1 FEBRUARY: Introducing Editorials

For this mini-unit, you will be participating in activities and developing a portfolio of editorial-related work.  Here is a table of what we will be accomplishing as well as due dates.  Note that you are expected to email assignments to kcloonan@u.rochester.edu AS WELL AS Dorothy.Parker@rcsdk12.org to receive full credit.  While simple tasks (like responses or chart completion) will be assessed based on the usual 75/85/95 points, significant tasks (infographic, fallacy-riddled editorial, final editorial) will be evaluated according to the New York Times’ editorial rubric:

NY TIMES RUBRIC LINK

DAY	TOPIC	ASSIGNMENTS DUE
Monday, 1 Feb	Comparing Persuasive Media
Tuesday, 2 Feb	The Pulitzer Prize	- Media Comparison Chart (SUBMITTED HARD COPY BY END OF CLASS) - Paragraph reaction to Kingsbury’s Editorial Series; demonstrate knowledge of at least one AFOREST tool (POSTED DIRECTLY ON BLOG AS A COMMENT BY 11:59pm)
Wednesday, 3 Feb	D&C: A Call for Editorials	- Collaborative Paragraph (EMAILED BY 11:59pm)
Thursday, 4 Feb	Infographics	- 2 comments on blog paragraphs (POSTED DIRECTLY ON BLOG AS COMMENT BY 11:59pm)
Friday, 5 Feb	Logical Fallacies	- Logical Fallacy Identification Quiz (HARD COPY DUE AT END OF CLASS) - CHANGE: Infographic (EMAILED BY 11:59pm ON SUNDAY, 7 FEB)
Monday, 8 Feb	Media Lab: Identifying Fallacies	- 5 substantive posts in Media Lab (DUE AT 11:59pm)
Tuesday, 9 Feb	Incorporating Fallacies	- Fallacy Quiz (HARD COPY DUE AT END OF CLASS)
Wednesday, 10 Feb	Citing, Correcting & Writing	- Grammar Quiz (HARD COPY DUE AT END OF CLASS)
Thursday, 11 Feb	NYTimes Competition Launch
Friday, 12 Feb	Writing	- Editorial Article (450 max) & Fallacy-Riddled Article (450 max) (EMAILED BY 11:59pm)

The following NYS Common Core Standards will be targeted during this mini-unit:

I can integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. 
CCSS.ELA-LITERACY.RI.11-12.7

I can determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. CCSS.ELA-LITERACY.RI.11-12.6

I can write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.W.11-12.1

I can introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. CCSS.ELA-LITERACY.W.11-12.1.A