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.