CPAS! What do I hand in? Checklist Chica is here for you!

Self-Identity CPAS Project

(What do I need to hand in???)

In your folder you must include the following things:

1. Social Location Portfolio
2. You CPAS explanation packet (with Mr. Happy on the cover J)
3. Final Essay Packet, stapled in this order, starting from the bottom:

• Action Plan (NOTE: This is on bottom!)
• All worksheets that gave you information for your essay, e.g. Say What? Boxes (white), Where You At? boxes (green), etc.
• Interview Questions and Notes (this can be a social location map for your interviewee)
• Push It! Thesis Brain Organizer
• Thesis Statement (Original with revisions) (white)
• Essay Outline, Annotated!
• First Draft
• Peer Review Sheet (blue)
• Final Draft, typed and formatted accordingly
• This checklist, with all the included items checked off. (NOTE: This is on top!)

Final CPAS DUE!!!

Group O: Your CPAS project is due on Monday, November 1.

Group N: Your CPAS project is due on Monday, November 1.

Group M: Your CPAS project is due on Wednesday, November 3.

Your project must be typed and formatted according to the following guidelines:

• 12 point font, NO SCRIPT
• 1" margins
• double spaced
• heading on the upper left hand corner of your paper

Name
Assignment
Class
Date

Self-Identity CPAS Peer Review

Problem Formulation

1. Does the essay have a thesis statement that includes a the theme adolescence and self-identity & social location? YES NO

2. If yes, highlight it in pink.

3. Does each paragraph have a topic sentence that describes what each paragraph will discuss? (HINT: It should be in the first paragraph.) YES NO

4. Highlight them in pink.

5. Does each topic sentence express a clear, relevant, interesting statement about that paragraph? YES NO

6. What do you suggest the writer add or take away to make the ideas more clear?

Interpretation

1. Does each of the paragraphs have specific & accurate facts, details, & examples that connect to the thesis? YES SORT OF NO

2. Highlight them in green.

3. Does the writer’s explanation of the details make you think about adolescence and π location in a new way? YES SORT OF NO

4. Does the writer use proper MLA citation for direct quotes or paraphrasing? YES SORT OF NO

5. Where does the evidence come from?

Communication

1. Does each of paragraph explain how the ideas connect to the thesis and other ideas?

YES SORT OF NO

2. Highlight the explanation in blue.

3. Does the essay have a clear introduction paragraph? Put an “I” next to it.

4. Does the essay have a clear conclusion paragraph? Put a “C” next to it.

5. Are the paragraphs in a logical order that makes sense and build on one another to create an enlightening argument? YES SORT OF NO

6. What could the writer add or take away to make the essay more organized and the ideas clearer?

PRECISION

1. Does the writer use correct grammar, punctuation, conventions, language? YES NO

2. Are there major spelling errors? YES NO

3. Does the writer follow Standard Written English with no text speak or abbreviations?

YES SORT OF NO

Gone Fishin’

1. Does the writer start her essay with an interesting, provocative hook?

YES SORT OF NO

2. Highlight the hook in yellow.

3. What kind of hook is it? A provocative question A fact or statistic A personal anectdote (story) A historical or current event

4. What is interesting or intriguing for you about this hook?

Causes of the French Revolution: Economy

Marie-Antoinette, Queen of France, In Her Coronation Robes, Jean-Baptiste Gautier Dogoty, 1775

Causes of the French Revolution: Economy

Scene from a Deluge, Anne-Louis Girodet de Roussy-Troison, 1806

Causes of the French Revolution: Politics

Liberty Leading the People, Eugene Delacroix, 1830

Causes of the French Revolution: Politics

The Tennis Court Oath, Jean-Louis David, 1789

Causes of the French Revolution: Economy

Punishment of Jospeh Foulon de Doué

Vocabulary: Thursday, October 28, 2010

exploitation (n.)

The child labor laws are intended to prevent the exploitation of children, because using children against their will and taking advantage of them is unethical.

**Don’t forget to circle where I wrote the definition in the sentence!!!**

Definition Examples Antonyms

Vocabulary: Wednesday, October 27, 2010

insidious (adj.)

In the Harry Potter books, Lord Voldemort continually makes insidious plans to kill Harry, his family, and friends. Voldemort cunningly tries to entrap them and put them in danger.

**Don’t forget to circle where I wrote the definition in the sentence!!!**

Definition Examples Antonyms

CPAS Outline

Here is a skeleton outline. It must be annotated, i.e. filled in with notes about the details

I. Introduction
A. Hook:
B. Thesis:
C. Intro to Evidence:

II. Topic 1:
A. Evidence:
B. Connection to thesis

III. Topic 2:
A. Evidence:
B. Connection to thesis

IV. Topic 3:
A. Evidence:
B. Connection to thesis

V. Conclusion
How can you re-introduce your thesis and ideas with more power now that you have given all that awesome evidence? TIP: Back to the beginning! Essays are circular, not linear.

Push It!

How far can you push your thinking about adolescence and social location/self-identity?

1. Complete the chart below.
   
2. Then answer the question: Why is adolescence necessary? That will be your thesis for your CPAS essay!

Piece o' Cake!

CONNECT How are the ideas and information presented CONNECTED to what you already know about adolescence & self-identity?	EXTEND What new ideas EXTENDED or pushed your thinking in new directions?	CHALLENGE What is still CHALLENGING or for you to get your mind around? What do you wonder or are you confused about?

Today's Vocab

to exacerbate (v)

My mother told me I looked terrible after David broke up with me. It was like pouring lemon juice in my wound! She exacerbated it and made my pain worse!

Definition Examples Antonyms

CPAS Deadlines! UPDATED!

Assignment	Due Date
Problem Formulation A written Action Plan of the steps you will take to complete this project (Must be in an ordered list! 1. . . ., 2. . . ., etc.)	M: 10.20 Wednesday N: 10.20 Wednesday O: 10.19 Tuesday
Research Compile all the relevant information from class. Refer to your Action Plan and this packet. Keep all these materials in your Humanities folder.	M: 10.20 Wednesday N: 10.21 Thursday O: 10.20 Wednesday
Research Choose a person to interview and compose questions for the interview that address your topic.	M: 10.20 Wednesday N: 10.21 Thursday O: 10.20 Wednesday
Research Conduct an interview with a live human being. Take detailed notes to use in your essay.	M: 10.24 Sunday N: 10.23 Saturday O: 10.24 Sunday
Interpretation Select information from your notes, short stories, worksheets, and interview that have connections or show a pattern about adolescence and self-identity. Highlight these quotes, passages, ideas, or writing.	M: 10.25 Monday N: 10.26 Tuesday O: 10.25 Monday
Interpretation Draw some conclusions and inferences about adolescence and self-identity. Write your thesis statement on a piece of loose leaf.	M: 10.27 Monday N: 10.27 Tuesday O: 10.26 Monday
Communication Write an outline for your essay. Make sure you incorporate your thesis and all the evidence that you highlighted in your notes, worksheets, and from the stories.	M: 10.27 Wednesday N: 10.27 Tuesday O: 10.26 Monday
Communication Put it all together into paragraphs, a.k.a. your essay draft.	M: 10.29 Friday N: 10.29 Friday O: 10.28 Thursday
Communication Peer Review & Revision *IN CLASS ACTIVITY!*	M: 10.29 Friday N: 10.29 Friday O: 10.28 Thursday
Precision & Accuracy Type your final draft based on the feedback you got from your teacher and peers. (See guidelines for typing essays for Ms. Heather.)	M & O: Monday, November 1, 2010 N: Tuesday, November 2, 2010

Vocab October 21, 2010

Today's vocab word: to encroach
When Ms. Heather imposed a $5 tax on textbook usage, I feel like our rights as students were encroached upon.
Definition. Examples. Antonyms.

Social Location Portfolio

You will assemble all your social location maps together in one portfolio. Over the course of the year, we will continue to add more social location maps to our collection. Here's how we assemble them.

1. Get two pieces of construction paper for the front and back covers. Doesn't matter what color.
2. Punch three (or more) holes in them.
   
3. Decorate them how you wish. The cover must have the title: Social Location Map Portfolio and your name on it.
4. Assemble your social location maps in the following order:

• Your social location map
• Bobby's maps (Social Location and Setting Explosion)
• Hazels' maps (Social Location and Setting Explosion)
• Arnold's maps (Social Location and Voice Explosion)

5. Put your paragraph describing adolescence on top of your maps as an introduction.
6. Put the cover in front of them; the back behind them. Tie them together with yarn or string.

***Keep in mind you will be adding to this portfolio! Tie them together so that you can untie them easily!***

Due on Tuesday October 19, 2010.

Rebel Go Figure

At the end of our social location unit, we want to synthesize our understanding of one's social location in adolescence. We will watch Rebel Without a Cause and do a Go Figure! about Jimmy as a teenager.

Make a three-column chart with the following headings:

1. Describe what Jimmy does that is very teenager-esque.
2. Question: What do you wonder or not understand about Jimmy's life as a teenager?
3. Guess: What inferences can you make to define adolescence as a stage in life?

HOMEWORK: Based on our four teenage characters (Bobby, Hazel, Arnold, & Jimmy), write a paragraph that describes what adolescence is. Use your social location maps and your notes from the Where You At? and Say What? projects. Due Monday, Oct. 18.

Keep in mind a complete paragraph includes the following:

• A topic sentence(s) that describes what the paragraph is about
  
• Evidence to support your topic sentence (quotes, paraphrasing, anecdotes, facts)
• Explanations and reasons why the evidence supports your topic sentence
• Concluding/transition sentence(s)

Say What? Considering Voice

Your Say What? projects are due today! Please staple the following things together in this order.

1. Second Draft (top)
2. First Draft (middle)
3. 3 Revision Sheets (bottom)

Put them in your group's basket. Never in my hand. I will lose it.

Where You At? Reflection

Now that you have completed a first draft of and made revision to your Where You At? When You There? Project, it’s time to look back on it. In one or two complete paragraphs, write a reflection of your process. You will address the following questions:

• What successes did you have with this project?
• What do you need to improve as a learner and thinker and writer? What areas did you have to change in your revision?
• What did you enjoy? What did you not enjoy?
• What do you think you understand (about literature, characters, social location, the world . . .) now that you didn’t understand before this project?
• What elements of the project helped you understand these things?

Keep in mind a complete paragraph includes the following:

• A topic sentence(s)
• Evidence to support your topic sentence (quotes, paraphrasing, anecdotes, facts)
• Explanations and reasons why the evidence supports your topic sentence
• Concluding/transition sentence(s)

Say What? Considering Voice Revisions

You will revise the first draft of your Say What? project. You will focus on the words you use, the sentences you use, and the tone of your character's voice. Here's the scoop.

1. Personal Thesaurus: What old, tired, worn out words can you get rid of in your Say What? Project? Highlight them. What do you see when you think of that word. Brainstorm new words with a similar meaning. Then RETIRE and REPLACE them! You may use a thesaurus.
2. Sentence Structure: Find a sentence in the story you based your Say What? project on. Make sure it is not too long. Play around with replacing some of the nouns, adjectives, and verbs to create the same sentence with a new meaning.
3. Tone of Voice: What attitude and tone of voice does your character primarily have? What situation causes him/her to have that tone of voice? (LOOK in the story!!!) Does your Say What? project have a similar tone? How can you change some words and sentences to make that tone real?
   

Say What? Considering Voice Description

How does the character’s voice show us his/her character as a teenager?

Learning Targets

• I can identify the elements of voice in a literary text.
• I can explain how voice shows a character’s social location.
• I can write in a character’s voice to show his/her character.

WHO?

Take a moment to look at your Voice Explosions for Bobby, Hazel, & Arnold.

Which one compels you the most? Commit.

I, ____________________________________________, will to the best of my abilities complete a Say What?: Looking at Voice project about the teenage character _________________________________.

HOW?

This project is aural, meaning it is meant to be HEARD. What does your character SOUND like? Below circle one of the following voice options:

I Am What I Am poem

Criteria: Your project must . . .

Conform to the “I Am What I Am” poem structure

Have a point about being a teenager that the character is trying to make

Incorporate the words, sentences, & emotions established for your character (Voice Explosion Map)

Use accurate details from the story & Social Location Map

Show completely original sentences (NO copying sentences from the story!)

Use appropriate grammar, spelling, punctuation and grammar

Be legibly hand-written or typed

Written/Performed Skit

Criteria: Your project must . . .

Conform to a screenplay or play structure

Have a point about being a teenager that the character is trying to make

Include at least two characters

Incorporate the words, sentences, & emotions established for your character (Voice Explosion Map)

Use accurate details from the story & Social Location Map

Show completely original sentences (NO copying sentences from the story!)

Use appropriate grammar, spelling, punctuation and grammar

Be legibly hand-written or typed

Monologue: Rant/Harangue/Lament/Declaration
Criteria: Your project must . . .

Conform to a monologue structure

Have a point about being a teenager that the character is trying to make

Incorporate the words, sentences, & emotions established for your character (Voice Explosion Map)

Use accurate details from the story & Social Location Map

Show completely original sentences (NO copying sentences from the story!)

Use appropriate grammar, spelling, punctuation and grammar

Be legibly hand-written or typed