Tuesday, December 19

English 12A: Today we completed an assignment on Canvas titled How to Read... Chapter 18 Analysis. If you were absent, complete it. Read Life of Pi through page 156 for the first day of class after the break, and your college application essay should be done by then as well.

English 12B: Today our focus was on researching for your Capstone Project. You should be ready to write when we return from break.

Monday, December 18

English 12A: Today we focused on the reading comprehension strategy of visualization. Continue to visualize what you read throughout Life of Pi, and get through Chapter 49 (page 137) for Tuesday's class. Keep working on your college application essays on your own. They should be more or less complete at this point.

English 12B: Today we concluded our reading of A Christmas Carol and the graphic novels you created to display your understanding of the Four Stages of the Hero. We then spent the rest of the period conducting research. Your research should be completed by the time you return from winter break.

Friday, December 15

12A: Today we took a quiz to test your ability to recognize the various conclusion techniques we have studied and then applied them to your college application essays. For Monday, be finished with Chapter 45 in Life of Pi (page 123).

12B: Today we almost finished our reading of A Christmas Carol as we studied the Four Stages of the Hero. We will complete this project on Monday. Bring your Capstone research material to class next week.

Thursday, December 14

English 12A: First of all, there will be a quiz on the conclusion techniques we have studied tomorrow in class. Study up. Second, today our focus was on Part II of Life of Pi. We wrote a This I Believe statement from his point of view and read an excellent essay that can be found here: https://www.npr.org/templates/story/story.php?storyId=12254393

You should read everything through (and including) Chapter 42 in Life of Pi (pages 97-112) for Friday's class. Keep working on your college application essay.

English 12B: Today we took a quiz on Part I of The Elements of Style. We then continued with our Four Stages of the Hero-A Christmas Carol Graphic Novel project. You should be compiling as much information about your topic as you can on your index cards for your Capstone Project.

Wednesday, December 13

A long time ago, in a school far, far away...

English 12A: Today we began a long-term assignment to help us see how ideas develop over the course of a text, as well as between texts. We also took a quiz on Part I of Life of Pi. The majority of our class was spent on a seminar discussion about Part I. For homework, either get caught up in the reading or spend a little time on your college application essay.

English 12B: Today we continued with our Christmas Carol-Four Stages of the Hero Graphic Novel project. There will be a quiz on The Elements of Style tomorrow. For homework, continue compiling sources and conducting research for you Capstone Project.

Tuesday, December 12

English 12A: Today we focused on different conclusion techniques to try with your college application essays. You should continue working on these on your own as needed. You also need to complete reading Part I from Life of Pi, and should go onto Canvas and look at the assignment titled "Life of Pi Part I Seminar Form." Read this and think about the items listed there in preparation for tomorrow's class.

English 12B: Today we continued to study the Four Stages of the Hero as we created graphic novels for A Christmas Carol. You should continue research your Capstone Project topic and compile information on your index cards.

Monday, December 11

English 12A: Today we began writing your college application essays. You may continue working on these at home; we will also have some time in class a few days this week. You should finish through Chapter 31 (page 84) in Life of Pi for Tuesday.

English 12B: Today we focused on two things. The first was Question Based Research, and how to use this as you begin researching your Capstone Project topic. The second was we began creating a graphic novel that displays your understanding of how Scrooge progresses through the Four Stages of the Hero in A Christmas Carol. 

Friday, December 8

English 12A: Today our focus was on reading some from Life of Pi, but the main part of our class was spent looking at various This I Believe essays that you read so as to get a sense of the various topics, styles, and tones of these kinds of essays in preparation for writing your own. Your homework is to complete everything through (and including) Chapter 26 in Life of Pi (page 74).

English 12B: We finished viewing Into the Woods as an introduction to the Four Stages of the Hero. You then wrote an essay that analyzed your assigned character's progression through these four stages. Your homework is to continue to collect sources for your Capstone Project. I want you to have access to those sources on Monday.

Thursday, December 7

English 12A: Today we took a short quiz about the different kinds of introduction techniques we have studied and a vigorous debate ensued... That was enjoyable. We also continued to read from Life of Pi. You should read everything through Chapter 17 (page 58) for Friday's class. Also due Friday is your Summer Reading Response Journal; we will take a quiz on the books tomorrow as well. Also bring your This I Believe handout where you wrote five reflections about five different This I Believe essays.

English 12B: Today Ms. Bates came to class and taught us how to conduct our research for the Capstone Project. Please follow her advice and begin collecting sources. Remember, you need at least ten, the details of which you can find on the handout I gave you (and which is also posted on Canvas). Over the next month or so, you need to become an expert on your topic so that you can begin writing your research paper after the break.

Wednesday, December 6

English 12A: Today we continued to focus on the various introduction techniques effective writers use. We also introduced the College Application Essay assignment and you chose a prompt and an introduction technique to use for that prompt. We will begin writing it next week - for now, all you need to do is think about it. Your homework tonight is to read pages 25-39 in Life of Pi. You should also complete all of your summer reading assignments as well as the worksheet related to the five This I Believe essays that you need to read.

English 12: Today we continued studying the Four Stages of the Hero. We will conclude this on Friday. You handed in your Capstone Proposals, and I will get them back to you tomorrow when we learn about research. You should start gathering sources for your Capstone Project now.

Tuesday, December 5

English 12A: Today we read chapters 6 and 7 from The Tao te Ching and pages 12-25 in Life of Pi. We also began a study of various introduction techniques to use when writing an essay in preparation for the college application essay we will be writing prior to Christmas break.

English 12B: Today we completed the assignment for Day 6 from The Elements of Style, completed our study of Stage Two of the Four Stages of the Hero and Act I of Into the Woods, and discussed your thesis statements and began working on your proposals for your Capstone Project. The Proposals are due, on paper, on Wednesday.

Life of Pi Trimester 2 Reading Schedule

Life of Pi Trimester 2 Reading Schedule  (read the pages on the assigned date): 12/4 - Author’s note and 3-12 12/5 - 12-25 12/6 - 25-39 12/7 - 39-58 12/8 - 58-74 12/11 - 74-84 12/12 - 84-94 12/14 - 97-112 12/15 - 112-123 12/18 - 123-137 12/19 - 137-156 1/2 - 156-166 1/3 - 166-177 1/4 - 177-197 1/5 - 192-209 1/8 - 210-225 1/9 - 225-240 1/10 - 240-256 1/11 - 256-270 1/12 - 270-286 1/17 - 286-319

Monday, December 4

English 12A: Today we began reading Life of Pi. You should read the Author's Note and pages 3-12 (Part I, Chapters 1-3) for Tuesday's class. Due for Wednesday's class (12/6) is your revised essay on the film More. Due Friday, 12/8, is your Summer Reading Response Journal uploaded to Canvas. We will have a quiz that day on the summer reading. Also due that day is your This I Believe worksheet, where you read five different This I Believe essays and reflect upon them.

English 12B: Today we continued to study the Four Stages of the Hero, and continued our focus on Stage Two: Initiation, by viewing Into the Woods. Due Tuesday, 12/5, is your Capstone Thesis Statement, and due Wednesday, 12/6, is your Capstone Proposal.

Friday, December 1

English 12A: Today we read Chapter 3 from the Tao te Ching and discussed the second phase of our This I Believe project, which is writing the actual essay. This won't be due until the end of the trimester, so some students may end up taking several months to write an essay, and others may write several essays over the next few months. Each writer's process will differ.

We spent the rest of the period focusing on your essays about More. We did some peer revision and then looked at a model from a former student. Your task is to take the feedback you received from your peer and the ideas from the sample essay and revise and improve your own. Your original essay and your improved essay are due 12/6. Your summer reading Journal is due 12/8 and the quiz is that day as well.

English 12B: Today we focused on the second stage of the Hero's Journey, that of initiation. You should continue to work on and think about your Capstone project. You need to have a thesis related to your topic by Tuesday, 12/5. This will require that you do a few hours of research over the next few days. On Wednesday, 12/6, your proposal will be due.

Thursday, November 30

English 12A: Today our primary focus was on the two main threads of our course, and that is ideas from the Tao te Ching that are evident in other texts and the This I Believe Project. You were given a handout to complete. If you were absent, go on Canvas and print the This I Believe Essay Exploration paper. This is due Friday, December 8. Your summer reading assignments are also due December 8.

English 12B: Today our primary focus was on the traditional hero model and the four stages all heroes - traditional or otherwise - progress through. We focused on the stage of Innocence today, and will focus on the other stages tomorrow. Your Capstone Thesis is due 12/5 and your Capstone Proposal is due 12/6.

Wednesday, November 29

English 12A: First, two apologies: I apologize I didn't post anything about yesterday's class on the blog or on Canvas, but it's my intent to do so virtually every day of the trimester; I also apologize for the conflicting due dates regarding your essays on the film More. As I said in class, I got my wires crossed, and felt it was best to go with the latter of the two due dates. Therefore, your essay is due in class on Thursday, 11/30.

Today in class we read the introduction for the Tao te Ching and took a quiz on Canvas about it. If you were absent, I am excusing you from this, but would like you to get the notes from someone in the class.

Lastly, be sure to complete your summer reading assignment and upload your response journal to Canvas by 12/8. There will be a 50 question multiple choice exam on the book that day in class.

English 12B: I have to apologize for the mixup regarding lunch yesterday, and for not posting anything on the blog or Canvas. As you know, I intend to do that as many days as possible.

Your "Theme for English 12B" response poem is due on Thursday, 12/30. Be sure to print it and bring it to class with you.

Today our focus was on two things. First, we completed The Elements of Style Day 2 assignment. I have changed the PDF I prefer you to use. It can be found at: http://www.edtgestion.hec.ulg.ac.be/upload/strunk%20%20white%20-%201979%20-%20elements%20of%20style.pdf

Second, our focus was on the Capstone Project. I have posted the packet I gave you in class on Canvas as well. The first three things you need to do are: 1. Choose a topic, 2. Craft a thesis (due 12/5), 3. Write your proposal (due 12/6).

English 12A Trimester 2 2017-2018 Disclosure Statement

Course Overview: English 12A is a reading and writing intensive course with an emphasis on world literature that is designed to prepare students for reading and writing beyond high school, whether in college or the work force. 12A will focus on world literature that exposes students to a wide range of authors, styles, cultures, time periods, and ideas. Students will improve their ability to write, speak, listen, and perform close reading. Students will also enhance their ability to think creatively and logically as we examine texts, literary theory, language, and writing techniques. The goal of this course is to teach students think critically, write clearly, and read well independently.

We will read the following novels this trimester: Life of Pi, The Alchemist, and The Diving Bell and the Butterfly. We will also read from The Tao te Ching each day and read selections from A World of Short Stories, They Say I Say, and How to Read Literature Like a Professor. We will also study poetry periodically.

Necessary Materials: Students should have a three ring binder for this course that they bring every day for notes and assignments. Most of the books we read will be classroom sets students borrow from me and use in class. They should not take these home unless they check with me first. However, students will need to purchase a copy of Life of Pi, as it will be our marked book for this trimester. I will inform students of the cost of the book soon, and they can pay for it in the main office.

Expectations: Students should be on time, prepared, and participate. If a student is absent, he or she should check the class blog at bairdenglish.blogspot.com. Unless specifically directed by the teacher, all cell phones and other electronic devices should be turned off and stored away. Use of a cell phone or other device (including headphones) during class will result in a zero for that day’s participation. Students should be prepared with completed homework at the start of class the day the assignment is due. Late work will result in deduction of 50% credit or more.

Policies: We will adhere to all Brighton High School policies, particularly the plagiarism and attendance policies. Plagiarism is a serious academic offense and should never occur in class. The purpose of every writing assignment is for students to improve their writing; therefore, all work needs to be each student’s original work. Attendance is essential to academic success.

Procedures: Students should be in their assigned seats at the start of class and when the bell rings, and should begin their assignment from The Tao te Ching. If a student forgets his or her packet for this, they should complete the assignment on looseleaf paper and transcribe it into the packet at first opportunity. If a student is absent, the day’s reading from the Tao will be listed on the class blog (and in the packet), and students can find a PDF version of the text here: http://www.dankalia.com/more/taoteching.pdf.

Grading: We will adhere to Brighton High’s standard grade scale. Students’ grades, in general, will be determined by the following:

• Tao te Ching bell work: 265 points for the trimester (53 entries at five points per entry)
• Daily participation: 5 points per day (approximately 300 points total, with about 60 days in the trimester - unauthorized cell phone use during class results in an automatic zero)
• Major writing assignments: 100 points
• Minor writing assignments: 25-50 points
• Reading assignments: 1 point per page due
• Other assignments, tests, and quizzes (including the final exam) will have point values that vary.

Internet and Media Policy: At various points this year, we may use the internet in class or view film clips to supplement the texts we read in class. Signing the disclosure indicates the student has permission to use the internet for class assignments and view selected film clips, and that the student pledges to use the internet for purposes of completing the given assignment only.

Lastly, this is my second year teaching at Brighton, and my 20th overall. Previously, I taught middle school English and literature at JE Cosgriff for eight years, and then English at Judge Memorial for ten years. I was also on the boys’ basketball staff at Judge for 22 years, and am excited to start my second on the staff here at Brighton. I have a degree in English and a Utah State Teaching License from the University of Utah and a Masters of Teaching degree from Grand Canyon University. I have published work professionally in publications such as Teaching K-8 Magazine, The Salt Lake Tribune, Middle Ground, and The Utah Council of Teachers of English Journal. My wife, Laura (herself a Brighton graduate), and I have three children: John Marshall, Jacob Atticus, and Sarah Astrid, and a dog named Sienna. I’m happy to discuss any issue with you. I am easiest to reach via email at jeffrey.baird@canyonsdistrict.org. Because I teach in the evenings at the Salt Lake Metro Jail twice a week outside of basketball season, and because we have practice after school during the season, I would ask that if have to meet for whatever reason that we schedule the meeting for some time before school.

English 12B Trimester 2 2017-2018 Disclosure Statement

Overview: English 12B is a reading and writing intensive course with a strong emphasis on the Senior Capstone Project. 12B will also focus on reading a wide range of texts that focus primarily on the hero archetype and monomyth structure. Students will improve their ability to write, speak, listen, and perform close reading. Students will also enhance their ability to think creatively and logically as we examine texts, literary theory, language, and writing techniques. The goal of this course is to teach students think critically, write clearly, and read well independently, as well as to display that they have acquired the necessary knowledge and skills to successfully transition from high school to college and the workplace.

We will read several texts together this trimester, though this is somewhat dependent upon the students’ work on the Capstone project. Some of the texts we may read this trimester are Oedipus Rex, Antigone, A Christmas Carol, and Tuesdays With Morrie, among others. We may also watch selected scenes from the musical Into the Woods as well as Batman Begins, The Dark Knight, and The Dark Knight Rises as we study the concept of the hero archetype as a part of our Hero Catch-Phrase Project.

The primary focus of the trimester will be the completion of the Senior Capstone Project. This will comprise the majority of each student’s grade for the trimester. Essentially, the Capstone Project is a multi-genre research project and presentation on a topic of interest that allows students to prove they have attained the necessary skills and knowledge to compete in college and the workforce. The project also has a social activism component, so it is an opportunity for students to make a positive difference in the world. More information will be forthcoming soon, but students should begin thinking about possible topics for their Capstone Project now.

Necessary Materials: Students should have a three ring binder for this course that they bring every day for notes and assignments. Most of the books we read will be classroom sets students borrow from me and use in class. They should not take these home.

Policies: We will adhere to all Brighton High School policies, particularly the plagiarism and attendance policies. Plagiarism is a serious academic offense and should never occur in class. The purpose of every writing assignment is for students to improve their writing; therefore, all work needs to be each student’s original work. Attendance is essential to academic success.

Procedures: Students should be in their assigned seats at the start of class and when the bell rings, and should begin their assignment from The Elements of Style. If a student forgets his or her packet for this, they should complete the assignment on looseleaf paper and transcribe it into the packet at first opportunity. If a student is absent, the day’s assignment will be listed on the class blog (and in the packet), and students can find a PDF version of the text here: ftp://ftp.ldv.ei.tum.de/pub/Scientific_Writing/Elements%20of%20Style.pdf. Each of these entries is worth 5 points, for a total of 280 points for the trimester.

Grading: We will adhere to Brighton High’s standard grade scale. Students’ grades, in general, will be determined by the following:

• The Elements of Style bell work: 280 points for the trimester (56 entries at five points per entry)
• Daily participation: 5 points per day (approximately 300 points total, with around 60 days in the trimester - unauthorized cell phone use during class results in an automatic zero)
• Hero-Catch Phrase Project: 20 points per entry
• Major writing assignments: 100 points
• Minor writing assignments: 25-50 points
• Reading assignments: 1 point per page due
• Senior Capstone Project: Approximately 450-600 points in total
• Other assignments, tests, and quizzes (including the final exam) will have point values that vary.

Internet and Media Policy: At various points this year, we may use the internet in class or view film clips to supplement the texts we read in class. Signing the disclosure indicates the student has permission to use the internet for class assignments and view selected film clips, and that the student pledges to use the internet for purposes of completing the given assignment only.

Lastly, this is my second year teaching at Brighton, and my 20th overall. Previously, I taught middle school English and literature at JE Cosgriff for eight years, and then English at Judge Memorial for ten years. I was also on the boys’ basketball staff at Judge for 22 years, and am excited to start my second on the staff here at Brighton. I have a degree in English and a Utah State Teaching License from the University of Utah and a Masters of Teaching degree from Grand Canyon University. I have published work professionally in publications such as Teaching K-8 Magazine, The Salt Lake Tribune, Middle Ground, and The Utah Council of Teachers of English Journal. My wife, Laura (herself a Brighton graduate), and I have three children: John Marshall, Jacob Atticus, and Sarah Astrid, and a dog named Sienna. I’m happy to discuss any issue with you. I am easiest to reach via email at jeffrey.baird@canyonsdistrict.org. Because I teach in the evenings at the Salt Lake Metro Jail twice a week outside of basketball season, and because we have practice during 5th period and after school during the season, I would ask that if we have to meet for whatever reason that we schedule the meeting for some time before school.

Students should keep a copy of the disclosure and one will be posted on the Canvas class page. Please sign and return the signature page.

Monday, November 20

English 12A: Today, depending on the class you were in, we either heard the last round of outstanding This I Believe Essays, worked on six-word memoirs, or both. Your final exam is tomorrow. The study guide is on Canvas and on the blog.

CNF: Today we concluded the film Buck and had a discussion on what makes a perfect - or at least effective - parent. Your final exam will be tomorrow and the prompt is posted on Canvas.

Friday, November 17

English 12A: We heard more great This I Believe essays from your classmates. Prepare for the final exam. The review guide is on Canvas. Additionally, another extra credit opportunity has been posted on Canvas related to the books we have read this trimester and the Tao te Ching.

CNF: Today we began watching the film Buck in an effort to address the following questions:
1. In Freakonomics, Dubner and Leavitt assert "it's not so much what a parent does but who a parent is that matters." How does Buck's story support this claim?

2. Paradoxically, in Freakonomics, Dubner and Leavitt describe the positive impact of adoptive parents in two separate studies. How does Buck's story support this (seemingly) contradictory claim?

Thursday, November 16

English 12A: Today we completed our reading of the Tao te Ching. We also had the privilege of hearing several more outstanding This I Believe essays. I will collect both your Tao te Ching study packet and your Echoes of the Tao assignments on Friday.

CNF: Today we continued to read Chapters 5, 6, and the Epilogue of Freakonomics. 

Wednesday, November 15

English 12A: Today we had the good fortune to see many wonderful This I Believe presentations from your peers. We will continue this throughout the week. You should be finishing up your Echoes of the Tao assignment (due Friday) and preparing for your final exam.

CNF: Today we debated which crime-reduction theory had more merit and began Chapters 5, 6, and the Epilogue from Freakonomics. Take a look at the final exam study guide I have posted for you on Canvas.

Tuesday, November 14

English 12A: Today we concluded both the book and film version of The Diving Bell and the Butterfly. Tomorrow you will begin your This I Believe presentations.

CNF: Today we completed viewing Murder on a Sunday Morning. I have posted your final exam review guide on Canvas.

Compelling Nonfiction Final Exam Trimester 1 2017

This semester we read two books that deal with different ends of the decision-making spectrum. Your final exam is to write an essay that answers the following prompt: Which method of thinking is better, Blink-style thinking, or Freakonomics-style thinking?

Your essay must have the following elements:
1. A clear thesis that directly answers the prompt.
2. At least one piece of evidence from your own life that supports your thesis.
3. At least one piece of textual evidence from one of the books we read that supports your thesis.
4. A reference to another text (audio text, Ted Talk, documentary film, etc.) from the class that supports your thesis.
5. A clear beginning, middle, and end.

You may have notes to help you on your essay that comprise one side of a sheet of paper. You must hand in your notes with your essay. You may not turn in an essay that was written ahead of time, though you should feel free to write practice essays at home. Your essay will be worth 100 points is will be written the last day of the trimester.

Monday, November 13

English 12A: Today we read two This I Believe essays on silence, watched another 15 minutes or so of the film The Diving Bell and the Butterfly, and read several chapters from the book. Within the next week or so, you will have to have presented your This I Believe project, handed in your Tao te Ching packet and Echoes of the Tao assignment, and prepared for the final exam.

CNF: Today we began a study of what happens after a crime is committed by viewing some of the documentary Murder on a Sunday Morning.

English 12A First Semester Final Exam Study Guide

Your final exam will be a 75 question multiple choice exam. Each question is worth 2 points, for a total of 150 points. These are the topics that will be covered on the exam:
-Thomas Foster's theories from How to Read Literature Like a Professor, which may include but are not limited to water, blindness, flight, quests, deformations, and geography.
-The 10% Solution.
-The various introduction and conclusion techniques we have studied.
-Literary concepts and reading strategies we have studied, such as irony, conflict, theme, prediction, and visualization.
-Terms from your Glossary of Literary Terms.
-Rhetorical devices such as ethos, pathos, and logos, as well as those covered in They Say I Say regarding how to cite another's words.
-Other stuff we have studied this trimester.

NOTE: You will NOT need to know plot details from any of the texts we have studied, though you will be asked to apply various literary concepts, as well as concepts related to the two pillars of the course (This I Believe and the Tao te Ching), to the books we have read. For example, you may be asked to identify how the sage from the Tao te Ching is represented in The Alchemist (various responses could include Santiago, The King of Salem, the Alchemist himself, or Fatima). Or you may be asked something like "Which character had the personal belief that the 'universe conspires to help us'?" and given a list that might include Pi, Santiago, and Jean-Dominique Bauby. Of course, Santiago would be the correct response. Have fun and study with your friends.

Thursday, November 9

English 12A: We read two This I Believe essays, "Learning to Listen" and "Listening is a Powerful Message." We also read and watched more of The Diving Bell and the Butterfly.

CNF: We continued reading from Freakonomics and The Tipping Point.

Wednesday, November 8

English 12A: Today we read at This I Believe essay, did a speech therapist/patient role play, and read from and watched a little of The Diving Bell and the Butterfly. Everyone's homework is to keep working on their This I Believe essay and to read this one tonight: https://thisibelieve.org/essay/8447/

CNF: Today we read from Chapter 4 of Freakonomics and some sections from The Tipping Point, which deal with the drop in crime in the 1990s. This will take us a few days to complete.

English 12A Mind-Body Connection Extra Credit

One of the ideas that underpins The Diving Bell and the Butterfly is the connection between our mind and our body. To further explore this idea, go to https://onbeing.org/programs/matthew-sanford-the-bodys-grace/ and listen to the podcast interview (I recommend the regular, rather than the unedited, episode). After listening to it, write and print a one page, typed, double-spaced reaction to the interview (not a summary - an analysis). In your reaction, reference ideas from the interview that are addressed in the book we are reading as well as some of the ideas in various This I Believe essays I have paired with our novel. This is worth up to 50 points extra credit and is due by Friday, November 17.

Tuesday, November 7

English 12A: Today we began the book The Diving Bell and the Butterfly. We read the first chapter, talked about the metaphor of the title and some background on the text, and watched some of the film. Continue to work on your This I Believe projects.

CNF: Today we focused on some things to prepare for reading Chapter 4 from Freakonomics, including watching a Ted Talk and reading a few This I Believe essays.

Monday, November 6

English 12A: Today we had a discussion about The Alchemist and some of the ideas that run through it. You should continue to work on your This I Believe essay and presentation, which is due on Monday, November 13 (one week from today).

CNF: Today we had a discussion on Chapter 3 from Freakonomics, as well as Hoop Dreams and Spellbound. We will begin Chapter 4 tomorrow.

Thursday, November 2

English 12A: Today we looked at a This I Believe essay, read Chapter 15, "Flights of Fancy," from How to Read Literature Like a Professor (which you can find online), and pages 138-153 in The Alchemist (you can find the section on the PDF to read on the blog and on Canvas).

CNF: Today we began the film Spellbound, so as to see another example of the pyramid/tournament idea outlined in Chapter 3 of Freakonomics.

Wednesday, November 1

English 12A: Today we read pages 121-138 from The Alchemist and spent some time working on your This I Believe Project.

CNF: Today we finished watching Hoop Dreams.

Tuesday, October 31

12A: Today we focused on ideas like allusion, archetypes, motifs, and intertextuality. We read pages 104-121 from The Alchemist. If you were absent, please look on Canvas for the Alchemist reading schedule and read the pages on the PDF that are listed there. If you were in period 1, please read pages 65, 66, and 67 on the PDF. So, go trick-or-treating, gather up some candy, and then settle in and do some reading while you enjoy your haul. Bring Mr. Baird chocolate tomorrow to pay your teacher tax.

CNF: Today we continued to view Hoop Dreams. We will conclude it tomorrow.

Monday, October 30

12A: Today we focused on a chapter from How to Read that addressed how authors continually make references to Shakespeare (both overt and subtle). We then read the next section from your reading schedule in The Alchemist, in which a Shakespearean allusion occurred. Your homework is to continue to work on your This I Believe project.

CNF: Today we began Hoop Dreams. We will continue this tomorrow.

Friday, October 27

First off, a couple of predictions: The Utes will bounce back in a big way up in Eugene this weekend, and Eleven will help those kids deal with something strange in The Upside Down...

English 12A: Today we read from The Alchemist (see the reading schedule for what we read both on the blog or on Canvas), and worked a little bit on your end-of-the-tri This I Believe Project. Keep working on that, and do the Alchemy Article of the Week on Canvas if you haven't done so.

CNF: Today we read Chapter 3 from Freakonomics. 

Wednesday, October 25

English 12A: Today we read pages 51-61 in The Alchemist. If you were absent, read pages 27-33 on the PDF. We also studied the various forms of irony and you should look to apply your understanding of it to The Alchemist. Your homework is to continue working on your This I Believe project - both your essay and the visual essay.

CNF: Today we looked at two different pyramids of success - the one outlined by John Wooden, and one that reflects how difficult success can be in a competitive field. We will read Chapter 3 of Freakonomics on Thursday.

Tuesday, October 24

12A: Today we focused on a couple of things. Aside from reading Chapters 56 and 57 from the Tao te Ching, we also read the rest of Part I of The Alchemist. See the reading schedule on the blog or Canvas for a link to the PDF and read pages 19-27 on the PDF version (pages 33-47 in the book if you have your own copy). We then focused on the reading comprehension strategy of predicting, and we practiced that by reading the short story "The Lady or the Tiger." See Canvas for the assignment attached to it.

CNF: Today we discussed both the dangers and benefits of information asymmetry as we concluded our study of it in Chapter 2 of Freakonomics.

Monday, October 23

English 12A: Today we read pages 21-32 in The Alchemist. If you were absent, find the reading schedule and read those pages on the PDF. It's posted on the blog and on Canvas. We also talked about the end-of-the-tri This I Believe project, which is due somewhere around November 13. I have posted that assignment on Canvas as well.

CNF: Today we finished the documentary Addicted to Plastic and will discuss the implications of that film and information asymmetry in class on Tuesday.

Wednesday, October 18

Happy 71st tomorrow to my main man, Bruce!

Predictions: Bengals stomp Alta tonight on Senior Night 45-21, and Saturday the Utes bounce back against ASU and solve all the red zone issues to win 35-17.

English 12A: Today we continued to read The Alchemist (see the reading schedule on a previous post or on Canvas and link to the PDF and read the section we covered today in class). We read this This I Believe essay as a way to deepen our understanding of some of the developing themes in the novel: https://thisibelieve.org/essay/39783/

We also watched the first 18 or so minutes of The Last Lecture, which can be found here: https://www.youtube.com/watch?v=ji5_MqicxSo&t=973s     Randy Pauch discusses "Really Achieving Your Childhood Dreams," and I figured since much of what you wrote about concerning your own Personal Legends yesterday, it would be good to think about how to actually go about achieving them. You can watch the whole lecture if you want, and I even have copies of the book if you'd like to read it.

Finally, there is an extra credit opportunity for you: If you attend the school musical, Xanadu, and write a one page analysis of how some of the ideas that Foster discusses in How to Read... are evident in the musical, you can earn up to 50 points extra credit. Remember what Martel writes in the Author's Note of Life of Pi: "If we, citizens, do not support our artists, we sacrifice our imaginations on the altar of crude reality and end up believing in nothing and having worthless dreams." True dat.

CNF: Today we completed reading Chapter 2 of Freakonomics, and began watching the documentary Addicted to Plastic, which you can find here: https://www.youtube.com/watch?v=bCDfRjhEv48

Tuesday, October 17

English 12A: Today we began reading The Alchemist. If you were absent, you can go to Canvas, and under the module Assignments is the category Reading. Under reading is the assignment The Alchemist Reading Schedule. If you click on that it will have a link to the PDF version of the text. You will see to read the first six pages on the PDF. Those of you who were in class need to read the section that's on the bottom of page 4, read page 5, and then read the section at the top of page 6. When you come to the * you can stop. Read that tonight. If you were absent, do the assignment titled Personal Legend on Canvas.

CNF: Today we talked about the concept of information asymmetry and began reading Chapter 2 from Freakonomics.

The Alchemist Reading Schedule Trimester 1 12A

If you do not have a copy of The Alchemist, you can still complete the reading assignments by reading a PDF version, which can be found at http://rgi.edu.in/rgi_pdf/Paulo_Coelho_-_The_Alchemist(1).pdf

For each reading assignment, I will list the pages for both the book and the PDF version.

10/17 - Read the Introduction, Prologue, and book through page 11 (through page 6 on the PDF).
10/18 - Read pages 11-21 (PDF pages 6-11)
10/23 - Read pages 21-32 (PDF pages 11-18)
10/24 - Read pages 33-47 (PDF pages 19-27)
10/25 - Read pages 51-61 (PDF pages 27-33)
10/26 - Read pages 61-71 (PDF pages 33-38)
10/27 - Read pages 71-87 (PDF pages 38-48)
10/30 - Read pages 87-104 (PDF pages 48-57)
10/31 - Read pages 104-121 (PDF pages 57-67)
11/1 - Read pages 121-138 (PDF pages 67-77)
11/2 - Read pages 138-153 (PDF pages 78-86)
11/3 - Read pages 153-167 (PDF pages 86-94)

English 12A Extra Credit: Life of Pi and This American Life

Listen to Act I of this week's This American Life, found at https://www.thisamericanlife.org/radio-archives/episode/628/in-the-shadow-of-the-city-2017

The episode is titled "In the Shadow of the City" and the Act is 23 minutes long, titled "Brooklyn Archipelago." Listen to it, and write a two page, typed, double-spaced analysis of the common themes and ideas it shares with Life of Pi. This is due the Monday after fall break, on paper.

Thursday, October 12

English 12A: Today we read Chapter 2, "The Art of Summarizing," from They Say I Say because the essay you are writing requires that you summarize well - both Foster's arguments and Martel's narrative. You can find a PDF of the text here: https://www.iss.k12.nc.us/cms/lib/NC01000579/Centricity/Domain/2741/They%20Say%20I%20Say%20Full%20Text.pdf

We then applied our understanding of how to summarize effectively to the essays you are writing about the concepts from How to Read manifest themselves in Life of Pi.

These essays are due by 11:59 PM on Sunday, October 15 on Canvas. I will collect your annotated copies of Life of Pi the following day.

CNF: Today we began the film (Dis)honesty: The Truth About Lies. We took some notes on the film as we watched, applying the ideas from the film to our reading of Chapter 1 from Freakonomics.

Wednesday, October 11

English 12A: Today we read the chapter from How to Read... titled "Interlude: One Story." A previous post lists a link to a PDF version of the text for those of you whom were absent today. We then continued to work on the essay about the tropes and motifs from Foster's book and how they apply to Life of Pi; we will continue this in class tomorrow. I will also collect your annotated copies of Life of Pi tomorrow.

CNF: Today we watched at Ted Talk titled "Our Buggy Moral Code" and continued reading from Freakonomics, Chapter 1, as well as the National Geographic article "Why We Lie."

CNF Extra Credit Project: Radiowest and Icarus

As a part of our study of honesty and cheating, you could listen to the recent podcast at http://radiowest.kuer.org/post/through-lens-icarus and write a one page, typed and double-spaced reaction to the content. Apply the information from the various class discussions, Ted Talks, and texts we've read to the information in the podcast. This is due Monday, October 16, and is worth 50 points extra credit.

Tuesday, October 10

English 12A: Today we focused on Chapter 5 (or 4, depending on your edition), "Now Where Have I Seen Her Before?" from How to Read Literature Like a Professor and how it, along with Chapters 18 ("If She Comes Up..."), 1 ("Every Trip Is a Quest"), and 12 ("Is That a Symbol?"). You can find a PDF version of the text here at https://mseffie.com/assignments/professor/How%20to%20Read%20Literature%20like%20a%20Professor%202nd.pdf

We had a short discussion about how these ideas are prevalent in Life of Pi and began an essay project which can be found on our Canvas web page.

CNF: Today we watched the Ted Talk "The Future of Lying" and continued to read both Chapter 1 from Freakonomics and the article titled "Why We Lie" from National Geographic.

Monday, October 9

English 12A: Today our focus was on addressing the two most important questions posed in Part III of Life of Pi, those being "Which of Pi's stories is the real story," and more importantly, "Which story do you prefer?" We wrote about and talked about these questions. Your homework is to finish up any reading and annotating you need to do - I will collect the books on Thursday.

CNF: Today we watched a short documentary about cheating in Japanese sumo and began reading Chapter 1 from Freakonomics, along with an article from National Geographic titled "Why We Lie."

Friday, October 6

As always, the important things first: Utah will defeat Stanford 27-13 and hold Love under 150 yards.

English 12A: Today we listened to Part III from Life of Pi. What we didn't complete in class is homework. I will collect the annotated copies of your book sometime next week.

CNF: Today we continued disaggregating the data from the survey on cheating you took yesterday and read the Explanatory Note and Introduction to Freakonomics. If you were absent, you can find a PDF of the text here: https://hrammal.files.wordpress.com/2010/03/freakonomics.pdf

Thursday, October 5

English 12A: Today we talked a little bit about the 10% Solution and your experience using it on your college application essays, however, we focused primarily on a discussion about Part II of Life of Pi. If you haven't finished that for whatever reason, do so before tomorrow. We will read Part III in class tomorrow.

CNF: Today we practiced Freakonomics-style thinking by collecting data on academic honesty here at Brighton and figuring out what story the data was telling. We will complete this tomorrow.

Wednesday, October 4

Happy birthday shout-out to my nephew, Harrison!

English 12A: Today you spent most of your time learning about various local colleges. However, your homework remains the same: Finish Part II of Life of Pi; look at the seminar prep guide you will be asked to fill out tomorrow on Canvas (it's under the Module titled Reading - you don't need to fill anything out, I just want you thinking about the ideas); and, finish revising your college application essay using the 10% Solution.

CNF: Today we completed a summative assessment for Blink. Students chose whether to complete a 50-question multiple-choice exam or write an essay exam.  

Tuesday, October 3

12A: Today we learned about Ken Rand's 10% Solution for editing and revising your writing. You can find a link for today's lesson on our Canvas page under Writing in the Modules section. You have three things that you need to complete before Thursday's class: Do the 10% Solution on your essay and print it and bring it to class on Thursday; complete Part II of Life of Pi for Thursday; and, go to our Canvas page and look at the Reading Module - There you will find a Life of Pi Part II Seminar Prep Guide. Simply read through the discussions. There is no need to write anything down. I just want you thinking about the potential questions you will answer on Thursday ahead of time.

CNF: Today we had a small-group and large-group discussion about Chapter 6 and the Conclusion. Tomorrow we will do some final wrap-up activities and then move on to our reading of Freakonomics and the study of some of the topics and issues covered in that book.

Monday, October 2

English 12A: Today we focused on the concept of non-being as it applies to Life of Pi, looked at a This I Believe essay that echoes some of Pi Patel's beliefs (you can find it here: https://thisibelieve.org/essay/20733/), and read a terrific essay by a former student of mine, Paul Oliver, as an example to model your college application essays after. The key takeaway from Paul's essay should be that he wrote about himself and not an abstract idea, he focused on a single event, and he anchored his essay to an idea that he returned to again and again.

A copy of your essay is due on paper on Tuesday, October 3; you should also read everything through page 270 (the middle of Chapter 92) in Life of Pi by then.

CNF: Today we continued reading Chapter 6, the Conclusion, the Afterword, and the Notes and Acknowledgements in Blink. We will have a seminar discussion tomorrow.

Friday, September 29

English 12A: Today we read Chapter 12 from How to Read Literature Like a Professor and discussed symbols and symbolism. You can find that chapter here: https://mseffie.com/assignments/professor/How%20to%20Read%20Literature%20like%20a%20Professor%202nd.pdf

We also worked more on your college application essays. Continue to work on those at home. Due for Monday is everything through and including Chapter 91 in Life of Pi.

CNF: Today we continued to focus on Chapter 6 in Blink and will conclude it on Monday.

Thursday, September 28

English 12A: Today we reviewed the various conclusion techniques we have studied. Your homework is to complete everything through Chapter 91 (through page 256). Keep working on your college essay if you have time.

CNF: Today we began reading Chapter 6, the Conclusion, the Acknowledgement, and the Notes in Blink. We will continue this tomorrow.

CNF Extra Credit Project

This doesn't have much to do with what we're reading and studying in class, but one of the best nonfiction books I have read in the last year is titled Woolly. One of the best nonfiction radio programs out there is called RadioWest. These two excellent nonfiction texts come together in an interview the radio host does with the author of the book I mentioned. For 25 points extra credit, listen to the radio program and write a short reaction to it (1 page, typed, double-spaced). For 50 points extra credit, read the book as well.

English 12A "Rime of the Ancient Mariner" and Life of Pi Extra Credit Project

For 100 points extra credit, read or listen to Samuel Taylor Coleridge's "The Rime of the Ancient Mariner." This can be found online, both in PDF and audio form. Compare and contrast this poem with Life of Pi. How are the tales similar in terms of conflict, symbol, plot, and theme? How are the different? Your essay should use textual evidence from both texts to prove your thesis. This project is due October 15 on paper.

Wednesday, September 26

English 12A: Today we talked about six different conclusion techniques to try when writing. You can find the powerpoint from today's lesson under Modules in our Canvas page. It is titled "Introduction and Conclusion Techniques to Try." We will take or finish a quiz on the material on Thursday. Right now, I want you thinking about which of the six techniques you want to use in your college application essay. You should also read through Chapter 87 in Life of Pi (page 237) for Thursday's class.

CNF: Today we did several activities in preparation for reading Chapter 6 from Blink, including listening to Springsteen's "41 Shots," watching Carlin's "Baseball and Football," and the Ted Talk "How to Spot a Liar."

Tuesday, September 26

English 12A: Today we did a quick review of the seven introduction techniques we have learned and worked some more on your college application essays. You should be done with Chapter 78 (page 217) in Life of Pi for Wednesday's class. If you have time, work some more on your college application essay.

CNF: Today we finished reading Chapter 5 in Blink and had some small and large group discussions on the material. We will prepare for and start reading Chapter 6 and the Conclusion tomorrow and should be ready to begin Freakonomics sometime next week.

Thursday, September 21

First, the Utes will get the W in Arizona in celebration of my son's (not to mention Frodo and Bilbo's) birthday this weekend by a score of 35-21.

English 12A: Today we finished our study of various introduction techniques, took a quiz about them, and started our college application essay assignment. You should first choose one of the college application essay prompts from the paper I gave you. Then, based on the prompt you have chosen, what you learned about the various introduction techniques, and your own particular skills as a writer, choose an introduction technique to use in this essay and begin writing the introduction. I want the introduction (first one-to-three paragraphs) done for Monday's class. We will focus on the body of the essay on Monday next week. You should read through Chapter 67 (including Chapter 67) in Life of Pi for Monday. That's page 198.

CNF: Today we did some more preparatory work for Chapter 5 in Blink. We watched a Ted Talk Gladwell gave on spaghetti sauce and discussed, among other things, peaches, ice cream, chairs, and the singer Kenna. We will begin reading Chapter 5 on Monday.

Tuesday, September 19

English 12A: Today, in periods 1 and 2, our focus was on a close reading of a passage by EB White. On Canvas, there is a Charlotte's Web Imitative Assignment that you should complete and submit via Canvas tonight. Everyone should be through Chapter 53 in Life of Pi for Wednesday's class.

CNF: Today we had a small-group and large-group seminar on the contents of Chapter 4.

English 12A Trimester 1 2017 Disclosure Statement

English 12A Trimester 1 Disclosure Statement

Course Overview: English 12A is a reading and writing intensive course with an emphasis on world literature that is designed to prepare students for reading and writing beyond high school, whether in college or the work force. 12A will focus on world literature that exposes students to a wide range of authors, styles, cultures, time periods, and ideas. Students will improve their ability to write, speak, listen, and perform close reading. Students will also enhance their ability to think creatively and logically as we examine texts, literary theory, language, and writing techniques. The goal of this course is to teach students think critically, write clearly, and read well independently.

We will read the following novels this trimester: Life of Pi, The Alchemist, and The Diving Bell and the Butterfly. We will also read from The Tao te Ching each day and read selections from A World of Short Stories, The Elements of Style, They Say I Say, and How to Read Literature Like a Professor. We will also examine poetry on a daily basis.

Necessary Materials: Students should have a three ring binder for this course that they bring every day for notes and assignments. Most of the books we read will be classroom sets students borrow from me and use in class. They should not take these home unless they check with me first. However, students will need to purchase a copy of Life of Pi, as it will be our marked book for this trimester. I will inform students of the cost of the book soon, and they can pay for it in the main office.

Expectations: Students should be on time, prepared, and participate. If a student is absent, he or she should check the class blog at bairdenglish.blogspot.com. Unless specifically directed by the teacher, all cell phones and other electronic devices should be turned off and stored away. Use of a cell phone or other device (including headphones) during class will result in a zero for that day’s participation. Students should be prepared with completed homework at the start of class the day the assignment is due. Late work will result in deduction of 50% credit or more.

Policies: We will adhere to all Brighton High School policies, particularly the plagiarism policy. Plagiarism is a serious academic offense and should never occur in class. The purpose of every writing assignment is for students to improve their writing; therefore, all work needs to be each student’s original work.

Procedures: Students should be in their assigned seats at the start of class and when the bell rings, and should begin their assignment from The Tao te Ching. If a student forgets his or her packet for this, they should complete the assignment on looseleaf paper and transcribe it into the packet at first opportunity. If a student is absent, the day’s reading from the Tao will be listed on the class blog (and in the packet), and students can find a PDF version of the text here: http://www.dankalia.com/more/taoteching.pdf.

Grading: We will adhere to Brighton High’s standard grade scale. Students’ grades, in general, will be determined by the following:

• Tao te Ching bell work: 265 points for the trimester (53 entries at five points per entry)
• Daily participation: 5 points per day (300 points total, with approximately 60 days in the trimester - cell phone use during class results in a zero)
• Major writing assignments: 100 points
• Minor writing assignments: 25-50 points
• Reading assignments: 1 point per page due
• Other assignments, tests, and quizzes (including the final exam) will have point values that vary.

Internet and Media Policy: At various points this year, we may use the internet in class or view film clips to supplement the texts we read in class. Signing the disclosure indicates the student has permission to use the internet for class assignments and view selected film clips, and that the student pledges to use the internet for purposes of completing the given assignment only.

Lastly, this is my second year teaching at Brighton, and my 20th overall. Previously, I taught middle school English and literature at JE Cosgriff for eight years, and then English at Judge Memorial for ten years. I was also on the boys’ basketball staff at Judge for 22 years, and am excited to start my second on the staff here at Brighton. I have a degree in English and a Utah State Teaching License from the University of Utah and a Masters of Teaching degree from Grand Canyon University. I have published work professionally in publications such as Teaching K-8 Magazine, The Salt Lake Tribune, Middle Ground, and The Utah Council of Teachers of English Journal. My wife, Laura (herself a Brighton graduate), and I have three children: John Marshall, Jacob Atticus, and Sarah Astrid, and a dog named Sienna. I’m happy to discuss any issue with you. I am easiest to reach via email at jeffrey.baird@canyonsdistrict.org. Because I teach in the evenings at the Salt Lake Metro Jail twice a week outside of basketball season, and because we have practice after school during the season, I would ask that if have to meet for whatever reason that we schedule the meeting for some time before school.

Disclosure Signature Page

I have read this disclosure contract, and by signing below, I am accepting the responsibilities that are outlined within it, and agree to abide by it.

Also, by signing this, I am acknowledging that I have permission to use the internet – and understand school policies concerning its use – during class, for an assignment.

I am also pledging that all assignments I submit for a grade for class will be my own original work, and not plagiarized from another source.

Please print student’s name:                                                                                                   

Student Signature:                                                                                                                       

Parent Signature: