- English 101

During class:

• Due today:  Stakeholder Analysis, outline, 5 note cards -- check & discuss these
• Reminder about plagiarism and how to avoid it
• Begin working on assignment for Wednesday (see below).

Assignment for Wednesday, Nov. 9:

• Read “Summarizing, Paraphrasing, and Quoting Sources” pp. 399-403. Read “Integrating Source Material into your Writing” pp. 404-408 Read “Synthesizing Sources” pp. 408-413 
• Begin writing your essay. Have at least the introduction (define the issue, include necessary background information, indicate why it’s important to the audience, include your research question.) Bring this to class. 

Plan for Wednesday, Nov. 2 -- English 101

During Class:

• Bibliography final edits:  capitalization and italics.
• Portfolio 2 assignment sheet (handout).  Portfolio 2 is due Dec. 7
• Plagiarism and how to avoid it.
• Brainstorm ideas for note making
• Review of text, pp. 353 - 359 (thesis, focused research, note-taking)
• Discuss organizing the structure of the essay
• Work on completing Stakeholder Analysis 

Assignment for Monday, Nov. 7

• Complete Stakeholder Analysis chart (on Classroom)
• Create an informal outline of your essay (on Classroom)  [Sample Outline] 
• Begin note-taking phase of research.  Complete your first 5 note cards or record your first 5 "chunks" of information.  This, ideally, should be a mix of paraphrased information and quotes.

Assignment for Wednesday, Nov. 9:

• Read “Summarizing, Paraphrasing, and Quoting Sources” pp. 399-403. Read “Integrating Source Material into your Writing” pp. 404-408 Read “Synthesizing Sources” pp. 408-413 
• Begin writing your essay. Have at least the introduction (define the issue, include necessary background information, indicate why it’s important to the audience, include your research question.) Bring this to class. 

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--Cartoon from Wikimedia Commons via Creative Commons.

Plagiarism

Plagiarism iis something you have to work hard to avoid -- like getting wet when it is raining.  In other words, if you just go about your business as is your habit, you are likely to get wet, just as you are likely to unintentionally plagiarize unless you take safeguards:
1) acknowledge your sources -- bibliography
2) refer to sources as needed
3) use quotation marks for quotes.  If you don't want to put something in your own words, if in doubt, use a direct quote.
4) paraphrase information when taking notes

How to Paraphrase:

• change the words
• change the order of words
• change the structure of the author’s words
• collapse lists
  
  An excellent site on the intricacies of plagiarism and how to avoid it is Plagiarism.org
  

MLA 8 Format

General structure of a database citation in MLA 8:

Author’s Last name, First name. “Title of the source.” Title of the first container, First name Last name of any contributors, Version, Numbers, Publisher, Publication date, Name of Database, URL or DOI.

Common items are highlighted above.  Less common are items such as contributors and publisher.  These items should be included if available but often are not available.  

Use the following capitalization rule for your article (or website page) titles:  capitalize the first word of the article title and also capitalize any proper nouns.  All other words should be lower case.

Plan for Monday, Oct. 31 -- English 101

During Class

• Sample annotated bib.
• Peer review of annotated bib.
• Revisions & edits of annotated bib.

Assignment for Wednesday, Nov. 2

• Complete the final draft of your annotated bibliography 
• Read “Doing Focused Research” pp. 354-359. 
• Review sources for quotes and facts -- complete a minimum of 5 "note cards"

During Class on Wednesday:

• Complete the stakeholder analysis chart.
• hand out & review Portfolio 2 assignment sheet

Plan for Friday, Oct. 28 -- English 101

Workshop:  Create a draft of your Annotated Bibliography, using the document on Google Classroom.

Assignment for Monday, Oct. 31:
1. Complete a draft of your annotated bibliography.   [Guidelines, Sample].  The Peer review draft of your annotated bib. is due Monday.  The final draft is due on Wednesday.

Plan for Wednesday, Oct. 26 -- English 101

During Class:

• Brief report out on articles:  a buddy, a foreign agent, a gemstone.
• Reflection: analyzing sources
• A few notes on citations. ( Easybib,  CiteFast,  Other)
• Create / Paste first 5 bib. entries on Google Classroom

Assignment for Monday, Oct. 31:
1. Complete a draft of your annotated bibliography.   [Guidelines, Sample].  The Peer review draft of your annotated bib. is due Monday.

Plan for Monday, Oct 24 -- English 101

During class:

• Comments on Personal Position Analysis 
• Quick review of reading: 
  
  • “Assembling a Working Bibliography” pp 350-352.
  •  Finding information (see text, pp. 370 - 390) .
  • Analyzing sources, including how to evaluate websites (see text 390 -398; see also here).  
  • For samples of non-useful sources, see link here.
  • MLA (pp 424-471) and APA (pp 472-500) documentation sections.
  • Evaluating websites (see text 390 -398; see also here).  For samples of non-useful sources, see link here.
• Overview of annotated bib and questions about it.  Your Annotated Bib. is due Tuesday, November 3.
•  In-class research. 

 Assignment for Wednesday, Oct. 26: 
1. Find at least 2 more articles about your topic. Bring all the articles (10 or more) you collected so far to class Wednesday (bookmarked on browser or in Diigo Web Collector).
2. Complete 2 or more rows of the Stakeholder Analysis Chart on Classroom.

Plan for Wednesday, Oct. 19 -- English 101

Annotated Bibliography Due dates:

Peer-Review Draft Due:   Monday, Oct. 31

Final Draft Due:  Wednesday, Nov. 2

During class:

• Apple Pie Controversy
• "Argument Culture" (article)
• Comments on Personal Position Analysis 
• Overview of annotated bib and questions about it.  Your Annotated Bib. is due Wednesday, November 2.
•  In-class research if time permits. 

 Assignment for Monday, Oct. 24: 
1. Read “Assembling a Working Bibliography” pp 350-352 in the Handbook.
2. Also read/review the following pages:

•  Finding information (see text, pp. 370 - 390) 
• Analyzing sources, including how to evaluate websites (see text 390 -398; see also here).  
• For samples of non-useful sources, see link here.

2. Familiarize yourself with MLA (pp 424-471) and APA (pp 472-500) documentation sections.
3. Find and read at least 2 more articles about your topic. Bring all the articles you collected so far to class Thursday (bookmarked on browser or in Diigo Web Collector).

Plan for Monday, Oct. 17 --English 101

During Class:
 --review reading  text, pp. 350-370
 --how to research (videos)
--Check on article assignment
--introduction to annotated bib assignment
--begin working on personal position analysis.  If possible, please complete this on Google Classroom.

Assignment for Wednesday, Oct. 19
--Complete personal position analysis
--Use academic databases to find at least two more articles and bring all the articles you collected so far to class.

Plan for Friday, Oct. 14 -- English 101

During Class:
 --research as asking good questions
 --research tool: introduction to Diigo Web Collector (a Google Chrome Extension)
 --intro. to academic databases
 --research log sheet
--Check on article assignment
--Topic mini-presentations

Assignment for Monday, Oct. 17:
--Read pages 350-370 in the handbook
--Complete Topic Proposal for Monday
--Complete personal position analysis for Wednesday (see Google Classroom)
--Use academic databases to find at least two articles and bring a total of at least 4 articles (bookmarks, Diigo bookmarks or printed)  to class.

Plan for October 12 -- English 101

During Class:
 --submit homework assignment
 --intro. to academic databases
 --research log sheet
 --begin your topic proposal, a template for which is on Google Classroom

Assignment for Friday, Oct. 14:

• Complete your topic proposal (see template on Google Classroom)
• Bring 3 articles about your topic to class (these can be bookmarked or printed).  2 or more of the articles should be found via an academic database.

Resources for Research

 Academic Databases

--Explora
--Current Controversies (a list of academic databases selected for you by Mr. Richards)
--Marvel

• see especially
  --Teen Resource Center
  --Proquest
  --Points of View Reference Center
  --Academic Search Complete 

-- Google Scholar

Other Resources
--Issues & Controversies
--New York Times - Times Topics
--Clusty 
--Virtual Learning Resources Center
--iseek   
--Tips for Advanced Searching 

Plan for Wednesday, Oct. 5 -- English 101

During Class:

• Portfolio 1 will be collected.  Please refer to the assignment checklist we created to make sure you have met all requirements.  Other documents to refer to include: Portfolio 1 Contents, Portfolio 1 Guidelines, and Portfolio 1 Rubric.


• Intro to portfolio 2; research topic criteria overview; potential topic list exercise. 

Recommended Publications for News Articles:

1. New York Times 

2. Issues & Controversies

3. The New Republic

4. The Economist

5. Bangor Daily News

6. Utne Reader

7. Fox News

8. Newsela (Class code is XMTXDT)

9. Pro/Con.org

Assignment for Wednesday, Oct. 12:

1. Complete the Potential Topic List Exercise by listing 5 articles (include source information, a one sentence summary, and a potential question for each).

2. Decide on a topic/issue for Portfolio 2 – refer to the research topic criteria discussed in class to make sure your topic is a good fit.

3. Read pages 350-360 in the handbook.

Plan for Monday, Oct. 3 --English 101

During Class:
--teacher conferences
--revise and edit based on conferences

Assignment for Wednesday, Oct. 5
1. Complete any final edits.
2. Bring completed essay and all Portfolio 1 materials to class on Thursday.

Plan for Monday, Oct. 3

Plan for Friday, Sept. 30

During Class:

• Key concepts for Peer Review (see handbook)
• Peer review process
• Peer review conferences (see Peer Review Guide)
• Schedule teacher conferences 

Assignment for Monday, Oct. 3:
1. Make revisions based on the peer review.
2. Have teacher conference and make revisions
3. Complete any final edits.
4. Bring completed essay and all Portfolio 1 materials to class on Wednesday.

Plan for Wednesday, Sept. 28 -- English 101

During Class:

• Use the Portfolio 1 Guidelines and Rubric to create a checklist. 
• Use the Revision Guide to annotate your essay
• Read pp. 79-81 in the handbook, which focuses on writing introductions and conclusions.  See also page 99, which focuses on writing an introduction for an argumentative essay.
• Additional questions and discussion of grading criteria and questions about essays as needed. 

Assignment for Friday, Sept. 30:
1. Make revisions based on your annotations from the Revision Guide and/or teacher comments.
2. Bring a hard copy of your rough draft to class for peer review.
3. Read pp. 15-17 about Peer Review in the handbook.
4. Read the Peer Review Guide as a way to prepare for next class.

Plan for Monday, Sept. 26 -- English 101

During class:
(Sorry to be out sick.  Please complete the yellow highlighted items below as well as the homework for Wednesday, Sept. 28.)

• reverse outline of "College's Priceless Value" response (The idea of a "reverse outline" is to construct an outline of an essay you have just written.  The purpose is to identify the main parts and make sure the essay holds together.  Include as much detail as you can in 10 minutes.  Please submit the reverse outline to the basket on my desk.
• Review Portfolio #1 assignment sheet and rubric.
• additional discussion about parts of an essay as needed
• look at a sample response essay
• talk about deciding which summary/response essay you want to revise & polish for Portfolio I.  Portfolio 1 is due Wednesday, October 5.

 Homework due Wednesday, Sept. 28:
1. Choose one summary/response essay to revise and polish for Portfolio I.  Copy & paste this essay to the template on Google Classroom. (Check your email for the invite to this class in Google Classroom). Then revise this summary/response essay to the best of your ability. This revised draft will then go through a self/peer/teacher critique process. 
2. We will be working with your summary/response essays in class on Wednesday. 
3. (Read “Concluding Paragraphs” pages 77-78 in the handbook.) 

Plan for Wednesday, Sept. 21 -- English 101

During class:

1. Complete a third forum response to "College's Priceless Value."  This response will be in the form of a reply to a classmate's post.



2. Use your annotations to write a rough outline, and then use your outline to write a summary of "College's Priceless Value."

3, Check your summary using the Summary Checklist.  Then have a classmate do the same.

4. Use your annotated copy of the article and your summary to create a double-entry journal on the article.  The 2 - 5 points that you wish to respond to will be in the left column.  Your responses (comments, questions, or connections) will be in the right column.

Assignment for Monday:
5. Use your double-entry journal to write a draft of your response essay.  Your 2.5 page response to the article (along with your summary) is due at the start of class.

Plan for Monday, Sept.19 -- English 101

During Class:

• Quick review of MEAL Plan method of paragraph development
• Side-Shadow Facebook response essay.  Submit essay & summary.
• Read & annotate 3rd article, "College's Priceless Value" 
• Share and discuss annotations.   
• Write initial responses on forum.  Your comment should be a minimum of one well-developed paragraph in length.
• Read comments section of article on New York Times website
• Copy and paste one New York Times reader comment (or a portion of that comment) onto the same forum thread that you used above.  Then respond to what that reader has said in a well-developed paragraph.

Assignment for  Wednesday, Sept. 21:
--Complete any of the above that you were not able to complete in class.

Plan for Monday, Sept.19 -- English 101

During Class:

• Quick review of MEAL Plan method of paragraph development
• Side-Shadow Facebook response essay.  Submit essay & summary.
• Read & annotate 3rd article, "College's Priceless Value" 
• Share and discuss annotations.   
• Write initial responses on forum.
• Read comments section of article on New York Times website

Assignment for  Thursday, Sept. 24:
Complete any of the above not completed in class.

Response Writing -- The Process According to English 101

Portfolio 1 Skills & Process:

Plan for Wednesday, Sept. 14 -- English 101

During class:
--peer review of summaries (time permitting)
--complete Double-entry journal on Facebook article.
-----discuss article (main points, supporting details)
--intro. to "Meal Plan."  MEAL Plan 1; MEAL Plan 2 (including sample paragraphs)
-- begin planning a response to the article
.

Assignment for Monday, Sept. 19:
1. Make necessary revisions to your summary of “Facebook” article.  It will be helpful to re-read the article.
2.  Follow your summary with a response to the article.  Your response should include a thesis statement saying whether you agree/disagree, or both, with the main idea(s) of the article.  State specifically with what points you are agreeing/disagreeing.  Be sure your paragraphs begin with clear and specific topic sentences.  Back up your points with specific evidence.  Your summary/Response essay should be roughly 3 pages in length.  Bring this to class.

Plan for Monday, Sept. 12 -- English 101

Class time:

• Discuss response writing
• discuss editing versus revising
• discuss thesis statements
• side shadow the responses you brought with you, looking specifically at evidence
• in-class revision of "Losing" Response Essay
• discuss double entry journals [do this on Wednesday]

Homework due Wednesday, September 14:

1.  Read Chapter 3 in the handbook “Using a Thesis to Shape Your Material” pages 29-36 AND read Chapter 5 “Writing Paragraphs” pages 64-73 in the handbook. 

2.  Read “Facebook Threatens to Zuck Up the Human Race.”   Complete exercise 3.3 (“outlining,” see page 36) in the handbook, using the Facebook article.  In other words, you will first create an outline of the article.  Then you will write a summary of the article.  Bring both to class.

 Other New York Times Opinion Pieces are here. 

3.  In-class on Wednesday:  Create a double entry journal with at least 3 reasons why you agree or disagree with the article.  Refer to specific points made in the article and then provide your reaction noting whether you agree or disagree and why.  Bring this to class.

Plan for Friday, Sept. 9 -- English 101

During Class:

• Strategies for Critical and Analytical Reading
• Additional annotations on "Losing is Good for You"
• guidelines for writing a summary 
• summary checklist; sample summary 
• intro to portfolio 1
• free write

Assignment for Monday, Sept. 12:
--Revise your summary of the "Losing is Good for You" article.  Be sure to re-read the article and look at the sample summary provided.  Bring your original and your revision (stapled together, new version on top) to class.  I will collect both the summary draft and revision.

Assignment to work on during class on Friday:
--Write a personal response to "Losing is Good for You."  You should be agreeing or disagreeing (or both) with the main idea(s) in the article.  This is a rough draft and should be 1 ½ to 2 pages.  Bring this to class on Monday.  We will talk more about response writing in class.

During Class:

• discuss Lamott Article
• Read Chapter 9 in the handbook “Reading to Write” pp. 119-122.
• Annotating an article.  A couple of resources for annotation are here and here.
• Summarizing an article.  Read the handout “Writing a Summary.”
• grammar issues related to writing a summary.

Homework due Thursday, Sept. 10:
--Write a summary of the "Losing is Good for You" article that was passed out in class. Be sure to annotate the article as discussed in the handbook before you write your summary. Also be sure to look up any terms you do not understand. Your summary should be about one paragraph or ½ page long. Bring your annotated copy of the article and your typed summary to the next class.
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“E.L. Doctorow said once said that 'Writing a novel is like driving a car at night. You can see only as far as your headlights, but you can make the whole trip that way.' You don't have to see where you're going, you don't have to see your destination or everything you will pass along the way. You just have to see two or three feet ahead of you. This is right up there with the best advice on writing, or life, I have ever heard.”
― Anne Lamott, Bird by Bird: Some Instructions on Writing and Life

--see this link for more quotes from Bird by Bird. 

English 101: Plan for Friday, Sept. 2

1. Read “Ten Habits of Successful Students” in the Wadsworth Handbook pp. 1-8.

2. Group response & discussion of reading.

3. Writing Skills Questionnaire

4. Writers on writing (video clips)

5. In class prompt / timed writing: Write (at least) one page about something you have done or experienced that has had a great effect on you as a person. Examples might include: meeting/knowing a certain person, living somewhere, moving, a challenge or competition, an illness or injury, a trip or a job. This will count as your first "homework" assignment.

6. In-class brainstorm about writing process (see assignment below).

Assignment: 
--Read the article “Bird by Bird” by Ann Lamott (handout).
--Annotate the article with 5 or more  agreements, disagreements, comments, & questions.
--Write a one-page typed (or apx. 300-word if hand-written) description of your own writing process.  Your description can be longer than the minimum, but it should not be shorter.  Include any struggles you may experience and any strategies you do/could employ to help you with your writing. Bring the typed description of your writing process to the next class.  I will collect this.

The Writing Process -- Insights from Working Writers

. .


.

During class, you will be asked to complete a Writing Process Questionnaire.

Welcome to Dual Enrollment / English 101

This blog is a home base for English 101.  Visiting this page often can help you be successful.

Please bookmark this page on your laptop browser.

Reasons to visit this blog include:

• to complete class assignments
• for links for research and reading
• to get caught up in case you are behind or absent
• if you are confused and need more information
• if you want to challenge yourself and complete an honors assignment
• if you missed a class and want to make sure you are on the right track
• if you are interested in something we discussed in class and want to learn more

The Future

The handout for article reviews is here. 

Future Environment:
Climate Change: Vital Signs (scroll down to "Future Effects")
Top 25 Environmental Concerns of the future
Global Warming:  News Causes Facts & Effects
Global Warming Solutions
A Student's Guide to Global Climate Change & Solutions
Ted Talks on the Global Environment and the Future


Solar Freakin' Roadways

World Economic Forum, Future of Government

10 Mindblowingly Futuristic Technologies . . . 

What Will Human Cultures Look Like in 100 Years

The Surprising Jobs You'll be doing by 2030

Inspired Minds -- Careers of 2030

Homes of the Future

Information on future climate & more from Big Facts.  (The Big Facts project is led by the CGIAR Research Program on Climate Change, Agriculture and Food Security (CCAFS). CCAFS is a strategic partnership of CGIAR and Future Earth, led by the International Center for Tropical Agriculture (CIAT). CCAFS brings together the world’s best researchers in agricultural science, development research, climate science and Earth System science, to identify and address the most important interactions, synergies and tradeoffs between climate change, agriculture and food security.)

Society and Culture in the Future -- What's Next / Top Trends

What's Next -- Society & Culture

newsoffuture.com Future News for Year 2020 and Beyond

Recommended: futureforall.org/ A Layperson's View of Future Technology and Society

globalfuturist.com Harnessing the Power of Innovation

thefutureofourworld.ytmnd.com The Future of Our World

wfs.org World Future Society

Fw:Thinking Videos on The Future of Money, Future Fuels, Future Time, and more

10 TED Talks on Predicting the Future

TED talks about the Future

New:  Sources focusing on our energy future:

http://wgbhnews.org/post/power-people

http://www.npr.org/2013/08/14/212020224/the-grid-of-the-future-could-be-brought-to-you-by-you

http://www.npr.org/templates/story/story.php?storyId=90042092

An article about the future 100 years from now is here.

A second article on immortality and the "singularity" is here

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^

Guidelines and a rubric for your future project are here.

A slideshow that illustrates how to organize your project is here.

Ideally, the format you choose for your future project will tell something about your interests and your overall future view.  Think imagination will be important?  Make sure your format is imaginative.  Think the future will be hi-tech?  Make sure your format isn't "old-school."  Here are some ideas and formats to consider:

• Use Inklewriter to write an interactive (choose your own adventure) story online
• Storybird is a place to write an illustrated children's story online. In the olds days . . .  Now we . . .  MyStoryEditor allows you to write your own story and add photographs.
• CartoonCamera allows you to take photos and then make cartoons out of them.  These could then be used as the basis for a slideshow.
• Prezi is a website that helps create dynamic and professional-looking presentations / slideshows. 
• MindMeister is similar to Prezi -- some people may like it even more.
• The Haikudeck website allows you to quickly create a visually stunning slideshow that will make your old LibreOffice slideshow look so retro.   Plus it has a built in image search feature that provides you with copyright free images.
• Want to get even more creative and keep things moving?  Powtoon helps your create animated slideshows and presentations.
• Use Flashissue or Lucidpress to create an online newsletter / newspaper of the future.
• Storyworth is a app that helps you create an oral history project involving responses from family members or others.

Biography Project Handouts & Resources

 Biography Project Handouts:

A Google Drive folder of handouts and information sheets for the biography project is at:
Biography Project Handouts

You read these documents online, print them out, or make copies that you save within your own Google Drive folders.  
 

Biography Project Resources:

The goal is get started on researching topics related to the biography you are reading.  Don't worry about what the research will be used for.*  Follow your interests.  Find some sources.  Save the source information so you can easily go back later.

1. Identify topics for research using your own brain, instaGrok (optional), and this handout

2. Set up a place to save and organize all your bookmarks.  This could be a folder with Safari or Firefox Bookmarks.  Or you may choose to install the Chome Extension, Diigo.

3. Start identifying sites that are potential resources.  Don't just rely on Google.   See the Biography section of  Wirthportal (also on the right sidebar link of this site) and check out Marvel, Internet Public Library, Biography.com, and Google Search tools such as "Advanced Search" and Time Defined Searches, Google News, and Google Blogs.  New and Recommended:  For deeper search (and an introduction to college level research) see NoodleTools.

4. Save your sites you find within your bookmarks folder (or on Diigo).

*Some of your research may be later incorporated into a review of your biography. Some of your research may help you write genre pieces and may become part of your presentation. Even if your research is not directly used, it may help you have a better understanding of your biography and -- importantly -- you will get credit for each source you include as part of your annotated bibliography.

Plan for Friday, Jan. 8 -- English 101

--Workshop -- Complete rough draft of essay for Portfolio #3
--Guided Revision of Rough Draft using Portfolio #3 Assignment Sheet and Portfolio #3 Grading Criteria Sheet.
--Conferences

Assignment for Tuesday, Jan. 13:
--"Turn in" a draft of your essay on Google Classroom by 2:30 pm on Tuesday.  This draft should include a cover page and works cited and should have the following elements highlighted:  thesis, arguments, opposition argument and response, restatement of thesis.  Note:  due to the short turnover time, I my feedback will be largely limited to the overall structure of your essay.  If you would like more detailed feedback, please see me for an in-person conference.

Assignment for Thursday, Jan. 15:
--Complete any final revisions and edits on your draft based on my feedback and on your own comparison of your draft with the Portfolio #3 Assignment Sheet and Portfolio #3 Grading Criteria Sheet.

Plan for Thursday, Jan. 7 -- English 101

During Class:

• Discuss logical fallacies; construct 2-4 logical fallacies related to your own topic
• Look at sample essay  [Annotated Copy of Sample Essay 1]
• Color code your own draft on Google Classroom
• Work on paper in class. 

Assignment for Friday, Jan. 8:
--Finish a rough draft of your final essay. We will work with guided revision

Plan for Tuesday, Jan. 5 -- English 101

During class:

• Review of Appeals, Effective Ways to Reach Your Audience
• Review "Developing Your Argument" worksheet
• Workshop -- Create cover page; revise outline as needed; continue work on rough draft 
• Upload your rough draft to the recently created document on Google Classroom.

Assignment for Thursday, Jan. 7:
--Continue to develop your rough draft to a length of 4 or more pages.
--Read Sample Essay #4 and annotate it with 7 or more questions/comments

On Thursday during class:
--Discuss logical fallacies; construct 2-4 logical fallacies related to your own topic