1. Activity 9 1. Take out a sheet of paper, and write down three people you feel are intellectuals.

2. Activity 9 2. In your groups of five or six, share your list and choose three from the combined list that all of you can agree are intellectuals.

3. Activity 9 3. After a class discussion, write down your definition of an intellectual.

4. Activity 9 4. I will now show you three quotations about intellectuals. Select the quote that best matches your definition of an intellectual. You can simply put the last name of the person who’s quote you like. Be prepared to discuss “why”.

5. Quotes “The demand for certainty is one which is natural to man, but is nevertheless an intellectual vice.” Bertrand Russell “An intellectual is a person who takes more words than necessary to tell more than he knows.” Dwight D. Eisenhower “An intellectual is someone whose mind watches itself.” Albert Camus

6. Activity 9 Discuss with your group why you chose the quote you did. Share your opinion and listen to theirs’.

7. Activity 9 5. Briefly (2-3 sentences) explain why you chose the quote that you did and explain how it relates to your definition of what an intellectual is.

8. Let’s Read We will now read the article as a class. Annotate as we go. You can highlight, use annotating emojis, underline, etc. Remember that you will need to refer back to these articles so simply look for details you find important

9. Activity 10 Summarizing and Responding Without really worrying about how well you spell or whether you are making complete sense, write a letter to a trusted person about how well you are—or are not—prepared for the next stage of your life. This can be thought of as today’s journal so write ½ to 1 full page

10. Group Discussion At, this point we have read 2 articles in this unit. Take 5 minutes and discuss with your group what these articles have basically been saying. If you haven’t read, be sure to listen because you will need to be familiar with this information. Write a couple brief notes or annotations on the texts to help you with what’s next.

11. Activity 11 In response to Pérez’s and Graff’s essays, write 2 separate “idea chunks” that respond to these thoughts. Idea chunks are short pieces of writing: in this case one paragraph long, that attempt to capture an idea you have, find some support for that idea, and explain the importance of the idea. These are not essays; you are still writing to figure out what you are thinking. In this activity, you are primarily making connections between what Pérez and Graff have written and aspects of your own life and experience.

12. What’s Next? Texts— “10 Rules for Going to College When Nobody Really Expected You To” “Not Going to College is a Viable Option” “Why Go to College?” “The 10 Most Common Excuses for Not Going to College and Why They’re All Wrong”

13. Focus Questions What will be required of me to enter the school or job that I want? How ready am I for the work or school I have in mind? How realistic is my evaluation of myself in terms of being ready for the next stage of my life, whether that is school or work?

14. Jigsaw Group Activity You are going to begin your investigation into these questions by taking part in a jigsaw activity. As a class, we will be reading four documents that provide information and opinions about both going to college and entering the workforce. You will break into groups of five or less, read the document you have been assigned, and prepare a report for the class that delivers the following: A brief summary of the document’s argument Important quotes or information the writer provides An explanation of what you think is important about the document. Once you have completed your reading and discussion of the text, be prepared to present your information about the article to your class.

15. Jigsaw Group Activity Read the article aloud in your group, and as one person reads, everyone else in the group should mark (with a check, underline, or circle) places that seem important in the document. After the first reading, reach a shared opinion of what the article has to say about starting work or going to college. What is the author’s opinion about the topic? Prepare a brief summary of the writer’s argument. Identify the most important pieces of information the writer provides, rank them, and then develop explanations of your ranking. Finalize what you are going to report to class about the article.

16. Activity 12 After all groups report their findings, spend some time writing about whether it is best to go to college right away or move into work. This should generate some comments about what you are carrying away from the discussion and how it relates to your sense of what you want to do next. This should be a journal length written response. Refer to the text and your group/class discussions.

17. Portfolio Assignment

18. Consider  If you believe you are more inclined to pursue a career or enter the work force, write a “letter of introduction” to the work community or job that you wish to pursue. OR 2. If you plan on entering college, write a personal essay for your college application. Remember the final letter or essay needs to be around 1,000 words, typed, proofread, and ready to send out to either a school or employer.

19. Portfolio Assignment Consider the following questions as you begin to plan your writing: 1. What do you think is your job in this assignment? 2. What do you think may be most difficult about writing this piece? 3. Who is the audience for this writing?