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.