Monday, November 30
Mr. P further explained the expectations for culture boxes and presentations, and students asked questions about the asignment.
Students received a handout presenting similarities and differences between everyday conversation and public speaking and about how to deal with nervousness. We reviewed the handout together.
Tomorrow: "Grabbag" public speaking exercise.
Tuesday, November 24, 2009
Tuesday, November 24
(1st period)
We watched the end of A Class Divided, and then discussed the lessons to be derived from it.
Students received the assignment sheet for the Culture Box project (see Documents page), which requires students to (1) create a three-dimensional representation of their cultural heritage and (2) to present their box to the class. We went over the sheet, asked and answered questions about the asignment, and looked at sample boxes from years past.
HW due Wednesday, Dec. 2:
Culture Box due; presentations begin.
(1st period)
We watched the end of A Class Divided, and then discussed the lessons to be derived from it.
Students received the assignment sheet for the Culture Box project (see Documents page), which requires students to (1) create a three-dimensional representation of their cultural heritage and (2) to present their box to the class. We went over the sheet, asked and answered questions about the asignment, and looked at sample boxes from years past.
HW due Wednesday, Dec. 2:
Culture Box due; presentations begin.
Monday, November 23, 2009
Monday, November 23
(Periods 4, 5, and 6)
We watched most of A Class Divided, a documentary film from PBS about a famous educational experiment in which elementary school students were divided into groups of the brown-eyed and the blue-eyed, and what came of that experiment.
Some students checked out outside reading texts, and all students were advised to be doing their outside reading.
(Periods 4, 5, and 6)
We watched most of A Class Divided, a documentary film from PBS about a famous educational experiment in which elementary school students were divided into groups of the brown-eyed and the blue-eyed, and what came of that experiment.
Some students checked out outside reading texts, and all students were advised to be doing their outside reading.
Friday, November 20, 2009
Friday, November 20
(Period 1)
We watched most of A Class Divided, a documentary film from PBS about a famous educational experiment in which elementary school students were divided into groups of the brown-eyed and the blue-eyed, and what came of that experiment.
Some students checked out outside reading texts, and all students were advised to be doing their outside reading.
(Period 1)
We watched most of A Class Divided, a documentary film from PBS about a famous educational experiment in which elementary school students were divided into groups of the brown-eyed and the blue-eyed, and what came of that experiment.
Some students checked out outside reading texts, and all students were advised to be doing their outside reading.
Thursday, November 19, 2009
Thursday, November 19
We returned to Jourdon Anderson's letter to his former master and expnded upon the concept of irony and of figurative (versus literal) uses of language in general.
Students were advised to get going with their outside reading books.
HW due today:
Submit essays to turnitin.com if you have not already done so.
We returned to Jourdon Anderson's letter to his former master and expnded upon the concept of irony and of figurative (versus literal) uses of language in general.
Students were advised to get going with their outside reading books.
HW due today:
Submit essays to turnitin.com if you have not already done so.
Wednesday, November 18, 2009
Wednesday, November 18
We read and compared two pieces in the back of the Frederick Douglass book: part of Douglass's famous 1852 speech, "What to the American Slave is the Fourth of July?," and Jourdon Anderson's letter to his former master.
Students responded in writing to four questions regarding the readings. At the end of the period they turned their papers in and returned the textbooks. Any textbooks still out need to be returned on Thursday.
HW due Thursday:
Deadline for submission of papers to turnitin.com.
We read and compared two pieces in the back of the Frederick Douglass book: part of Douglass's famous 1852 speech, "What to the American Slave is the Fourth of July?," and Jourdon Anderson's letter to his former master.
Students responded in writing to four questions regarding the readings. At the end of the period they turned their papers in and returned the textbooks. Any textbooks still out need to be returned on Thursday.
HW due Thursday:
Deadline for submission of papers to turnitin.com.
Tuesday, November 17, 2009
Tuesday, November 17
Students turned in their persuasive essays, along with all the preliminary assignments.
We did an exercise in etymology, using the classroom dictionaries. Students turned in their papers from the exercise.
HW due Thursday
Submit or resubmit essays to turnitin.com
Essays not submitted both on paper and in a digital file posted to turnitin.com will not be accepted.
Students turned in their persuasive essays, along with all the preliminary assignments.
We did an exercise in etymology, using the classroom dictionaries. Students turned in their papers from the exercise.
HW due Thursday
Submit or resubmit essays to turnitin.com
Essays not submitted both on paper and in a digital file posted to turnitin.com will not be accepted.
Monday, November 16, 2009
Monday, November 16
Students completed, but did not turn in, a worksheet with two sections: one on MLA citation and one on submitting papers to turnitin.com. Students received copies of the turnitin.com Student Quickstart Guide along with class ID numbers, class enrollment password, and instructions on naming submitted files. The worksheet is to be turned in Tuesday along with the final draft of the paper and all other component assignments. (See Tuesday, Nov. 10.) The deadline for turnitin.com submission is Thursday.
HW due Tuesday:
Final draft of the persuasive essay, and all other attendant documents (see Nov. 10).
HW due by Thursday:
Final draft submitted to turnitin.com. Papers not submitted both on paper and digitally will not be accepted.
Students completed, but did not turn in, a worksheet with two sections: one on MLA citation and one on submitting papers to turnitin.com. Students received copies of the turnitin.com Student Quickstart Guide along with class ID numbers, class enrollment password, and instructions on naming submitted files. The worksheet is to be turned in Tuesday along with the final draft of the paper and all other component assignments. (See Tuesday, Nov. 10.) The deadline for turnitin.com submission is Thursday.
HW due Tuesday:
Final draft of the persuasive essay, and all other attendant documents (see Nov. 10).
HW due by Thursday:
Final draft submitted to turnitin.com. Papers not submitted both on paper and digitally will not be accepted.
Friday, November 13, 2009
Thursday, November 12, 2009
Thursday, November 12
Students gave each other feedback on each other's rough drafts, using a peer-edit sheet.
Students who did not have a rough draft may still find someone to go through the editing process with them and submit the peer edit sheet on Tuesday with the rough draft.
Students with rough drafts received stamps which will earn them full credit when the draft is submitted on Tuesday with the final draft; rough drafts submitted with the a final draft demonstrating substantial revision between drafts will receive half credit.
HW due Tuesday:
Final draft of persuasive essay.
Students gave each other feedback on each other's rough drafts, using a peer-edit sheet.
Students who did not have a rough draft may still find someone to go through the editing process with them and submit the peer edit sheet on Tuesday with the rough draft.
Students with rough drafts received stamps which will earn them full credit when the draft is submitted on Tuesday with the final draft; rough drafts submitted with the a final draft demonstrating substantial revision between drafts will receive half credit.
HW due Tuesday:
Final draft of persuasive essay.
Tuesday, November 10, 2009
Tuesday, November 10
We reviewed
(1) The documents which must be turned in NEXT Tuesday:
a. Websearch worksheet
b. Character description
c. Outline
d. First draft
e. Peer edit sheet
f. Final draft
We also went over all the sources students have in hnd to mine for supporting facts, arguments and quotations for their papers, including Douglass's Narrative and several handouts. We then reviewed one of those handouts, "Slavery a Positive Good," a speech to the U.S. Senate in 1837, in which Calhoun warns of civil war more than twenty years before one broke out.
HW due Thursday:
Complete typed first draft.
We reviewed
(1) The documents which must be turned in NEXT Tuesday:
a. Websearch worksheet
b. Character description
c. Outline
d. First draft
e. Peer edit sheet
f. Final draft
We also went over all the sources students have in hnd to mine for supporting facts, arguments and quotations for their papers, including Douglass's Narrative and several handouts. We then reviewed one of those handouts, "Slavery a Positive Good," a speech to the U.S. Senate in 1837, in which Calhoun warns of civil war more than twenty years before one broke out.
HW due Thursday:
Complete typed first draft.
Monday, November 9, 2009
Monday, November 9
Mr. P regretfully announced yet another postponement of deadines: the first draft of the persuasive paper is now due not Tuesday but Thursday. The final draft is now due next Tuesday (11/17). There will be no further extensions.
We divided the class on either side of the Mason-Dixon Line and conducted The Great Debate.
HW due Thursday:
Typed, complete first draft of the persuasive essay.
Mr. P regretfully announced yet another postponement of deadines: the first draft of the persuasive paper is now due not Tuesday but Thursday. The final draft is now due next Tuesday (11/17). There will be no further extensions.
We divided the class on either side of the Mason-Dixon Line and conducted The Great Debate.
HW due Thursday:
Typed, complete first draft of the persuasive essay.
Friday, November 6, 2009
Friday, November 6
Students turned in their outlines (and received them back).
Students worked in small groups to prepare for Monday's debate, producing papers detailing four arguments in support of their positions along with rebuttals they expect from their opponents.
HW due Tuesday:
Typed first draft of the persuasive essay.
Students turned in their outlines (and received them back).
Students worked in small groups to prepare for Monday's debate, producing papers detailing four arguments in support of their positions along with rebuttals they expect from their opponents.
HW due Tuesday:
Typed first draft of the persuasive essay.
Thursday, November 5, 2009
Wednesday, November 4, 2009
Wednesday, November 4
Students received a pink two-sided handout on outlining, which they are to read carefully by tomorrow.
Students turned in their thesis statements and we put several under the document camera and critiqued them, emphasizing the importance of creating a single unified thesis as the basis for a unified, coherent essay.
HW due Thursday:
Study the handout on outlining
HW due Friday:
Preliminary alphanumeric outline of the persuasive essay.
Prepare for in-class debate between Abolitionists and Slaveowners.
Students received a pink two-sided handout on outlining, which they are to read carefully by tomorrow.
Students turned in their thesis statements and we put several under the document camera and critiqued them, emphasizing the importance of creating a single unified thesis as the basis for a unified, coherent essay.
HW due Thursday:
Study the handout on outlining
HW due Friday:
Preliminary alphanumeric outline of the persuasive essay.
Prepare for in-class debate between Abolitionists and Slaveowners.
Tuesday, November 3, 2009
Tuesday, November 3
We finished up with "Casey at the Bat" by watching a film of the over-the-top recitation of the poem by the man who made it famous, De Wolf Hopper.
Then we turned our attention to the thesis statements due tomorrow, describing what is required in the context of the larger question of how to structure the essay (the central idea of which the thesis statement will summarize). The goal is unity of statement in each case.
HW due Wednesday:
Typed thesis statement for the persuasive essay.
HW due Friday:
Formal topic outline of essay; in-class debate
We finished up with "Casey at the Bat" by watching a film of the over-the-top recitation of the poem by the man who made it famous, De Wolf Hopper.
Then we turned our attention to the thesis statements due tomorrow, describing what is required in the context of the larger question of how to structure the essay (the central idea of which the thesis statement will summarize). The goal is unity of statement in each case.
HW due Wednesday:
Typed thesis statement for the persuasive essay.
HW due Friday:
Formal topic outline of essay; in-class debate
Monday, November 2, 2009
Monday, November 2
Mr. P distributed a revised schedule of deadlines for the persuasive essay, the final draft of which is now due Friday, Nov. 13.
Students received two other handouts as well, a copy of "Casey at the Bat," which we read, and a yellow sheet of Poetic Terminology, which we used in analyzing the rhyme and meter of the poem.
HW due Wednesday:
Thesis statement of the persuasive essay. TYPED.
Mr. P distributed a revised schedule of deadlines for the persuasive essay, the final draft of which is now due Friday, Nov. 13.
Students received two other handouts as well, a copy of "Casey at the Bat," which we read, and a yellow sheet of Poetic Terminology, which we used in analyzing the rhyme and meter of the poem.
HW due Wednesday:
Thesis statement of the persuasive essay. TYPED.
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