Tuesday, November 30
We looked at more examples of Classical and Neoclassical architecture, then students took notes on a slideshow summary of essential characteristics of American Literature in the "Age of Reason: 1740-1800)." Afterwards we began to discuss ways in which this period and the Romantic Period which followed it were similar and the ways in which they were different.
Monday, November 29, 2010
Monday, November 29
Students took a 10-question, 30-point quiz over "American Romanticism" (pp. 138-50 in our textbook).
Afterwards we examined the Romantic Period in its relationship to the (Neo-)Classic Period (aka the Enightenment or the Age of Reason), focusing specially on architecture in its Neoclassical and Gothic styles. We looked at images of Neoclassical (e.g. Monticello) and Gothic and Gothic Revival (e.g. Suzzallo Library) buildings.
Students took a 10-question, 30-point quiz over "American Romanticism" (pp. 138-50 in our textbook).
Afterwards we examined the Romantic Period in its relationship to the (Neo-)Classic Period (aka the Enightenment or the Age of Reason), focusing specially on architecture in its Neoclassical and Gothic styles. We looked at images of Neoclassical (e.g. Monticello) and Gothic and Gothic Revival (e.g. Suzzallo Library) buildings.
Wednesday, November 24, 2010
Friday, November 19, 2010
Friday, November 19/Monday, November 22
Students took a quiz over the No Excuses Conventions.
We prepared for the new unit on the Romantic period in American literature by exploring the history of thr words romance and romantic, tracing them back to their origin in Roman.
HW due Monday (4th period):
Quiz over No Excuses Conventions
HW due Tuesday/Wednesday:
Read pp. 138-50 on "American Romanticism" in the textbook. Quiz over it to begin class.
Students took a quiz over the No Excuses Conventions.
We prepared for the new unit on the Romantic period in American literature by exploring the history of thr words romance and romantic, tracing them back to their origin in Roman.
HW due Monday (4th period):
Quiz over No Excuses Conventions
HW due Tuesday/Wednesday:
Read pp. 138-50 on "American Romanticism" in the textbook. Quiz over it to begin class.
Thursday, November 18, 2010
Thursday, November 18
We briefly reviewed the No Excuses Conventions sheet, over which there will be a quiz tomorrow (Monday for 4th period).
We explored further the shift in outlook which characterized the writers of the Revolutionary period -- the Age of Reason, as Thomas Paine and others called it, or the Enlightenment, when reason trumped faith for many intellectuals. Students received another handout with quotations regarding religion from several of the Founding Fathers: Paine, Washington, Jefferson, and Madison, and we discussed their views in the context of the religious "disputations" of the time.
HW due Friday/Monday (half day schedule in effect Friday-Wednesday):
Quiz in class over the No Excuses Conventions.
HW due Tuesday/Wednesday:
Read the introduction to "American Romanticism" on pages 138-50 of the textbook. The will be a quiz over it in class.
We briefly reviewed the No Excuses Conventions sheet, over which there will be a quiz tomorrow (Monday for 4th period).
We explored further the shift in outlook which characterized the writers of the Revolutionary period -- the Age of Reason, as Thomas Paine and others called it, or the Enlightenment, when reason trumped faith for many intellectuals. Students received another handout with quotations regarding religion from several of the Founding Fathers: Paine, Washington, Jefferson, and Madison, and we discussed their views in the context of the religious "disputations" of the time.
HW due Friday/Monday (half day schedule in effect Friday-Wednesday):
Quiz in class over the No Excuses Conventions.
HW due Tuesday/Wednesday:
Read the introduction to "American Romanticism" on pages 138-50 of the textbook. The will be a quiz over it in class.
Wednesday, November 17, 2010
Wednesday, November 17
Students answered five questions about the excerpts from Benjamin Franklin's Autobiography, and we discussed Franklin's outlook largely by comparing it with that of Jonathan Edwards, a figure as representative of his Colonial era as Franklin was of the Revolutionary period. Franklin's this-worldly, rationalist approach, stressing the primacy of human activity, was contrasted with the God-, Faith-, and Grace-centered outlook of Edwards.
Students received and read a handout with quotations from Franklin further clarifying his religious views.
Students answered five questions about the excerpts from Benjamin Franklin's Autobiography, and we discussed Franklin's outlook largely by comparing it with that of Jonathan Edwards, a figure as representative of his Colonial era as Franklin was of the Revolutionary period. Franklin's this-worldly, rationalist approach, stressing the primacy of human activity, was contrasted with the God-, Faith-, and Grace-centered outlook of Edwards.
Students received and read a handout with quotations from Franklin further clarifying his religious views.
Tuesday, November 16, 2010
Tuesday, November 16
Mr. P read aloud the excerpts in our textbook from Jonathan Edwards's famous sermon, "Sinners in the Hands of an Angry God" while students read along and took notes on metaphors in the sermon, after which we identified the central (and not-so central) metaphors Edwards uses, and explored how they relate to each other.
HW due Wednesday:
Read excerpts from Benjamin Franklin's Autobiography, pp. 86-94 in the textbook, and come prepared to answer questions over the reading.
Mr. P read aloud the excerpts in our textbook from Jonathan Edwards's famous sermon, "Sinners in the Hands of an Angry God" while students read along and took notes on metaphors in the sermon, after which we identified the central (and not-so central) metaphors Edwards uses, and explored how they relate to each other.
HW due Wednesday:
Read excerpts from Benjamin Franklin's Autobiography, pp. 86-94 in the textbook, and come prepared to answer questions over the reading.
Monday, November 15, 2010
Monday, November 15
We read the letter by a freedman (Jourdan Anderson) to his former master (pp. 194 ff. in our edition of Frederick Douglass's Narrative), the ndiscussed its rhetorical strategies, especially its sophisticated us of verbal irony, and we briefly looked at other types of figurative language.
We read the letter by a freedman (Jourdan Anderson) to his former master (pp. 194 ff. in our edition of Frederick Douglass's Narrative), the ndiscussed its rhetorical strategies, especially its sophisticated us of verbal irony, and we briefly looked at other types of figurative language.
Friday, November 12, 2010
Tuesday, November 9, 2010
Tuesday, November 9
Students submitted all parts of their persuasive essays on the abolition of slavery.
In most sections students took a "race literacy test" from California Newsreel to survey what they knew about the subject, after which we began to look at the answers. Based on modern genetic science, the quiz suggests that race does not exist as a biological fact, and that it is instead socially created.
Wednesday:
Students will watch a documentary film entitled A Class Divided, about Jane Elliott's famous educational experiment in discrimination.
Students submitted all parts of their persuasive essays on the abolition of slavery.
In most sections students took a "race literacy test" from California Newsreel to survey what they knew about the subject, after which we began to look at the answers. Based on modern genetic science, the quiz suggests that race does not exist as a biological fact, and that it is instead socially created.
Wednesday:
Students will watch a documentary film entitled A Class Divided, about Jane Elliott's famous educational experiment in discrimination.
Monday, November 8, 2010
Monday, November 8
We reviewed the MLA guidelines for citation of sources (necessary for the essay due tomorrow) and the procedures for submitting papers to turnitin.com. Students received the turnitin Student Quickstart Guide as a handout and filled in a worksheet pertaining to MLA format and turnitin.com.
HW due Tuesday:
Final draft of the slavery essay, along with:
websearch worksheet
formal outline
first draft
peer edit sheet
We reviewed the MLA guidelines for citation of sources (necessary for the essay due tomorrow) and the procedures for submitting papers to turnitin.com. Students received the turnitin Student Quickstart Guide as a handout and filled in a worksheet pertaining to MLA format and turnitin.com.
HW due Tuesday:
Final draft of the slavery essay, along with:
websearch worksheet
formal outline
first draft
peer edit sheet
Friday, November 5, 2010
Friday, November 5
Students helped each other improve their slavery essays by reading each other's rough drafts, writing comments on them, answering questions about them on a peer editing worksheet, discussing this feedback with each other, and recording detailed comments about planned improvements in the final draft, due Tuesday.
HW due Tuesday:
Final draft of the persuasive essay on slavery along with all paperwork from earlier stages.
Students helped each other improve their slavery essays by reading each other's rough drafts, writing comments on them, answering questions about them on a peer editing worksheet, discussing this feedback with each other, and recording detailed comments about planned improvements in the final draft, due Tuesday.
HW due Tuesday:
Final draft of the persuasive essay on slavery along with all paperwork from earlier stages.
Thursday, November 4, 2010
Thursday, November 4
Students received a handout (see Documents page) concerning the integration of quotations into the text of their essays. We reviewed three methods for integrating quotations, then practiced each by filling in the exercise on the back of the sheet. At the end of the class we briefly reviewed the peer editing sheet students will use in class on Friday in commenting on other students' rough drafts. (See Documents page for peer edit sheet.)
HW due Friday:
Complete first draft of the slavery essay.
HW due Tuesday:
Final draft with all parts of the project.
Students received a handout (see Documents page) concerning the integration of quotations into the text of their essays. We reviewed three methods for integrating quotations, then practiced each by filling in the exercise on the back of the sheet. At the end of the class we briefly reviewed the peer editing sheet students will use in class on Friday in commenting on other students' rough drafts. (See Documents page for peer edit sheet.)
HW due Friday:
Complete first draft of the slavery essay.
HW due Tuesday:
Final draft with all parts of the project.
Wednesday, November 3, 2010
Tuesday, November 2, 2010
Tuesday, November 2
Mr. P announced a change in the deadlines for the slavery essay. The first and final drafts will both be due one day later than originally announced, the first draft now being due Friday (11/5) rather than Thursday, and the final draft (along with all earlier pieces) being due next Tuesday (11/9) rather than Monday.
Students received stamps on their typed formal outlines. They are to be turned in on the ninth with the final draft; outlines without a stamp will lose 25% credit.
We divided the class between supporters and opponents of the abolition reolution (opponents and supporters of slavery) and divided each side into groups of three or four to prepare for tomorrow's debate. Students used a printed notesheet (also due 11/9) to come up with their strongest arguments and to brainstorm possible rebuttals to anticipate (and prepare to refute) from the other side.
HW due Wednesday:
Prepare for the Great Debate.
HW due Friday:
Complete rough draft of the persuasive essay on slavery.
Mr. P announced a change in the deadlines for the slavery essay. The first and final drafts will both be due one day later than originally announced, the first draft now being due Friday (11/5) rather than Thursday, and the final draft (along with all earlier pieces) being due next Tuesday (11/9) rather than Monday.
Students received stamps on their typed formal outlines. They are to be turned in on the ninth with the final draft; outlines without a stamp will lose 25% credit.
We divided the class between supporters and opponents of the abolition reolution (opponents and supporters of slavery) and divided each side into groups of three or four to prepare for tomorrow's debate. Students used a printed notesheet (also due 11/9) to come up with their strongest arguments and to brainstorm possible rebuttals to anticipate (and prepare to refute) from the other side.
HW due Wednesday:
Prepare for the Great Debate.
HW due Friday:
Complete rough draft of the persuasive essay on slavery.
Monday, November 1, 2010
Monday, November 1
Students received back their thesis statements from Friday with comments. They are to be revised and included in the typed formal outlines due tomorrow. We reviewed expectations for the outline and for the essay, including the requirement that each essay's thesis statement appear at the end of the first paragraph, whatever strategy that paragraph may otherwise employ.
Mr. P added to the requirements for the essay the stipulation that at least one of the (minimum of three) quotations be from Frederick Douglass's Narrative.
Students also received a handout of excerpts from John C. Calhoun's 1837 speech in the U.S. Senate, "Slavery a Positive Good," and we reviewed the doctrine of States' Rights which underlay Calhoun's insistence that the Senate had no business even considering the question of abolition.
HW due Tuesday:
Formal typed outline of the essay on slavery. (See essay assignment sheet and the handout on outlining, both available on the Documents page of room301.org).
Students received back their thesis statements from Friday with comments. They are to be revised and included in the typed formal outlines due tomorrow. We reviewed expectations for the outline and for the essay, including the requirement that each essay's thesis statement appear at the end of the first paragraph, whatever strategy that paragraph may otherwise employ.
Mr. P added to the requirements for the essay the stipulation that at least one of the (minimum of three) quotations be from Frederick Douglass's Narrative.
Students also received a handout of excerpts from John C. Calhoun's 1837 speech in the U.S. Senate, "Slavery a Positive Good," and we reviewed the doctrine of States' Rights which underlay Calhoun's insistence that the Senate had no business even considering the question of abolition.
HW due Tuesday:
Formal typed outline of the essay on slavery. (See essay assignment sheet and the handout on outlining, both available on the Documents page of room301.org).
Subscribe to:
Posts (Atom)