Author: Mr. Eure

Menu of Choices: 2021–2022

  By 22–23 Resources

All Units: 2021–2022

Click Here for the 2021–2022 Course Map

Final update: 5/26/22

Final Unit: Q4C (6/1–6/10)

UNIT: FINAL PROJECTS — SENIOR TALKS & FINAL REFLECTIONS

READING WORKWRITING WORK
Senior Projects OverviewSenior Talks: Full Packet
Senior TalksLetter to Your Younger/Older Self
Addressing an AudienceFinal Reflections & Guided Self-Analysis
Late Work: READ Poster

Previous Unit: Q4B (5/2–5/31)

UNIT: FINAL PROJECTS — SENIOR TALKS & LITERATURE PROJECTS

READING WORKWRITING WORK
Senior Projects OverviewResearch-Driven Essay
Senior TalksSenior Talks: Full Packet
Replacement Literature Project: Summer Reading
Optional: Self-Prescribed Literature ProjectOptional: Addressing an Audience

Previous Unit: Q3C–Q4A (4/1–4/29)

UNIT: FINAL PROJECTS — RESEARCH-DRIVEN ESSAY

READING WORKWRITING WORK
Extended Time: The Bean Trees by Barbara KingsolverExtended Time: Reader's Response: Full Guide
April 1, 2022Research-Driven Essay
Senior Projects Overview

Previous Unit: Q3B–Q3C (3/1–3/31)

UNIT: EMPATHY AND ISOLATION — THE BEAN TREES

READING WORKWRITING WORK
The Bean Trees by Barbara KingsolverReader's Response: Full Guide
Resource Page: The Bean TreesReader's Response: Simplified Chart
Chad Fowler, "Your Most Important Skill"Empathy Exercises: Revised
Instructional Post: The Practice of EmpathyPractical Empathy: Schoolwide
Pareto Projects: Getting StartedPareto Project: Blueprint Submissions
Pareto Projects: Simple Guide

Previous Unit: Q3A (2/1–2/28)

UNIT: EMPATHY AND ISOLATION — MINI-UNIT ON SHORT FICTION

READING WORKWRITING WORK
Short Fiction from "The Decameron Project"Comparative Literary Analysis (Revisions)
Instructional Post: Reader's Response WritingReader's Response: Full Guide
Reader's Response: Simplified Chart
Pareto Projects: Getting StartedPareto Project: Blueprint Draft
Pareto Projects: Simple Guide

Previous Unit: Q2C (1/3–1/31)

UNIT: MORALITY AND THE INVISIBLE MAN

READING WORKWRITING WORK
The Invisible Man (H.G. Wells, 1897)Essential Questions
The Invisible Man (James Whale, 1933)Character Analysis
Resource Page: The Invisible ManRhetorical Analysis
Take-Home Test | Google Form
Comparative Literary Analysis
Pareto Projects: Full GuidePareto Project: Step #1 (Form)
Pareto Projects: Simple GuidePareto Project: Step #1 (Padlet)

Previous Unit: Q1C–Q2B (11/3–12/23)

UNIT: TRUTH, LIES, AND MEMORY — WITH 1984

READING WORKWRITING WORK
Truth, Lies, and Memory (All Texts)Truth, Lies, and Memory (All Tasks)
• George Orwell's 1984• Required: Literary Analysis (1984)
• Learning to Lie• Optional: Short Personal Narrative
Learning to Lie: Paginated Copy• Required: Learning to Lie: ¶ Responses
• The Ways We Lie• Optional: Rhetorical Analysis for Emulation
• Required: Classification and Division Essay
• Yes, Virginia, There Is a Santa Claus• Optional: Responsive Analysis and Discussion
Pareto Projects: Overview
More on the “Menu” Metaphor:

View at Medium.com

More on Essential Design:

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April 1, 2022

  By 22–23 Resources

Aucun Poisson d’Avril

The image is a reference to the French version of April Fool’s Day. It’s more interestingly a reference to René Magritte’s painting, The Treachery of Images:

If you have heard of Magritte, it’s likely to be in relationship to that painting or The Son of Man, which is another absurdist painting of his.

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The Age of the Essay, Updated

  By Writing Resources

Finding the River

Camille Corot's "Interrupted Reading" (1870)

Camille Corot’s “Interrupted Reading” (1870)

Here is Paul Graham’s “The Age of the Essay” as posted to his website: http://www.paulgraham.com/essay.html.

Read this carefully. You aren’t required to annotate the text, except that annotation helps you to understand it. Annotating is one way to build understanding. Another is to collaborate on an interrupted reading of the text.

Interrupted reading is what it sounds like: You read a bit, discuss or write about what you’ve read, and then read more. That’s closer to what real-world reading looks like, and it invites others into the discussion. For that purpose, you’ll be given a copy with numbered paragraphs: Paul Graham’s “The Age of the Essay” (Reformatted).

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Pareto Projects: Getting Started

  By Project Resources

Quick Links:

This post is for any student starting a new project, rebooting an old one, or joining the makerspace midway through the year. Passion projects, which are called Pareto Projects in this space, often go through changes over time — and they remain, regardless, an important part of student growth in a Humanities makerspace. This is why they are emphasized as early as the course syllabus and as late as the final exam.

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January 4, 2021

  By 2020-2021, Distance Learning, Weekly Prep

Welcome back. We’ll do most of the heavy lifting online this week, so be sure to pay attention during class. We will cover all of the follow items.

2021 Reboot

Before you get to class on January 4, you will have a Q2A score in Infinite Campus. It can be unpacked through the same general feedback post you’ve had all year:

Static GAP Score Feedback

You can also use a spreadsheet that has been specially prepared for you. Load it here:

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Essay Challenge: Toxic Positivity

  By 2020-2021, Empathy, Units, Writing Prompt

Overview

The challenge is to write an essay on the subject of toxic positivity. If you’re reading this in November, 2020, the current essay prompt on empathy is here; this challenge also answers that prompt.

Our writing guide, which works for any and all writing responses, is here. You’ll want it for this challenge.

Toxic positivity needs a definition first. This article starts with one:

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English 12 Schedule: 11/9–12/4

  By 2020-2021, Weekly Prep

Refer to the various course calendars as needed: https://tinyurl.com/2020-scope.

Use this post to ask questions about how to navigate the upcoming weeks. You can ask questions about specifics here or in the comment sections of the relevant instructional posts. You can ask at any time, too. Don’t stop after a deadline — remember what the Course FAQ has to say about that.

Be sure to use class time to ask questions. You can also advocate outside of class through email, Google Classroom, and any shared documents.

11/30 Update: The work from the end of Q1 has been moved to the end of the post. Read on for daily reminders and copies of the current writing work.

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Level Design: In-Class Focus

  By Grade Abatement, Space Explainers, Triage

There are levels here. The first level is the post you are now reading, which offers a simple mandate:

Treat your class time as the rare resource it is, and advocate for yourself early and often.

That’s the surface level. The next level asks you to read just under 300 words on in-class focus. It does not take long.

Leveling Up: Level 1-1

Leveling Up: Level 1-1

Then we get to a level that covers the same material in a little over 800 words.

Leveling Up: Level 2

Leveling Up: Level 2

Finally, you get to a complete unit of study. It clocks in at over 2800 words and incorporates a considerable amount of ramiform reading. It teaches you much more than you think, too.

Leveling Up: Boss Level

Leveling Up: Boss Level

This is done to help you. You need self-discipline, self-awareness, self-control — and if you ever doubt the reasons why, you could look at another set of leveled lectures:

There are levels. Get as far as you can.