Wednesday, October 31 -- Halloween
Mr. Potratz read Poe's "The Raven" aloud, we listened to a recording of "The Masque of the Red Death," and we watched a little Frankenstein.
HW: Typed thesis statement due tomorrow.
Tuesday, October 30
Students took the 3rd and final Frederick Douglass quiz, 33 pts.
We discussed the Narrative's Appendix & Douglass's attitude towards Christianity.
Students took a "First Stab" at a thesis statement for their slavery essay.
Mr. Potratz announced intermediate deadlines for the slavery essay due Nov. 9:
HW: Slavery Essay Deadlines
Thursday, Nov.1 Typed thesis statement
Monday, Nov. 5 Typed sentence outline
Monday, Nov. 5 Typed sentence outline
Friday, Nov. 9 Final draft
Monday, October 29, 2007
Monday, October 29
Assignment: Final draft due Friday, Nov. 9
An assignment sheet was distributed with details for a persuasive essay supporting or opposing the abolition of slavery. The assignment sheet is available on the "Documents" page as "slavery essay assignment.pdf."
We discussed the pro-slavery arguments of George Fitzhugh (previous handout, "The Blessings of Slavery," 1857) and examined two contradictory quotations about the slaves by two white Southerners from 1822 and 1832.
Assignment: Final draft due Friday, Nov. 9
An assignment sheet was distributed with details for a persuasive essay supporting or opposing the abolition of slavery. The assignment sheet is available on the "Documents" page as "slavery essay assignment.pdf."
We discussed the pro-slavery arguments of George Fitzhugh (previous handout, "The Blessings of Slavery," 1857) and examined two contradictory quotations about the slaves by two white Southerners from 1822 and 1832.
Friday, October 26, 2007
Friday, October 26
We explored the etymology of "vandalism" and how to access the American Heritage Dictionary and the Oxford English Dictionary online (www.bartleby.com and www.kcls.org).
We looked at the words "than" and "then" and checked them off the list of commonly confused words on the back page of the planner.
We looked at some of the students' 97-word summaries of George Fitzhugh and tried to learn what a summary is and is not.
Quiz Tuesday over all of Frederick Douglass's Narrative, with emphasis on Chapter 11 and the Appendix.
We explored the etymology of "vandalism" and how to access the American Heritage Dictionary and the Oxford English Dictionary online (www.bartleby.com and www.kcls.org).
We looked at the words "than" and "then" and checked them off the list of commonly confused words on the back page of the planner.
We looked at some of the students' 97-word summaries of George Fitzhugh and tried to learn what a summary is and is not.
Quiz Tuesday over all of Frederick Douglass's Narrative, with emphasis on Chapter 11 and the Appendix.
Thursday, October 25, 2007
Thursday, October 25
Students took the quiz over Chapters VII - X of Frederick Douglass's Narrative, and we corrected it together in class.
We listened to a story from last Saturday's NPR Weekend Edition about excavations at Wye House Farm in Maryland, featuring descendants of Frederick Douglass's fellow slaves and descendants of the masters, then discussed the story.
HW for Friday: a summary of exactly 97 words of excerpts from George Fitzhugh's The Blessings of Slavery (handout).
Students took the quiz over Chapters VII - X of Frederick Douglass's Narrative, and we corrected it together in class.
We listened to a story from last Saturday's NPR Weekend Edition about excavations at Wye House Farm in Maryland, featuring descendants of Frederick Douglass's fellow slaves and descendants of the masters, then discussed the story.
HW for Friday: a summary of exactly 97 words of excerpts from George Fitzhugh's The Blessings of Slavery (handout).
Wednesday, October 24, 2007
Tuesday, October 23, 2007
Tuesday, October 23
We went into the computer lab to search the web for information about arguments in defense of slavery in the United States before the Civil War.
HW due Wednesday: complete the "Arguments in favor of slavery -- Websearch" worksheet begun in the lab.
Quiz postponed until Thursday
The second quiz over Frederick Douglass's Narrative will cover chapters VII through X.
Monday, October 22
School closed in honor of Vandals Day.
We went into the computer lab to search the web for information about arguments in defense of slavery in the United States before the Civil War.
HW due Wednesday: complete the "Arguments in favor of slavery -- Websearch" worksheet begun in the lab.
Quiz postponed until Thursday
The second quiz over Frederick Douglass's Narrative will cover chapters VII through X.
Monday, October 22
School closed in honor of Vandals Day.
Friday, October 19, 2007
Friday, October 19
HW for the weekend: Read Chapter X of the Narrative of Frederick Douglass.
Quiz Tuesday over Chapters VII-X.
(Monday we will be in the computer lab researching pro-slavery arguments.)
Mr. Potratz read from his 1811 edition of The Columbian Orator, and we discussed the arguments -- both for and against slavery -- in the dialogue between a master and his slave.
HW for the weekend: Read Chapter X of the Narrative of Frederick Douglass.
Quiz Tuesday over Chapters VII-X.
(Monday we will be in the computer lab researching pro-slavery arguments.)
Mr. Potratz read from his 1811 edition of The Columbian Orator, and we discussed the arguments -- both for and against slavery -- in the dialogue between a master and his slave.
Thursday, October 18, 2007
Thursday, October 18
Students turned in their three sentences of HW, and we looked at selected examples as a class, and evaluated them.
The sentences answered the question "Why did Frederick Douglass so badly want to learn to read?" and we next turned to discussing that question. We examined the passages beginning on page 49 in which Douglass talks about the importance of The Columbian Orator to his growing awareness.
No HW.
Students turned in their three sentences of HW, and we looked at selected examples as a class, and evaluated them.
The sentences answered the question "Why did Frederick Douglass so badly want to learn to read?" and we next turned to discussing that question. We examined the passages beginning on page 49 in which Douglass talks about the importance of The Columbian Orator to his growing awareness.
No HW.
Wednesday, October 17, 2007
Wednesday, October 17
Instruction in internet searches. "Advanced Search" features in Google; search strategies; evaluating websites.
Instruction in internet searches. "Advanced Search" features in Google; search strategies; evaluating websites.
HW due Thursday:
Read Chapters VII and VIII of Frederick Douglas (pp. 46-65), and
write three sentences (TS, CD, CM) answering the question "Why does Frederick Douglass so badly want to learn to read?"
Tuesday, October 16, 2007
Tuesday, October 16
Quiz over Frederick Douglass's Narrative, Chapters 1-6, 30 points.
The role of religion under slavery, both black Christianity and white.
The Curse of Ham and the Mark of Cain.
HW due Wednesday:
Read two handouts, "Implied Boolean and the Search for Truth," and "Why we need to evaluate what we find on the Internet," and prepare to put the information they contain to use in the computer lab on Wednesday.
Quiz over Frederick Douglass's Narrative, Chapters 1-6, 30 points.
The role of religion under slavery, both black Christianity and white.
The Curse of Ham and the Mark of Cain.
HW due Wednesday:
Read two handouts, "Implied Boolean and the Search for Truth," and "Why we need to evaluate what we find on the Internet," and prepare to put the information they contain to use in the computer lab on Wednesday.
Monday, October 15, 2007
Monday, October 15
More discussion of race in the U.S. We watched Dave Chappelle's "Racial Draft" and/or rewatched 8 minutes of Jefferson's Blood and examined various dimensions and contradictions of racial identity.
Tomorrow:
Students are to have read the first 6 chapters (45 pages) of Frederick Douglass's Narrative. We will start class with a ten-question multiple choice quiz.
More discussion of race in the U.S. We watched Dave Chappelle's "Racial Draft" and/or rewatched 8 minutes of Jefferson's Blood and examined various dimensions and contradictions of racial identity.
Tomorrow:
Students are to have read the first 6 chapters (45 pages) of Frederick Douglass's Narrative. We will start class with a ten-question multiple choice quiz.
Thursday, October 11, 2007
Thursday, October 11
We examined the frequently confused words 'affect' and 'effect.'
Students turned in HW paragraphs and checked out Frederick Douglass's Narrative. HW due Tuesday: Read Chapters I-VI (pp. 1-45) of the Narrative and prepare for a quiz over it on Tuesday morning.
We discussed the perplexities of racial categorization in the U.S.
We examined the frequently confused words 'affect' and 'effect.'
Students turned in HW paragraphs and checked out Frederick Douglass's Narrative. HW due Tuesday: Read Chapters I-VI (pp. 1-45) of the Narrative and prepare for a quiz over it on Tuesday morning.
We discussed the perplexities of racial categorization in the U.S.
Wednesday, October 10, 2007
Wednesday, October 10
We finished watching Jefferson's Blood and students took a simple 15-question True/False quiz thereover. Mr. Potratz distributed a handout entitled "Ten Things Everyone Should Know about Race."
HW due Thursday: Read the handout and write a single two-chunk paragraph agreeing or disagreeing with it, using as CD's details from Jefferson's Blood.
Tuesday, October 9
Mr. Potratz was absent. The class watched the beginning of Jefferson's Blood, a documentary film about Jefferson, his children from Sally Hemmings and his descendants today, both black and white.
We finished watching Jefferson's Blood and students took a simple 15-question True/False quiz thereover. Mr. Potratz distributed a handout entitled "Ten Things Everyone Should Know about Race."
HW due Thursday: Read the handout and write a single two-chunk paragraph agreeing or disagreeing with it, using as CD's details from Jefferson's Blood.
Tuesday, October 9
Mr. Potratz was absent. The class watched the beginning of Jefferson's Blood, a documentary film about Jefferson, his children from Sally Hemmings and his descendants today, both black and white.
Monday, October 8, 2007
Monday, October 8
We swapped the HW and graded it (20 pts. total). Then we proceeded to analyze and discuss the changes made in Jefferson's draft of the Declaration of Independence by the Congress before they adopted it, concentrating especially on the condemnation of slavery as one of King George III's crimes.
Mr. Potratz announced that there would be a substitute teacher on Wednesday, that Lit books were not necessary, and that the classes would be watching Jefferson's Blood, a film focusing on Thomas Jefferson, his slaves, his children, and especially on his descendants today, both black and white.
We swapped the HW and graded it (20 pts. total). Then we proceeded to analyze and discuss the changes made in Jefferson's draft of the Declaration of Independence by the Congress before they adopted it, concentrating especially on the condemnation of slavery as one of King George III's crimes.
Mr. Potratz announced that there would be a substitute teacher on Wednesday, that Lit books were not necessary, and that the classes would be watching Jefferson's Blood, a film focusing on Thomas Jefferson, his slaves, his children, and especially on his descendants today, both black and white.
Friday, October 5, 2007
Friday, October 5
We reviewed the famous second sentence of the Declaration of Independence ("We hold these truths to be self-evident . . ..") and its masterful parallel construction. Then we proceeded to an exercise in paralellism (Parallel Structure, Worksheet 3) which was completed in class in all periods except period 3.
HW due Monday: Worksheet 4 on parallel structure (except for Period 3, whose HW is Worksheet 3, Exercise B).
We reviewed the famous second sentence of the Declaration of Independence ("We hold these truths to be self-evident . . ..") and its masterful parallel construction. Then we proceeded to an exercise in paralellism (Parallel Structure, Worksheet 3) which was completed in class in all periods except period 3.
HW due Monday: Worksheet 4 on parallel structure (except for Period 3, whose HW is Worksheet 3, Exercise B).
Tuesday, October 2, 2007
Thursday, Oct. 4
Students turned in the HW (answers to the Reading Check questions on p. 125). Reading Check questions are the ones in the box, labeled a, b, c, d.
We examined the difference between summarizing – the activity required in answering question ‘a’ -- and paraphrasing, and the students wrote paraphrases of the first sentence (first paragraph) of the Declaration of Independence. We discussed these. They also tried (and mostly failed) to identify the simple subject and simple predicate of the sentence. We began to analyze the famous second sentence and its mastery of parallel structure.
Wednesday, Oct. 3
We finished our joint work on the essay comparing the captivity narratives by Mary Rowlandson and Olaudah Equiano.
HW due Thursday: Read the Declaration of Independence, pp. 117-124 in Elements of Literature, and answer in writing the four “Reading Check” questions on page 125.
Tuesday, Oct. 2
We continued work on the essay we began yesterday, brainstorming and sketching out two two-chunk paragraphs for the essay’s heart.
Monday, Oct. 1
Starting from the students’ outlines for an essay comparing Rowlandson’s and Equiano’s captivity narratives, we began writing such an essay together. The third period began the process, the fourth period fine-tuned the third period’s work and added more, and so on. Because of the need to take all periods through the whole process, the fifth and sixth periods were able to add less to the essay, and we got only as far as the end of the first paragraph.
Students turned in their outlines.
Friday, Sept. 28
Except for 3rd period, when we pretended the school was burning down, we looked at outline protocols in Writers Inc., then at the distinction between ‘less’ and ‘fewer,’ completing an exercise over that which was turned in at the end of class.
The HW (the an outline of an essay comparing Equiano’s Narrative with Rowlandson’s) was postponed to Monday, with the stipulation that it be a sentence outline, as per Writers Inc. page 108.
Thursday, Sept. 27
We looked at the class Sharepoint site.
We read the excerpt in Elements of Literature from The Interesting Narrative of the Life of Olaudah Equiano.
HW due Friday: Write an outline, using traditional I,A,1 format, for a five-paragraph essay comparing Equiano’s Narrative with Rowlandson’s.
Students turned in the HW (answers to the Reading Check questions on p. 125). Reading Check questions are the ones in the box, labeled a, b, c, d.
We examined the difference between summarizing – the activity required in answering question ‘a’ -- and paraphrasing, and the students wrote paraphrases of the first sentence (first paragraph) of the Declaration of Independence. We discussed these. They also tried (and mostly failed) to identify the simple subject and simple predicate of the sentence. We began to analyze the famous second sentence and its mastery of parallel structure.
Wednesday, Oct. 3
We finished our joint work on the essay comparing the captivity narratives by Mary Rowlandson and Olaudah Equiano.
HW due Thursday: Read the Declaration of Independence, pp. 117-124 in Elements of Literature, and answer in writing the four “Reading Check” questions on page 125.
Tuesday, Oct. 2
We continued work on the essay we began yesterday, brainstorming and sketching out two two-chunk paragraphs for the essay’s heart.
Monday, Oct. 1
Starting from the students’ outlines for an essay comparing Rowlandson’s and Equiano’s captivity narratives, we began writing such an essay together. The third period began the process, the fourth period fine-tuned the third period’s work and added more, and so on. Because of the need to take all periods through the whole process, the fifth and sixth periods were able to add less to the essay, and we got only as far as the end of the first paragraph.
Students turned in their outlines.
Friday, Sept. 28
Except for 3rd period, when we pretended the school was burning down, we looked at outline protocols in Writers Inc., then at the distinction between ‘less’ and ‘fewer,’ completing an exercise over that which was turned in at the end of class.
The HW (the an outline of an essay comparing Equiano’s Narrative with Rowlandson’s) was postponed to Monday, with the stipulation that it be a sentence outline, as per Writers Inc. page 108.
Thursday, Sept. 27
We looked at the class Sharepoint site.
We read the excerpt in Elements of Literature from The Interesting Narrative of the Life of Olaudah Equiano.
HW due Friday: Write an outline, using traditional I,A,1 format, for a five-paragraph essay comparing Equiano’s Narrative with Rowlandson’s.
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