Friday, February 29, 2008

AGENDA 2/29

LAST DAY FOR REGULAR AP EXAM REGISTRATION!!!
Happy Leap Day and Pep Rally Day!
Please turn in Evidence Logs and annotated articles on race, culture, and ethnicity in America.

Finish powerpoint on "Anatomy of Satire" and cloze notes

Begin reading Adventures of Huckleberry Finn, chapters 1-6
As you read, notice and be prepared to discuss:
1) What stages of Kohlberg's Stages of Moral Reasoning are characters operating at? (Pay particular attention to Huck's moral decisions versus those of the adults in the book.)
2) Note uses of colloquial diction.
3) Who uses the "n" word pejoratively?
4) Land vs. River: What differences/similarities do you see between the actions that happen on land and those that take place on the river?
5) What humor devices do you notice and what effects do they create?
6) Why might Twain have chosen an illiterate boy, Huck, as his main character?

HW: Read chapters 1-6 of Adventures of Huckleberry Finn and be prepared to discuss on Monday. Helpful hint: I will be calling randomly on people for comments related to the questions above. Be ready to say something insightful--if I sense people aren't reading, it wouldn't be unlikely that you will begin to experience the excruciating torment of reading quizzes (note my use of both litotes and hyperbole in that last sentence!)

Thursday, February 28, 2008

AGENDA 2/28

Return and debrief: Synthesis essays

Discuss and turn in "3' by 4' Green Space Rejuvenates Neighborhood"
Questions for "3' by 4' Green Space Rejuvenates Neighborhood"

Begin "Anatomy of Satire" Powerpoint and Cloze Notes

HW: Complete Evidence Log and annotated article on the topic of race, culture, and ethnicity in America.

Wednesday, February 27, 2008

AGENDA 2/27

Begin mini-unit on humor devices and satire

Read "Fall Canceled After 3 Billion Seasons" from The Onion. Answer the questions and turn in at the end of the period.

Pass out Humor devices bookmarks

HW: Read and answer the questions for "3' by 4' Green Space Rejuvenates Neighborhood" for tomorrow; complete Evidence Log and annotated article related to race, culture, and ethnicity in America for Friday.

Tuesday, February 26, 2008

AGENDA 2/26

TW: Synthesis essay - "Effects of Advertising"

HW: Due Friday--Evidence Log and annotated article related to race, culture, and ethnicity in America

Monday, February 25, 2008

AGENDA 2/25

REMINDER: REGISTER FOR THE AP EXAMS!!! Regular registration ends this Friday.

Turn in Kohlberg Homework Assignment and "What Would Thoreau Do?" handouts if you haven't already (these won't be counted as late if submitted today or tomorrow since you didn't have my help if you had questions)

Vocabulary Quiz over Frederick Douglass/Modern Slavery Unit words parts 1 & 2

Review reminders for synthesis essays:
* FIRST 15 MINUTES:
  • Read prompt carefully and determine thesis/position (consider writing thesis as a whole sentence using a "while...ultimately" construction)
  • Read sources carefully and select 3 to use to support your thinking (mark + if the source agrees with your position and - if the source raises a potential counterargument for your position)
  • If time permits, list out your claims (reasons to support your argument/refute counterargument)

* NEXT 40 MINUTES:

  • Write an introduction:
  1. Hook (consider anecdote, startling statistic, shocking statement, universal truth, or fact rather than the overdone "question" beginning)
  2. Acknowledge complexity (consider using words like "While," "Admittedly," "Granted," "However," "Although," etc.
  3. Make thesis clear (consider signal words like "...ultimately," "...Therefore," "...Consequently," or "As a result," etc.
  • Open body paragraphs with CLAIMS
  • Integrate 3 sources smoothly (can tackle two sources in one paragraph as long as you have plenty of your own thinking in between the two sources, or can use one source per paragraph)
  1. After claim, introduce evidence with meaningful 1/2 sentence (consider using author's name if it helps)
  2. Use direct quotations rather than paraphrase whenever possible
  3. ALWAYS cite source and source letter in parentheses at end of quoted or paraphrased information (Source C). Remember--the first thing I do when reading your essay is scan for the three sources. Make it easy on me!
  • Conclusion options: call to action (what we should do about the problem or issue), anaphora, cost/benefit, establish urgency (why this is a problem NOW)

HW: Review notes and examples of synthesis essays in preparation for timed write tomorrow!
Continue working on Evidence Log and annotated article for next week. Topic: race, culture, and ethnicity in America--due next Friday.

Friday, February 22, 2008

AGENDA 2/22

Discuss Thoreau's "Civil Disobedience"
Pass out handout: "What Would Thoreau Do?" and current event articles "The Sit-in at the Altar" and "Loyal to Country or Conscience?"

Complete "What Would Thoreau Do?" handout

HW: Begin working on Evidence Log and annotated article for next week. Topic: race, culture, and ethnicity in America--due next Friday. Finish "What Would Thoreau Do?" handout if not completed in class.

Thursday, February 21, 2008

AGENDA 2/21

ANNOUNCEMENT: The FINAL draft deadline of the persuasive letter will be PUSHED BACK to FRIDAY, February 29th to allow me to comment more thoroughly on your rough drafts. We'll be doing style improvement activities on the letters next week.

REMINDER: REGISTER FOR THE AP TEST ASAP! Exams are $84 EACH--go to I House Office in T211 before school, at lunch, or after school. You may only register for exams during class time if you have a free period sticker on your ID card. If you need financial assistance, please speak to Ms. Mayoral. EVERYONE is expected to take the AP Language and Composition test.

Kohlberg Cloze Notes
Understanding warrants through Kohlberg's Stages of Moral Reasoning
Begin reading excerpt from Thoreau's "Civil Disobedience"

As you read "Civil Disobedience":
1) Paraphrase/summarize Thoreau’s main idea after every paragraph by writing a brief sentence in the margins.

2) Underline the most compelling sentence(s) - find a part that is memorable or intriguing, and write why you find it compelling or intriguing on the back of the essay, or in the margin space at the end of the essay.

3) Find and label two rhetorical techniques.

HW: Finish reading Thoreau’s “Civil Disobedience” and completing steps 1-3 if not finished in class. Also please finish the Kohlberg homework assignment from Wednesday night (the sheet you wrote your sample scenario on--now you can complete the other questions).

Wednesday, February 20, 2008

AGENDA 2/20

REMINDER: REGISTER FOR THE AP TEST ASAP! Exams are $84 EACH--go to I House Office in T211 before school, at lunch, or after school. You may only register for exams during class time if you have a free period sticker on your ID card. If you need financial assistance, please speak to Ms. Mayoral. EVERYONE is expected to take the AP Language and Composition test.

Turn in seminar preparation (10 questions on modern slavery, viewing guide from film, Frederick Douglass chapter 10 seminar preparation passage and questions/paragraph, and half-sheet from the discussion day with self-evaluation and discussion notes--if not ready to turn this in today, please submit by the end of the week).

Turn in persuasive letter drafts.

Introduce moral reasoning via "The Ethicist" podcast and discuss
Introduce sample moral dilemma scenario and discuss both what Judy should do and the reasons why
In small groups, discuss two scenarios from the "Moral Dilemma Scenarios" sheet--report out to class

HW: On the Kohlberg Assignment sheet, create a moral dilemma scenario of your own (question 3). We'll complete the rest of this sheet following tomorrow's lesson.

Tuesday, February 19, 2008

AGENDA 2/19

Vocabulary Quiz over Frederick Douglass & Modern Slavery words, part I
Pass back synthesis essays

Discuss tips for synthesis essays and effective samples

HW: Draft of persuasive letter due tomorrow!

Friday, February 15, 2008

AGENDA 2/15

Vocabulary warm-up
Share evidence logs & articles and turn in
Read and discuss UTNE article "Putting a Stop to Slave Labor"
Present persuasive letter assignment and sample

HW: No evidence logs due next week! Study for vocabulary quiz on Tuesday over the words from Ch. 1, 2, 7, and 10 of Frederick Douglass and Kevin Bales' "The Social Psychology of Modern Slavery." Begin drafting persuasive letter--draft due Wednesday. Consider writing a rhetorical terms entry this week if you get a chance.

Thursday, February 14, 2008

AGENDA 2/14

HAPPY VALENTINE'S DAY!

Seminar: Historic Slavery and Modern Slavery--Discuss elements from chapter 10 of The Narrative of the Life of Frederick Douglass and connections to the film and Scientific American article.

HW: Complete Evidence Log and annotate article connected to workers' issues or workers' rights.

Wednesday, February 13, 2008

AGENDA 2/13

Finish viewing Modern Slavery: A Global Investigation
Tomorrow, you'll submit your seminar preparation, quickwrite, and viewing guide.
You can also visit www.freetheslaves.net for more information about modern slavery--following our discussion, we'll begin a project to address the issue of modern slavery and exploitation of workers.

HW: For tomorrow--Seminar Preparation--Select a meaningful passage from The Narrative of the Life of Frederick Douglass, An American Slave, and type, write, or photocopy the passage. Then write EITHER 4-5 discussion questions or a 4-5 sentence response concerning the Douglass passage and connecting to the issue of modern slavery, via the film or Kevin Bales' article. For Friday: complete an Evidence Log and annotate an article related to worker's rights/issues (compensation, strikes, unions, negotiations, layoffs, etc.).

Tuesday, February 12, 2008

AGENDA 2/12

Quickwrite: Modern Slavery
Viewing Guide--Modern Slavery: A Global Investigation, part I

HW: For Thursday--read and annotate Kevin Bales' Scientific American article on "The Social Psychology of Modern Slavery" in preparation for a seminar. Also, read Chapter 10 of The Narrative of the Life of Frederick Douglass, up to page 118, to the sentence "Such was his theory, and such his practice." Seminar preparation for Thursday will be similar to the preparation you did for our seminar on The Crucible--you'll handwrite, photocopy, or type up a meaningful passage from Chapter 10 of Frederick Douglass--feel free to use this link to copy/paste your passage--then either write 4-5 discussion questions OR a 4-5 sentence response paragraph, connecting the ideas in the Douglass excerpt to what you have learned about modern slavery.

Also, for Friday, another Evidence Log and annotated current events article is due--this time connected to worker's issues and rights--unions, negotiations, OSHA, layoffs, strikes, compensation, etc.

Monday, February 11, 2008

AGENDA 2/11

Turn in rhetorical terms entries on passive voice - please submit to turnitin.com within the week after you make your revisions. Submit to the assignment "2nd Sem RHETORICAL TERMS #1 - passive voice."

Compare and discuss Ch. 7 of Narrative of the Life of Frederick Douglass, An American Slave and "Learning to Read" by Malcolm X. Discuss in small groups and present findings to the class:
1) How are the two works similar in terms of each man's attitude toward education?
2) What departures do you notice? How do you account for these departures?
3) How do the tones of the two pieces differ (include an excerpt from each text)?
4) Find a rhetorical technique in each passage.

HW: Evidence Logs and annotated articles due Friday: select an article connected to "workers" -- e.g., strikes, unions, layoffs, negotiations, OSHA, work practices, etc.

Friday, February 8, 2008

AGENDA 2/8

Turn in Evidence Log and annotated article related to education
Finish discussing the close reading excerpt from Ch. 2
Discuss Narrative of the Life of Frederick Douglass, Ch. 7

HW: Turn in typed rhetorical terms entry on passive voice using the excerpt from Ch. 2 on Monday.

Thursday, February 7, 2008

AGENDA 2/7

Grammar Warm-up: Active/Passive Voice
Discuss and analyze Ch. 1 of Narrative of the Life of Frederick Douglass together as a class:
- Why does he begin his narrative by explaining that he does not know his birthday?
- What contrasts and comparisons does Douglass set up immediately?
- What else seems significant?
Discuss and and analyze excerpt from Chapter 2 in small groups:
- Why does Douglass use passive voice?
- What other rhetorical techniques do you notice?
Report out

ANNOUNCEMENTS: 1) Bring $5 before next Wednesday if you would like to purchase a copy of Adventures of Huckleberry Finn (optional--but this book has the helpful footnotes). 2) If you will be missing class on Tuesday 2/12 for the Marine Bio Field Trip or for any other reason, you MUST come by after school on Friday or Monday for one hour to watch the first half of the documentary that you will miss on Tuesday!

HW: Read chapter 7 of Narrative of the Life of Frederick Douglass and be prepared to discuss. Finish annotating article related to education and complete evidence log for tomorrow.

Wednesday, February 6, 2008

AGENDA 2/6

Quickwrite and discussion: Basic Human Rights and the UN Universal Declaration of Human Rights

Vocabulary List

Notes: Introduction to The Narrative of the Life of Frederick Douglass

HW: Start learning vocabulary words. Read Ch. 1 and 2 of Frederick Douglass for tomorrow and be ready to discuss. Finish annotating an article related to education and complete an Evidence Log for it for Friday's class.

Tuesday, February 5, 2008

AGENDA 2/5

Synthesis Timed Write: Impact of television on elections

HW: Complete Evidence Log and annotate article related to education for Friday. Bring Frederick Douglass books tomorrow.

Monday, February 4, 2008

AGENDA 2/4

Review DCQ paragraphs from weekend: switch with a partner and identify hook, stasis, destabilization, and thesis. Share out any great examples.

Introduce synthesis packet: sources for flagburning essay

Order of Operations for Synthesis Essay:
1) Read Introduction and Assignment
2) Formulate a thesis statement that acknowledges complexity (for example, while...ultimately or ...however...)
3) Read and annotate sources using + to denote source information that supports your position and - to mark source information that goes against your position
4) Outline argument: write down claims if possible and identify which 3+ sources you will use
5) Begin writing!

Pass out Notes on Synthesis Essays and sample student work: essay which scored a 9 and pieces from other effective essays

HW: Review all synthesis notes in preparation for tomorrow's timed write. Bring lined paper and blue/black ink pens. Complete Evidence Log and annotate article related to education for Friday.

Friday, February 1, 2008

AGENDA 2/1

Handout: Reflection on First Semester - goal setting
Evidence Log Assignment: read newspaper article (online or in print) related to Education, annotate it and complete an Evidence Log for next Friday, 2/8.
DCQ: Practice prompt on flag burning amendment for Monday--write an introduction paragraph using the introduction structure that acknowledges complexity and bullet three claims (2 in support of your thinking and one addressing/refuting a counterargument)

HW: Complete introduction paragraph and claims for Monday. Start working on article and Evidence Log for next Friday.