You are so very close to being finished with the Influential Person Multi-Media Event (IPMME).
As you are recording your paper on Screencast, remember to begin by recording a slowly scrolled video of your entire paper, including the works cited, in case the fifteen minutes you are allotted turns out not to be enough. If the fifteen minutes is not enough, do not panic or worry. I will still assess your entire paper through the video you shot at the beginning.
If you are reading this you are probably ready to submit the Screencast of the IPMME to Canvas. Let's go through it one more time.
After you've recorded on Screencast, you'll want to save it. Select DONE on the Screencast next to the recorder button.
A window will pop up that asks how you want to save it. Select the option that says "Save as video file".
It should say that the type of file you are saving is an MP4...great.
On this screen you should also give it a name. The name I would like you to give it would be your first initial, last name and name of your IP (example: POMalleyWalt Disney).
It also asks you where to save it on this screen. The desktop would be a good choice for ease of access.
You should then click "Publish".
A new window will pop up saying it is being published. This could take a bit, depending on the length of the video.
Once it is published you can either play the video one more time or press DONE.
After you press DONE, you'll want to upload the published MP4 file you saved to your desktop to Canvas.
Open Canvas and go to the assignment titled "The Influential Person Multi-Media Event".
Click on the UPLOAD ASSIGNMENT button and follow the directions. You should be good to go.
Congratulations! You are finished. Now if you have any concerns or doubts, bring what you need to class tomorrow so that we can be sure it is uploaded correctly by the end of class. Can't wait to start viewing the IPMMEs!
If you look on Canvas later today, I will have the rubric posted and broken down by points.
Sunday, May 17, 2015
Friday, May 15, 2015
Monday, May 11, 2015
Standard: Read Night pages 47-65; be looking for the eight events that Elie writes about. Be able to answer why he chose those eight events. What purpose did each one have? what point was each one trying to get across?
Honors: You began your multi-media work today. Have 3-5 supplemental pieces of information/links identified for your paper. I'll have you start doing the writing for the voice-overs tomorrow.
Honors: You began your multi-media work today. Have 3-5 supplemental pieces of information/links identified for your paper. I'll have you start doing the writing for the voice-overs tomorrow.
Friday, May 8, 2015
Standard: Read Night pages 46-61
Honors: Complete final copy of the paper is due Monday. We will begin work on the Screencasting part in class on Monday.
Link to the Night prompts.
Honors: Complete final copy of the paper is due Monday. We will begin work on the Screencasting part in class on Monday.
Link to the Night prompts.
Friday, May 1, 2015
Happy First Day of May!
Honors: ISTEP on Monday. It will take about 70-80 minutes so it does leave almost 40 minutes of class time...I hope.
With that in mind, I want you to do well on ISTEP--take your time and think carefully--but we also need to prepare for class. We looked at the IP drafts today. They are coming along but still require some additional evidence and analysis and valid support based on the discussions I heard.
The big concern seems to be the counter claim. I opened up a new possibility in this regard. Before I said the counterclaim has to explain why the IP does not deserve a seat at the table of influence. That's still the first choice, however, now, if you are having a bear of a time coming up with a valid/logical/acceptable counterclaim, I'll allow you to argue that there is a negative influence that would diminish the positive influence you presented in your body paragraphs. Let me know if you have a question on that.
We are setting Friday May 8 as the completion date for the paper. Now, that does not include any of the multi-media/screencast parts of the paper. We will visit those the following week.
Standard: 55 minutes just seems to fast after having 125 minute classes. We crammed what we could into the time and still didn't get as far as I had hoped. For that reason, I just want you to read pages 23-28 this weekend. Since ISTEP will only take a portion of our time on Monday/Tuesday, we will fill the rest of the time completing today's plan and jumping onto those new five pages.
With that in mind, I want you to do well on ISTEP--take your time and think carefully--but we also need to prepare for class. We looked at the IP drafts today. They are coming along but still require some additional evidence and analysis and valid support based on the discussions I heard.
The big concern seems to be the counter claim. I opened up a new possibility in this regard. Before I said the counterclaim has to explain why the IP does not deserve a seat at the table of influence. That's still the first choice, however, now, if you are having a bear of a time coming up with a valid/logical/acceptable counterclaim, I'll allow you to argue that there is a negative influence that would diminish the positive influence you presented in your body paragraphs. Let me know if you have a question on that.
We are setting Friday May 8 as the completion date for the paper. Now, that does not include any of the multi-media/screencast parts of the paper. We will visit those the following week.
Standard: 55 minutes just seems to fast after having 125 minute classes. We crammed what we could into the time and still didn't get as far as I had hoped. For that reason, I just want you to read pages 23-28 this weekend. Since ISTEP will only take a portion of our time on Monday/Tuesday, we will fill the rest of the time completing today's plan and jumping onto those new five pages.
Monday, April 27, 2015
Our First Block Day
Honors: We examined Carl Sandburg's poem "A Fence" and I had you identify the author's feelings towards the fence and the overall theme of the poem. Good practice for ISTEP but it also revealed that we need to read the poems closer.
Spent a lot of time on our papers, sharing them, editing them, adding new paragraphs and new research, etc. While I'm not assigning any homework (per Mrs. Harper), it would be beneficial for you to continue working on them over the next couple days.
Standard: We also examined Carl Sandburg's poem "A Fence" but spent a little more time working on the analysis of the poem together. It's a tricky one to understand if you get too caught up in the first part of the poem.
After that we spent some time discussing and writing about the Holocaust. We examined some photos that helped for us to picture some of the events. We also read a brief children's story called "The Poison Mushroom" which demonstrated how Hitler was able to brainwash his people so easily. Finally, we passed out the book Night and started reading it.
We will duplicate all this tomorrow and then start fresh on Wednesday.
Spent a lot of time on our papers, sharing them, editing them, adding new paragraphs and new research, etc. While I'm not assigning any homework (per Mrs. Harper), it would be beneficial for you to continue working on them over the next couple days.
Standard: We also examined Carl Sandburg's poem "A Fence" but spent a little more time working on the analysis of the poem together. It's a tricky one to understand if you get too caught up in the first part of the poem.
After that we spent some time discussing and writing about the Holocaust. We examined some photos that helped for us to picture some of the events. We also read a brief children's story called "The Poison Mushroom" which demonstrated how Hitler was able to brainwash his people so easily. Finally, we passed out the book Night and started reading it.
We will duplicate all this tomorrow and then start fresh on Wednesday.
Thursday, April 23, 2015
Parallel Structure and Counter Arguments
Honors: If you weren't in class today, see me about taking a quick quiz over parallel structure.
There seems to be a lot of concern about finding good counter arguments. Understandable, but remember not everyone gets a seat at The Table of Influence. There are many baseball players who had really good careers but did not qualify for the Hall of Fame. In the IP case, the individual might have some influence, but didn't necessarily have any more--or as much--influence as someone else in their situation. For example, there have been 266 popes. All have had some measure of influence but they don't all deserve a seat at the table. A good counterargument might be that while the pope you selected for your IP had influence, he had no more--and maybe even less--influence as many of the other popes.
With the help of K.A., we discussed the importance of not just mentioning a counter argument but of also developing that counter argument with quotes and evidence. Build it up so you can tear it down.
We looked at our arguments and then discussed the outline I want you to start filling in tonight. Here is the basic format. I'm not expecting to see analysis yet, but the more you have completed, and the sooner you have it completed, the better off you will be.
Standard: We introduced parallel structure today. You seemed to pick up on it pretty quickly. We'll check tomorrow. Here is a link to the slides. Just focus on the first ten slides.
We also started talking about some essential questions for a unit we have coming up. The questions were
Are people basically good?
Does the past matter?
What is really important in life?
They are all connected and related to a topic we will start exploring tomorrow. Can't wait to share it with you.
There seems to be a lot of concern about finding good counter arguments. Understandable, but remember not everyone gets a seat at The Table of Influence. There are many baseball players who had really good careers but did not qualify for the Hall of Fame. In the IP case, the individual might have some influence, but didn't necessarily have any more--or as much--influence as someone else in their situation. For example, there have been 266 popes. All have had some measure of influence but they don't all deserve a seat at the table. A good counterargument might be that while the pope you selected for your IP had influence, he had no more--and maybe even less--influence as many of the other popes.
With the help of K.A., we discussed the importance of not just mentioning a counter argument but of also developing that counter argument with quotes and evidence. Build it up so you can tear it down.
We looked at our arguments and then discussed the outline I want you to start filling in tonight. Here is the basic format. I'm not expecting to see analysis yet, but the more you have completed, and the sooner you have it completed, the better off you will be.
Standard: We introduced parallel structure today. You seemed to pick up on it pretty quickly. We'll check tomorrow. Here is a link to the slides. Just focus on the first ten slides.
We also started talking about some essential questions for a unit we have coming up. The questions were
Are people basically good?
Does the past matter?
What is really important in life?
They are all connected and related to a topic we will start exploring tomorrow. Can't wait to share it with you.
Wednesday, April 22, 2015
Semi-Colons, Research and Power Posing
Click on this link for a semi-colon quiz!
Honors: It's the punctuation mark that can set your writing apart or it's the dreaded punctuation mark no one knows how to use. Either way, we discussed the semi-colon today. For some it was a reminder. for others, it was clarification or even new material. Here's a link to the slides on the presentation and Click on this link for a semi-colon quiz!
After flash drafting on your influential person and the information you've uncovered so far, we took a quick detour to emphasize the importance of identifying all your sources and citing your quotes as well. Doing only one of those is not enough. A.B. gave us a great example of how to do it correctly.
We had some research time during which it became clear to me that we need to understand the difference between accomplishments and influence.
Galileo invented the first telescope. That's an accomplishment. That alone does not signify influence. How did his invention of the telescope influence (change the character, behavior or development of someone) the people of his time or those that followed him? The telescope was not the influence; how it altered the way people studied space and the stars is the influence.
Michael Jordan scored over 30,000 points. That's a great accomplishment, but did that accomplishment influence anyone? His influence is visible in other ways. that's what you need to uncover.
As you research, if you come across words such as: altered, changed, because of (influential person)..., etc., then you know you are on to something big.
Tonight I'm asking you to identify 3 + 1. Three arguments and one counter. These are only sentences--four total sentences. You do not need to stick with what you produce tonight, but
I need to know that we are all progressing in our research.
Standard: We also looked at semi-colons today. Here's a link to the slides on the presentation and Click on this link for a semi-colon quiz! Be sure to ask if you have questions.
We had our last day of power posing too. From this point forward, you'll need to see me during lunch to earn your points. Tomorrow I will work with students from period three. Friday I will work with students from period four. Hopefully, we'll be able to have everyone successfully demonstrating confidence through reading.
See you tomorrow.
Honors: It's the punctuation mark that can set your writing apart or it's the dreaded punctuation mark no one knows how to use. Either way, we discussed the semi-colon today. For some it was a reminder. for others, it was clarification or even new material. Here's a link to the slides on the presentation and Click on this link for a semi-colon quiz!
After flash drafting on your influential person and the information you've uncovered so far, we took a quick detour to emphasize the importance of identifying all your sources and citing your quotes as well. Doing only one of those is not enough. A.B. gave us a great example of how to do it correctly.
We had some research time during which it became clear to me that we need to understand the difference between accomplishments and influence.
Galileo invented the first telescope. That's an accomplishment. That alone does not signify influence. How did his invention of the telescope influence (change the character, behavior or development of someone) the people of his time or those that followed him? The telescope was not the influence; how it altered the way people studied space and the stars is the influence.
Michael Jordan scored over 30,000 points. That's a great accomplishment, but did that accomplishment influence anyone? His influence is visible in other ways. that's what you need to uncover.
As you research, if you come across words such as: altered, changed, because of (influential person)..., etc., then you know you are on to something big.
Tonight I'm asking you to identify 3 + 1. Three arguments and one counter. These are only sentences--four total sentences. You do not need to stick with what you produce tonight, but
I need to know that we are all progressing in our research.
Standard: We also looked at semi-colons today. Here's a link to the slides on the presentation and Click on this link for a semi-colon quiz! Be sure to ask if you have questions.
We had our last day of power posing too. From this point forward, you'll need to see me during lunch to earn your points. Tomorrow I will work with students from period three. Friday I will work with students from period four. Hopefully, we'll be able to have everyone successfully demonstrating confidence through reading.
See you tomorrow.
Tuesday, April 21, 2015
Intro Clauses and IP Research
Honors: We reviewed introductory clauses and comma usage. Here's a link to the slides. Then we emphasized the need to identify sources thoroughly and correctly in the previous Defend Your Position paper and the upcoming Influential Person paper. We shared some info on who we are choosing as our influential people and then began researching. Tonight you should be compiling one page of notes on your IP for class tomorrow. Don't fill your notes with background on your IP. Instead identify the reasons why the IP is influential and then research those pieces of information. You need hard evidence in the form of quotes and data to offer convincing arguments.
Standard: We reviewed introductory clauses and comma usage. Here's a link to the slides. Then we went through some of the power presentations. Realize that there is a good reason why we do this, and it is not just to make good presentations. As you discussed today, it helps build confidence, it shows the importance of doing things with passion, it will lead to a more successful presentation of yourself and a more successful life overall. Who doesn't want that?
See you tomorrow.
Standard: We reviewed introductory clauses and comma usage. Here's a link to the slides. Then we went through some of the power presentations. Realize that there is a good reason why we do this, and it is not just to make good presentations. As you discussed today, it helps build confidence, it shows the importance of doing things with passion, it will lead to a more successful presentation of yourself and a more successful life overall. Who doesn't want that?
See you tomorrow.
Monday, April 20, 2015
Reflection Writing
Lots of links to share today. After our rehashing of the difference between active and passive voice, I introduced our next step: The Influential Person Paper. Here's the link to the assignment. In addition to explaining what you need to do, the document also includes a rubric.
The big news today was the multi-media aspect of the presentation. You'll be writing a paper that needs to stand on its own, but in addition you'll be inserting between three-five links to pictures, sources, videos, music, etc., anything that will enhance your presentation and your reader's understanding of the influential person you selected.
In addition you will be videoing yourself reading the paper and clicking on the links through a program called screencastomatic. I showed you how I did it today in class. Unfortunately, I seem to be having a little trouble sharing the link with you at this moment. I'll try again later.
Tonight you need to be doing two things. First, think up a couple of people who you would be interested in writing about. Identify your influential people. Second, be sure to complete the reflection of the Defend Your Position paper. Here is the link to the reflection questions.
In that standard class we also worked on our active and passive voice before seeing some people bring their A game to the presentation. We saw some good emotion and inflection and passion, but would love to see it on a more consistent basis. We'll get through more tomorrow before I'll have to start docking points for not bringing the passion, confidence, enthusiasm, authenticity in a comforting and captivating way.
The big news today was the multi-media aspect of the presentation. You'll be writing a paper that needs to stand on its own, but in addition you'll be inserting between three-five links to pictures, sources, videos, music, etc., anything that will enhance your presentation and your reader's understanding of the influential person you selected.
In addition you will be videoing yourself reading the paper and clicking on the links through a program called screencastomatic. I showed you how I did it today in class. Unfortunately, I seem to be having a little trouble sharing the link with you at this moment. I'll try again later.
Tonight you need to be doing two things. First, think up a couple of people who you would be interested in writing about. Identify your influential people. Second, be sure to complete the reflection of the Defend Your Position paper. Here is the link to the reflection questions.
In that standard class we also worked on our active and passive voice before seeing some people bring their A game to the presentation. We saw some good emotion and inflection and passion, but would love to see it on a more consistent basis. We'll get through more tomorrow before I'll have to start docking points for not bringing the passion, confidence, enthusiasm, authenticity in a comforting and captivating way.
Thursday, April 16, 2015
Power Pose Tonight!
Standard: Power Pose! In addition to reading and reading and reading the passage/poem/excerpt tonight, be sure to power pose so that your confidence and testosterone are up. That will help you present with enthusiasm, passion, confidence and authenticity in a comforting and captivating way.
Can't wait to see how you do tomorrow. You will be successful or else you will be faking it until you make it!
Honors: After our parallel structure discussion and our anaphora reminder, we jumped back into our Pitts and Hiaasen articles. Thank you to all of the students who demonstrated their honors class pedigree by watching the video, looking up the O'Reilly statistics and researching the nine names alluded to by Pitts. We wrapped up the Pitts discussion and then brought in Hiaasen. This time I had you think/discuss/write about these three prompts:
While we didn't get a chance to fully discuss the prompts we will do so tomorrow and then discover what I mean by "The Next Step".
Can't wait to see how you do tomorrow. You will be successful or else you will be faking it until you make it!
Honors: After our parallel structure discussion and our anaphora reminder, we jumped back into our Pitts and Hiaasen articles. Thank you to all of the students who demonstrated their honors class pedigree by watching the video, looking up the O'Reilly statistics and researching the nine names alluded to by Pitts. We wrapped up the Pitts discussion and then brought in Hiaasen. This time I had you think/discuss/write about these three prompts:
1.
How does this article mesh with the Pitts article?
2.
He ends with a sentiment similar to Pitts, yet he
approaches it differently. Explain the differences between the two
angles the men use.
3.
Explain why each is suited for its author.
While we didn't get a chance to fully discuss the prompts we will do so tomorrow and then discover what I mean by "The Next Step".
Wednesday, April 15, 2015
Pitts and the Power Pose
Honors: What does it mean to have read and annotated an article for homework? The expectation is that you have done what you need to do to fully comprehend the writing. We discovered today that no one actually did that.
To begin with, large chunks of people had not seen and did not watch the video that went along with the article. Your comprehension of the writing would have been enhanced if you had done so.
Only one person took the time to see what "misleading statistics" Pitt was referencing. You could have offered more insightful discussion if you had.
No one could identify all nine of the names Pitt alluded to in his writing. His point would have been clarified and your input more valuable if you had.
Reading the article is okay.
Annotating the article is an improvement.
But to fully understand it and be ready to discuss the writing, sometimes a bit of additional work is needed. I trust you'll do that work this evening.
Solid discussion today on the Leonard Pitts article. I appreciate how many of you were calling into question his presentation. We discussed how the bias you correctly pointed out in the article could be expected due to the opinion based nature of the article. Again, all the more reason to consider author, purpose, evidence and source when reading nonfiction writing.
Once we got through that, we began discussing the construction of the article and why he made some of the choices he did. For those of you who were not in class today, here are the seven questions you should be considering/responding to for class tomorrow.
To begin with, large chunks of people had not seen and did not watch the video that went along with the article. Your comprehension of the writing would have been enhanced if you had done so.
Only one person took the time to see what "misleading statistics" Pitt was referencing. You could have offered more insightful discussion if you had.
No one could identify all nine of the names Pitt alluded to in his writing. His point would have been clarified and your input more valuable if you had.
Reading the article is okay.
Annotating the article is an improvement.
But to fully understand it and be ready to discuss the writing, sometimes a bit of additional work is needed. I trust you'll do that work this evening.
Solid discussion today on the Leonard Pitts article. I appreciate how many of you were calling into question his presentation. We discussed how the bias you correctly pointed out in the article could be expected due to the opinion based nature of the article. Again, all the more reason to consider author, purpose, evidence and source when reading nonfiction writing.
Once we got through that, we began discussing the construction of the article and why he made some of the choices he did. For those of you who were not in class today, here are the seven questions you should be considering/responding to for class tomorrow.
1.
What is Pitts' main idea in this article?
2.
What does Bill O'Reilly represent in this article?
3.
Explain the "moral squeeze" Pitts refers to in paragraph 7.
4.
Identify a sentence from the article that connects to the quote from
Jeremiah. Explain your selection and the connection.
5.
Who are the nine?
6.
What is his point when he mentions the nine names in paragraphs
13-15?
7.
I don't like questions. He ends with three! Effective? Why or why
not?
We will complete our analysis of the Pitts article tomorrow and then bring in the Hiaasen article.
Standard: How will you apply Amy Cuddy's lesson to your life? That should be prominent in your mind this evening. Where do you need to enhance your confidence?
You'll get the chance to apply it starting tomorrow. You will either succeed right out or you will fake it until you make it. Start looking for a few pages to read, a poem to share, a passage to recite in front of the class. You will do so with Cuddy's six key words: enthusiasm, passion, confidence, authenticity in a comforting and captivating way.
Can't wait.
Tuesday, April 14, 2015
ISTEP Practice Today
As the title says we had our ISTEP practice today. Our REAL ISTEP experience will come the week of May 4--three short weeks.
Honors: Be sure to have printed, read and annotated the Pitts and Hiaasen articles. We'll look at them more closely tomorrow.
Standard: We'll finish our look at what Amy Cuddy has to say and discuss how it applies to us on a daily basis.
Honors: Be sure to have printed, read and annotated the Pitts and Hiaasen articles. We'll look at them more closely tomorrow.
Standard: We'll finish our look at what Amy Cuddy has to say and discuss how it applies to us on a daily basis.
Monday, April 13, 2015
SHIMP, Cuddy, Hiaasen, Pitts and Barenaked Ladies
Lots of links today. The top two are for the standard classes and the bottom three are for the honors classes.
If you are in the standard class, click on the S.H.I.M.P. link and read over the slides. Be sure to complete either option one or option two in your writer's notebook.
After that, you should click on the Amy Cuddy link. It's a short video that we weren't able to finish today. We made it through 15 minutes of the 21 minute video. Feel free to watch the first fifteen minutes if you were not in class today so that you are up to date in what we've been doing.
Tomorrow we are taking the ISTEP practice test. Nothing to prepare for...just practice.
Tomorrow you should also be turning in your Defend Your Position papers. I'll be collecting them before taking the ISTEP practice test.
Click here for the S.H.I.M.P. presentation.
Click here for the Amy Cuddy video we started today.
If you are in the honors class, then click on the link to the lyrics to "One Week" and see if you can identify all the allusions in the song. Write them down and show me to see if you were able to identify them all. Then write a couple sentences explaining why writers should use allusions in their writing.
We looked at the following quote...
I then linked you to two articles, one by Leonard Pitts and one by Carl Hiaasen, both journalists with the Miami Herald. I want you to read, print and annotate the articles for Wednesday's class.
Tomorrow we are also taking the ISTEP practice test. Get a good rest and do your best tomorrow.
Click here for the lyrics to "One Week" by the Barenaked Ladies.
Click here for the Leonard Pitts article.
Click here for the Carl Hiaasen article.
If you are in the standard class, click on the S.H.I.M.P. link and read over the slides. Be sure to complete either option one or option two in your writer's notebook.
After that, you should click on the Amy Cuddy link. It's a short video that we weren't able to finish today. We made it through 15 minutes of the 21 minute video. Feel free to watch the first fifteen minutes if you were not in class today so that you are up to date in what we've been doing.
Tomorrow we are taking the ISTEP practice test. Nothing to prepare for...just practice.
Tomorrow you should also be turning in your Defend Your Position papers. I'll be collecting them before taking the ISTEP practice test.
Click here for the S.H.I.M.P. presentation.
Click here for the Amy Cuddy video we started today.
If you are in the honors class, then click on the link to the lyrics to "One Week" and see if you can identify all the allusions in the song. Write them down and show me to see if you were able to identify them all. Then write a couple sentences explaining why writers should use allusions in their writing.
We looked at the following quote...
-“...You
foolish and senseless people, who have eyes, but do not see, who have
ears, but do not hear.”
-Jeremiah
5:21
...and discussed its meaning.
I then linked you to two articles, one by Leonard Pitts and one by Carl Hiaasen, both journalists with the Miami Herald. I want you to read, print and annotate the articles for Wednesday's class.
Tomorrow we are also taking the ISTEP practice test. Get a good rest and do your best tomorrow.
Click here for the lyrics to "One Week" by the Barenaked Ladies.
Click here for the Leonard Pitts article.
Click here for the Carl Hiaasen article.
Wednesday, April 1, 2015
Honors: I shared a very strong, student-written counterclaim and counter to the counterclaim from the Defend Your Position papers. Those are due tomorrow.
We also listened to some nonfiction presentations. Hopefully, we finish those tomorrow.
Standard: We shared and edited our Defend Your position drafts today. We'll finish those tomorrow. I'll share a strong counterclaim and then we'll discuss the works cited page one more time. Your final drafts will be due Tuesday after break.
We also listened to some nonfiction presentations. Hopefully, we finish those tomorrow.
Standard: We shared and edited our Defend Your position drafts today. We'll finish those tomorrow. I'll share a strong counterclaim and then we'll discuss the works cited page one more time. Your final drafts will be due Tuesday after break.
Tuesday, March 31, 2015
Delay on the Paper
Honors: Well, I guess I shared some good news for many of you today. Due to some citation errors I noticed in papers and miscommunications in class, I decided to extend the due date for the Defend Your Position paper to Thursday. Hopefully, our discussion today clarified what is expected.
As a recap, you need to identify the sources you are using to establish their credibility and then cite the evidence that the sources shared. Then you should offer a works cited at the end of the paper.
If you have questions, check out the OWL or ask me.
We started our nonfiction presentations today and while they have been pretty good, the biggest concern has been differentiating between the sources and the evidence. The source is the person or the book or the journal. The evidence is what is shared by the person, the book or the journal.
We'll continue with three or four more tomorrow.
Standard: We took a close look at a paper today to see what is working and what is not working so far. You seem to be starting your paragraphs off with an argument, sharing evidence and unpacking the evidence well. Don't forget to tie it back to the claim.
We also looked at identifying those sources and citing that evidence. We discussed the OWL and how to effectively and efficiently use it.
Tomorrow you should have a polished draft printed off and brought to class for peer sharing and editing.
As a recap, you need to identify the sources you are using to establish their credibility and then cite the evidence that the sources shared. Then you should offer a works cited at the end of the paper.
If you have questions, check out the OWL or ask me.
We started our nonfiction presentations today and while they have been pretty good, the biggest concern has been differentiating between the sources and the evidence. The source is the person or the book or the journal. The evidence is what is shared by the person, the book or the journal.
We'll continue with three or four more tomorrow.
Standard: We took a close look at a paper today to see what is working and what is not working so far. You seem to be starting your paragraphs off with an argument, sharing evidence and unpacking the evidence well. Don't forget to tie it back to the claim.
We also looked at identifying those sources and citing that evidence. We discussed the OWL and how to effectively and efficiently use it.
Tomorrow you should have a polished draft printed off and brought to class for peer sharing and editing.
Monday, March 30, 2015
Honors' Papers Due Tomorrow
Honors: Tomorrow you will be submitting your final drafts of the Defend your Position (Argument) papers. Be sure they are polished, typed, double-spaced and a strong example of your best writing.
Be smart, and, prior to printing off the paper, look at the checklist/rubric I shared with you last week. To make it easier, here it is again.
You'll need a Works Cited page don't forget. Yes, it should be on its own page. Use the OWL if you have any formatting questions. Follow the MLA format.
Our nonfiction presentations start tomorrow as well. Bring your A game! Reminder, if you are scheduled to present tomorrow, then your paper is due Wednesday.
Standard: You did some rough draft editing today in class. Tonight work on improving what was edited for you today. Can you honestly answer, "Yes" to every question from the checklist/rubric? If not, go back and add that evidence, strengthen that intro, analyze more deeply. Good writing takes hard work. If you aren't working hard, you most likely aren't writing well.
I asked what you needed help on and it seems that constructing the Works Cited page and a little more editing time are needed. We'll look in to handling both of those along with another closer look at correctly identifying and citing your sources.
Be smart, and, prior to printing off the paper, look at the checklist/rubric I shared with you last week. To make it easier, here it is again.
You'll need a Works Cited page don't forget. Yes, it should be on its own page. Use the OWL if you have any formatting questions. Follow the MLA format.
Our nonfiction presentations start tomorrow as well. Bring your A game! Reminder, if you are scheduled to present tomorrow, then your paper is due Wednesday.
Standard: You did some rough draft editing today in class. Tonight work on improving what was edited for you today. Can you honestly answer, "Yes" to every question from the checklist/rubric? If not, go back and add that evidence, strengthen that intro, analyze more deeply. Good writing takes hard work. If you aren't working hard, you most likely aren't writing well.
I asked what you needed help on and it seems that constructing the Works Cited page and a little more editing time are needed. We'll look in to handling both of those along with another closer look at correctly identifying and citing your sources.
Friday, March 27, 2015
Defend Your Position Rubric and Conclusion Slides
Here is the link to the Defend Your Position Paper Rubric.
Here is the link for the conclusion slides.
Honors: In addition to looking at those two links above, remember to have a complete polished draft in class on Monday. We will edit it one last time and then turn it in on Tuesday. work on that nonfiction presentation too. Those presentations start on Tuesday.
Standard: Check out the Defend Your Position link above and then have a complete draft in class on Monday. You will need to have it printed so either do it at home, come in to my class before school or during lunch. Desktop computers will be turned off at 12:00.
Enjoy the weekend.
Here is the link for the conclusion slides.
Honors: In addition to looking at those two links above, remember to have a complete polished draft in class on Monday. We will edit it one last time and then turn it in on Tuesday. work on that nonfiction presentation too. Those presentations start on Tuesday.
Standard: Check out the Defend Your Position link above and then have a complete draft in class on Monday. You will need to have it printed so either do it at home, come in to my class before school or during lunch. Desktop computers will be turned off at 12:00.
Enjoy the weekend.
Thursday, March 26, 2015
Leads and Connotation
Honors and Standard: We read and discussed your leads today and a large majority of you felt that one of your new leads was better than your original one. That's great! Rewriting works again! Keep at it.
We raced through a discussion on connotation today (here's the link to the slides) with the goal of demonstrating that the words you choose to explain your position go a long way towards convincing people of your position. Look through your papers and see where you might add some connotated words to strengthen your paper.
So tonight you should be
We raced through a discussion on connotation today (here's the link to the slides) with the goal of demonstrating that the words you choose to explain your position go a long way towards convincing people of your position. Look through your papers and see where you might add some connotated words to strengthen your paper.
So tonight you should be
- setting up your sources
- doing any additional necessary research
- unpacking your evidence
- selecting and rewriting your lead
- reconsidering your word choice
- keep reworking your paper
Honors also enjoyed 30 minutes of nonfiction presentation time. I see some creativity floating around but remember, in the end, the big ideas come from the discussion of APES and bias. Don't be so focused on the creativity of the presentation that the information suffers.
Good luck!
Wednesday, March 25, 2015
Inserting Quotes and Writing Leads
Hey everyone, here is a link to the slides we looked at today.
Honors: Glad to see so many of you pleased with the rewrites you did last night. I saw a lot of people unpack the evidence and explain it well. More evidence was added. Better arguments were made. Clarifying discussion were had. Great work.
After looking at last night's work we focused on ways to insert quotes more effectively. We stressed the importance of identifying sources so that the reader grasps their credibility and the value of offering information to angle the evidence for the readers when using a quote. We discussed the use of brackets and ellipses and pointed out strong verbs to use when sharing evidence because we know that not all evidence is created equally.
Finally, five or six ways to start papers were discussed which then became the focus of the homework tonight. Even if you already have an intro written, I want you to use two of the approaches we discussed in class and come up with new introductions for your paper. We will examine those tomorrow.
I also promised a solid 30 minutes to work on your nonfiction group presentations tomorrow as well.
Standard: We again duplicated much of the work going on in the honors class today. I'd like to see you come into class with two new, unique introductions for sharing and discussing. Can't wait to see the results.
Honors: Glad to see so many of you pleased with the rewrites you did last night. I saw a lot of people unpack the evidence and explain it well. More evidence was added. Better arguments were made. Clarifying discussion were had. Great work.
After looking at last night's work we focused on ways to insert quotes more effectively. We stressed the importance of identifying sources so that the reader grasps their credibility and the value of offering information to angle the evidence for the readers when using a quote. We discussed the use of brackets and ellipses and pointed out strong verbs to use when sharing evidence because we know that not all evidence is created equally.
Finally, five or six ways to start papers were discussed which then became the focus of the homework tonight. Even if you already have an intro written, I want you to use two of the approaches we discussed in class and come up with new introductions for your paper. We will examine those tomorrow.
I also promised a solid 30 minutes to work on your nonfiction group presentations tomorrow as well.
Standard: We again duplicated much of the work going on in the honors class today. I'd like to see you come into class with two new, unique introductions for sharing and discussing. Can't wait to see the results.
Tuesday, March 24, 2015
Argument Checklists and Unpacking the Evidence
Here is a link to the 8th grade argument checklist we discussed in class.
Here is a link to the 8th and 9th grade argument checklist I mentioned in class.
Honors: Always check those sources! I shared yet another article about a supposedly reliable source (this time a faculty member from the University of Delaware) whose research and conclusions were being funded by a group with a clear stake in his results. On the surface the information appears to be credible, but a little digging revealed a clear conflict of interest. Careful!
We took a quick look at your drafts and then looked into unpacking/explaining your analysis of your evidence. Too often people confuse evidence with analysis leaving the readers to draw their own conclusions from the information. Don't be that writer.
Make it a point to fully unpack and explain the evidence that you include in your arguments. Make your points clearly. Remember numbers and statistics can be twisted to support anything. Unexplained information can be misinterpreted as well. That's what we demonstrated through our reading and writing of the "Shoot-out" excerpts today.
Tonight I want you to select two body paragraphs form your argument paper and rewrite them by adding evidence and more insightful and detailed analysis. Set the original and the new and improved paragraphs up next to each other for easy comparison.
Tomorrow we will spend a bit of time on intros and quote insertion. This paper will be turned in on Monday. We'll work a bit with our nonfiction presentations tomorrow as well.
Standard: We duplicated much of what the honors classes did today as we worked on taking our dog drafts to the next level. Several of us had paragraphs of evidence with no analysis or paragraphs of analysis with no evidence. Be sure that you are unpacking the evidence fully to make your arguments as strong as possible.
Like the honors classes I want you to work on adding evidence and analysis to your original body paragraphs tonight. Challenge yourself to unpack the evidence fully. We'll see how well we did tomorrow.
Here is a link to the 8th and 9th grade argument checklist I mentioned in class.
Honors: Always check those sources! I shared yet another article about a supposedly reliable source (this time a faculty member from the University of Delaware) whose research and conclusions were being funded by a group with a clear stake in his results. On the surface the information appears to be credible, but a little digging revealed a clear conflict of interest. Careful!
We took a quick look at your drafts and then looked into unpacking/explaining your analysis of your evidence. Too often people confuse evidence with analysis leaving the readers to draw their own conclusions from the information. Don't be that writer.
Make it a point to fully unpack and explain the evidence that you include in your arguments. Make your points clearly. Remember numbers and statistics can be twisted to support anything. Unexplained information can be misinterpreted as well. That's what we demonstrated through our reading and writing of the "Shoot-out" excerpts today.
Tonight I want you to select two body paragraphs form your argument paper and rewrite them by adding evidence and more insightful and detailed analysis. Set the original and the new and improved paragraphs up next to each other for easy comparison.
Tomorrow we will spend a bit of time on intros and quote insertion. This paper will be turned in on Monday. We'll work a bit with our nonfiction presentations tomorrow as well.
Standard: We duplicated much of what the honors classes did today as we worked on taking our dog drafts to the next level. Several of us had paragraphs of evidence with no analysis or paragraphs of analysis with no evidence. Be sure that you are unpacking the evidence fully to make your arguments as strong as possible.
Like the honors classes I want you to work on adding evidence and analysis to your original body paragraphs tonight. Challenge yourself to unpack the evidence fully. We'll see how well we did tomorrow.
Monday, March 23, 2015
Acuity Day
Honors: Acuity day today. Enough said.
You should have a complete draft in class tomorrow. We'll take a peek at it and do some rewriting all in an effort to strengthen the writing.
We will also discuss the plans for the nonfiction presentations. More on those to come.
Standard: Acuity today as well. Still enough said.
You too should have a draft (dog draft) in class tomorrow. In an attempt to strengthen your writing, we will take a closer look at the papers themselves and also dabble with some rewriting techniques.
Have those outlines completed too. I looked at several today but I will examine even more of them tomorrow. A good outline can easily lead to an effective paper. Hope you outlined well.
You should have a complete draft in class tomorrow. We'll take a peek at it and do some rewriting all in an effort to strengthen the writing.
We will also discuss the plans for the nonfiction presentations. More on those to come.
Standard: Acuity today as well. Still enough said.
You too should have a draft (dog draft) in class tomorrow. In an attempt to strengthen your writing, we will take a closer look at the papers themselves and also dabble with some rewriting techniques.
Have those outlines completed too. I looked at several today but I will examine even more of them tomorrow. A good outline can easily lead to an effective paper. Hope you outlined well.
Wednesday, March 18, 2015
Coca-Cola: A Healthy Snack?
All Classes: After reading how devious Coca-Cola, General Mills, Kelloggs, Nestle and other companies can be, and seeing how easily the opinions of "credible sources" can be bought, I hope you remember to vet your sources carefully. Just because a doctor says something, you shouldn't take it as fact. Is he/she credible? He or she might be getting paid to frame his or her opinion in a certain way. Sure an 8 ounce bottle of Coca-Cola is healthier than a 12 ounce can of Coca-Cola, but it still isn't a healthy snack regardless what registered dietitians paid by Coca-Cola say.
Acuity Monday.
Honors: Good final meetings today. Remember that your final response is due Monday. Use the checklist. Make sure you don't throw away points on silly errors. It will be the final assessment of the third quarter.
After your meetings, I quickly discussed the upcoming group presentation over the nonfiction book. Here is a link to the instructions. You'll be focusing on A.P.E.S. and bias. Be sure everyone participates. Be sure everyone has a clear job.
As you know, I will not be in class tomorrow. After our discussion, I have decided you will have divided work time. The first half will be spent with your nonfiction work groups working on your presentation. The second half will be spent working on your position papers. Use time wisely. Make progress. We will be making those presentations next week. You should have drafts of the paper in class on Tuesday.
Standard: Very impressed with the way period four worked today. Great progress was made on the outlines. Many students also made significant headway on their drafts.
You will need a Dog Draft in class on Tuesday. Be sure you have a complete effort.
I will not be in class tomorrow, but you will be working with argument and defending your positions. More tomorrow.
Acuity Monday.
Honors: Good final meetings today. Remember that your final response is due Monday. Use the checklist. Make sure you don't throw away points on silly errors. It will be the final assessment of the third quarter.
After your meetings, I quickly discussed the upcoming group presentation over the nonfiction book. Here is a link to the instructions. You'll be focusing on A.P.E.S. and bias. Be sure everyone participates. Be sure everyone has a clear job.
As you know, I will not be in class tomorrow. After our discussion, I have decided you will have divided work time. The first half will be spent with your nonfiction work groups working on your presentation. The second half will be spent working on your position papers. Use time wisely. Make progress. We will be making those presentations next week. You should have drafts of the paper in class on Tuesday.
Standard: Very impressed with the way period four worked today. Great progress was made on the outlines. Many students also made significant headway on their drafts.
You will need a Dog Draft in class on Tuesday. Be sure you have a complete effort.
I will not be in class tomorrow, but you will be working with argument and defending your positions. More tomorrow.
Tuesday, March 17, 2015
Topics, Research and Outlines! Oh My!
Honors: Make sure your claim is your own! Yes, you are defending a position that is similar to your peers; however, your claims should be distinctly individual. They should capture your thoughts, focus and ideas not your group's thoughts, focus and ideas.
Today we dived into our drafting. Some started with hooks and intros; others jumped into writing body paragraphs, realizing they could come back to the intro once they have a better sense of what they will be writing about. Either way is fine. You need to do what is best for you.
Tonight we will take a break from defending a position and instead focus on the nonfiction meetings. Finish the book for tomorrow and then be sure to complete your task well. Be awesome and awesome conversation is sure to follow.
Standard: Topics have been selected and writing groups have been formed. No, you are not writing with your group members; you are just sharing topics. These groups give you someone to bounce ideas off of when you start to struggle or are temporarily confused or just looking for a second opinion or someone to share an amazing bit of research with.
We began our outlines today in class. You don't need to finish them for tomorrow, but by the end of class tomorrow, we have hopefully moved on to writing initial drafts of the paper. More on that tomorrow. Here's another link to the outline plan.
See you then.
Today we dived into our drafting. Some started with hooks and intros; others jumped into writing body paragraphs, realizing they could come back to the intro once they have a better sense of what they will be writing about. Either way is fine. You need to do what is best for you.
Tonight we will take a break from defending a position and instead focus on the nonfiction meetings. Finish the book for tomorrow and then be sure to complete your task well. Be awesome and awesome conversation is sure to follow.
Standard: Topics have been selected and writing groups have been formed. No, you are not writing with your group members; you are just sharing topics. These groups give you someone to bounce ideas off of when you start to struggle or are temporarily confused or just looking for a second opinion or someone to share an amazing bit of research with.
We began our outlines today in class. You don't need to finish them for tomorrow, but by the end of class tomorrow, we have hopefully moved on to writing initial drafts of the paper. More on that tomorrow. Here's another link to the outline plan.
See you then.
Monday, March 16, 2015
Choosing Those Defend My Position Topics
Honors: Let me start by reminding you that we will not be holding our nonfiction book meetings tomorrow. I am moving them to either Wednesday or Thursday. I'll confirm the date with you tomorrow.
Overall, the responses for the nonfiction writing #2 were quite good. A significant number of you did research outside your text to help you write the response. An impressive effort. Yet I couldn't help being disappointed. I passed back those responses today and even though around 95% of you said you looked at the checklist before printing off your final paper, an astounding 67% of you had errors that could have been fixed if you had just looked at the checklist. Attention to detail, young padawans.
You selected the positions you are going to defend today. Then you started working on your plan of attack. As a reminder, here is what you will need to have thought through and written down:
PLAN OF ATTACK
1) Claim-opinionated and original
2) Arguments
3) Evidence-valid and relevant
4) Any notes you've taken and annotated
5) Sources-identified and vetted
6) Counterclaim ideas
7) Ideas to counter the counterclaim
Come to class tomorrow with this plan all in order.
Standard: We are also working on defending our positions but we are slightly behind the other group. After reviewing a couple sample argumentative papers that had varying degrees of success, you were sent off to explore possible topic ideas. You need to identify three topics from the link below,
Click here for the topics.
and write them down in either your writer's notebook or on a Google Document. After each topic you should write a potential claim you will use to clarify your position. after that, you should write a paragraph explaining your interest in the topic, why you chose it, potential arguments you might use and potential roadblocks and counterclaims. Come to class tomorrow with this completed.
See you then.
Overall, the responses for the nonfiction writing #2 were quite good. A significant number of you did research outside your text to help you write the response. An impressive effort. Yet I couldn't help being disappointed. I passed back those responses today and even though around 95% of you said you looked at the checklist before printing off your final paper, an astounding 67% of you had errors that could have been fixed if you had just looked at the checklist. Attention to detail, young padawans.
You selected the positions you are going to defend today. Then you started working on your plan of attack. As a reminder, here is what you will need to have thought through and written down:
PLAN OF ATTACK
1) Claim-opinionated and original
2) Arguments
3) Evidence-valid and relevant
4) Any notes you've taken and annotated
5) Sources-identified and vetted
6) Counterclaim ideas
7) Ideas to counter the counterclaim
Come to class tomorrow with this plan all in order.
Standard: We are also working on defending our positions but we are slightly behind the other group. After reviewing a couple sample argumentative papers that had varying degrees of success, you were sent off to explore possible topic ideas. You need to identify three topics from the link below,
Click here for the topics.
and write them down in either your writer's notebook or on a Google Document. After each topic you should write a potential claim you will use to clarify your position. after that, you should write a paragraph explaining your interest in the topic, why you chose it, potential arguments you might use and potential roadblocks and counterclaims. Come to class tomorrow with this completed.
See you then.
Wednesday, March 11, 2015
Shortened Day-Quick Classes
Honors: Not much time for anything aside from our nonfiction group meetings. Much better preparation on the jobs and some good discussions. Be sure you prepare enough to generate 30 full minutes of conversation. Couple groups did fall short today.
Be sure to have Response #2 in class tomorrow. Use the checklist to make sure all the basic expectations are met.
Standard: You did nice work today analyzing Olivia's letter to Mayor Bloomberg. Nice job identifying the strengths and weaknesses of the letter. Remember, taking a position on an issue and defending it in a letter are what you will be doing. We'll get more specific on topics in the coming days, but for now just be thinking about the important elements needed to argue effectively. We'll keep working on them.
Be sure to have Response #2 in class tomorrow. Use the checklist to make sure all the basic expectations are met.
Standard: You did nice work today analyzing Olivia's letter to Mayor Bloomberg. Nice job identifying the strengths and weaknesses of the letter. Remember, taking a position on an issue and defending it in a letter are what you will be doing. We'll get more specific on topics in the coming days, but for now just be thinking about the important elements needed to argue effectively. We'll keep working on them.
Tuesday, March 10, 2015
The Link to Possible Position Topics
Honors: We finished up our discussion on the amnesty article and saw both its strengths (introductory paragraph, topic sentences, conviction) and its weaknesses (too many rhetorical questions, no transitions, tying arguments back to topic sentences and the claim).
Your next task will be to select five potential topics for a position letter/speech. You started that work today in class and will spend some more time tomorrow, narrowing down possibilities. You should be exploring and writing to help you in your decision process. Here's a link to the page of topics we looked at in class.
For tomorrow you should have read your nonfiction book up to the page the group decided on. Come to class tomorrow with your book, your discussion preparation work and your voice for discussion.
Standard: Now that we are finished with Warriors Don't Cry, we are moving forward. I'll have those presentations you shared over the book and the film assessed by the end of the week. In the meantime we will be delving into argument writing and what makes a successful argument.
We started the process today by looking at the article "Shoot-out". You took sides, listened for and located evidence from the text, defended positions and wrote about your side of the issue. That was a lot for one day but both classes handled it well. We will continue tomorrow to be sure we have a clear understanding of how to defend a position well.
Your next task will be to select five potential topics for a position letter/speech. You started that work today in class and will spend some more time tomorrow, narrowing down possibilities. You should be exploring and writing to help you in your decision process. Here's a link to the page of topics we looked at in class.
For tomorrow you should have read your nonfiction book up to the page the group decided on. Come to class tomorrow with your book, your discussion preparation work and your voice for discussion.
Standard: Now that we are finished with Warriors Don't Cry, we are moving forward. I'll have those presentations you shared over the book and the film assessed by the end of the week. In the meantime we will be delving into argument writing and what makes a successful argument.
We started the process today by looking at the article "Shoot-out". You took sides, listened for and located evidence from the text, defended positions and wrote about your side of the issue. That was a lot for one day but both classes handled it well. We will continue tomorrow to be sure we have a clear understanding of how to defend a position well.
Monday, March 9, 2015
Response Expectations
Honors: It was a bit of an eyeopener this last weekend as I assessed your responses. While several stood out as exemplary, the vast majority seemed to stumble on basic expectations. Please use the following as a basic checklist of minimum requirements prior to submitting your next response or any paper for that matter.
1) Proper heading: name, date, period, type of paper
2) Title: stop asking if one is needed and just assume it is
3) Lead: keep it simple, quick and effective; hook that reader
4) Title and author: if you are writing about a book it would help to know what it is and who wrote it; in addition, be sure to punctuate it correctly
5) Claim: you need a claim; what's the purpose of the paper? in one sentence clearly spell it out
6) S.P.A.T.: state your argument; provide relevant, credible evidence; analyze the evidence; tie it back to your point/claim
7) Properly cite the quotes: if you have forgotten how to do it look on the OWL, but you should have this down by now
8) Analyze: don't confuse quotes/evidence for analysis
9) Conclusion: make it worthwhile; end with a bang not a whimper
10) Paragraphs: you are in 8th grade...in honors...use paragraphs...ALWAYS
11) No writing on final copies: it turns it into a rough draft; would you write on your resume?
12) Offer insight: go deeper into the analysis; boldly discuss what no man has discussed before!
Like putting a period at the end of a sentence, these things should be second nature by now. You shouldn't even have to think about them; you should just do them. Before handing in your next response, check it against this list.
Defending your position: letters, speeches and papers, coming soon to a classroom near you. What do you feel passionate enough about to defend to the death? or at least in a paper?
Standard: I was impressed how you worked with your partners today to assess your peers work. There might have been some generous grading going on, but I will weight your assessments against mine for a final grade. I'll try to have them completed by the end of the week.
What are your thoughts on water guns?
1) Proper heading: name, date, period, type of paper
2) Title: stop asking if one is needed and just assume it is
3) Lead: keep it simple, quick and effective; hook that reader
4) Title and author: if you are writing about a book it would help to know what it is and who wrote it; in addition, be sure to punctuate it correctly
5) Claim: you need a claim; what's the purpose of the paper? in one sentence clearly spell it out
6) S.P.A.T.: state your argument; provide relevant, credible evidence; analyze the evidence; tie it back to your point/claim
7) Properly cite the quotes: if you have forgotten how to do it look on the OWL, but you should have this down by now
8) Analyze: don't confuse quotes/evidence for analysis
9) Conclusion: make it worthwhile; end with a bang not a whimper
10) Paragraphs: you are in 8th grade...in honors...use paragraphs...ALWAYS
11) No writing on final copies: it turns it into a rough draft; would you write on your resume?
12) Offer insight: go deeper into the analysis; boldly discuss what no man has discussed before!
Like putting a period at the end of a sentence, these things should be second nature by now. You shouldn't even have to think about them; you should just do them. Before handing in your next response, check it against this list.
Defending your position: letters, speeches and papers, coming soon to a classroom near you. What do you feel passionate enough about to defend to the death? or at least in a paper?
Standard: I was impressed how you worked with your partners today to assess your peers work. There might have been some generous grading going on, but I will weight your assessments against mine for a final grade. I'll try to have them completed by the end of the week.
What are your thoughts on water guns?
Friday, March 6, 2015
Some Chocolate Milk Debate Sources
7) Ad by the National Dairy Council showing benefits of chocolate milk
Two different ads are on the front board.
Two different ads are on the front board.
Thursday, March 5, 2015
The First Nonfiction Group Meetings
Honors: Impressive first day of meetings. Almost every student came to class having completed their task in a well developed fashion. Conversations were mostly fluid and engaging, with many groups having to be cut off before they finished their discussions. Great problem to have.
You need to have your first typed double spaced response in class tomorrow. If you need any help, be sure to checkout the guidelines in the shared Google Doc.
An abbreviated, and thus unsatisfactory, discussion on bias today. We'll have a second, more in-depth/effective look at it tomorrow.
Standard: We also talked about bias a bit today and connected it to APES: author, purpose, evidence, source. It will remain an important concept (along with APES) to consider as we go deeper into our nonfiction reading over the remainder of the school year.
The compare contrast The Ernest Green Story and Warriors Don't Cry Google presentations are coming along. We will have time tomorrow to complete the production and perhaps you will even get your first glance at the competition.
Good luck...or work hard and make your own luck.
You need to have your first typed double spaced response in class tomorrow. If you need any help, be sure to checkout the guidelines in the shared Google Doc.
An abbreviated, and thus unsatisfactory, discussion on bias today. We'll have a second, more in-depth/effective look at it tomorrow.
Standard: We also talked about bias a bit today and connected it to APES: author, purpose, evidence, source. It will remain an important concept (along with APES) to consider as we go deeper into our nonfiction reading over the remainder of the school year.
The compare contrast The Ernest Green Story and Warriors Don't Cry Google presentations are coming along. We will have time tomorrow to complete the production and perhaps you will even get your first glance at the competition.
Good luck...or work hard and make your own luck.
Wednesday, March 4, 2015
No More ISTEP...until April
Whew! You survived! Now you don't have to worry about ISTEP until the computer based multiple choice tests next month. there were positive feelings about today's test circulating through the air. we'll try and duplicate that in April.
Honors: Tomorrow is the first meeting day for the nonfiction groups. You'll need to be sure to have prepared for the meeting by completing the assigned role, be it discussion director, literary luminary, travel tracer, etc. You'll be having 30 minute minimum discussions tomorrow that should enhance your understanding of the text. First responses will be due the following day.
Today we discussed chocolate milk and whether or not it should be banned from the lunchroom. Overall, the discussions were much improved from the Shoot-out ones. More evidence was drawn specifically from the text to defend your positions. I have some more sources on this topic I want you to examine and then we will need to discuss whether or not Christina Hoag, the writer of the piece, is biased.
Standard: You identified five strong similarities and five strong differences between The Ernest Green Story and Warriors Don't Cry. Then you were given instructions on your next assessment: a presentation over the two mediums. Here's a link to the instructions. You should be working on the presentation tonight. You'll also receive more class time tomorrow with the expected due date being Friday. Here's your chance to shine!
Honors: Tomorrow is the first meeting day for the nonfiction groups. You'll need to be sure to have prepared for the meeting by completing the assigned role, be it discussion director, literary luminary, travel tracer, etc. You'll be having 30 minute minimum discussions tomorrow that should enhance your understanding of the text. First responses will be due the following day.
Today we discussed chocolate milk and whether or not it should be banned from the lunchroom. Overall, the discussions were much improved from the Shoot-out ones. More evidence was drawn specifically from the text to defend your positions. I have some more sources on this topic I want you to examine and then we will need to discuss whether or not Christina Hoag, the writer of the piece, is biased.
Standard: You identified five strong similarities and five strong differences between The Ernest Green Story and Warriors Don't Cry. Then you were given instructions on your next assessment: a presentation over the two mediums. Here's a link to the instructions. You should be working on the presentation tonight. You'll also receive more class time tomorrow with the expected due date being Friday. Here's your chance to shine!
Tuesday, March 3, 2015
ISTEP!
Whew! We survived day one of ISTEP. Great work. We won't talk about the test here because that would be wrong but the sentiment seemed pretty positive. Now keep that momentum going for one more day. Tomorrow will most likely bring the longer essay. Remember all those tips we discussed in class and believe in yourself.
Honors: Super discussions over the "Shoot-out" article today. While we missed some key argument points, the arguments we shared were usually well supported by the text. Remember, at this point our goal is to defend our positions using the best arguments and evidence available. Think through carefully and fully to be sure you aren't letting good ideas fall by the wayside.
Read those nonfiction books and be sure to prepare for Thursday's group meeting.
Tomorrow? Chocolate milk anyone?
Standard: We wrapped up our The Ernest Green Story viewing and now have several pages of notes to draw from. Our next step will be to judge and rate those notes as insightful arguments and make choices as to the ones you will be using in your paper. We'll probably even flash draft tomorrow. See you then.
Honors: Super discussions over the "Shoot-out" article today. While we missed some key argument points, the arguments we shared were usually well supported by the text. Remember, at this point our goal is to defend our positions using the best arguments and evidence available. Think through carefully and fully to be sure you aren't letting good ideas fall by the wayside.
Read those nonfiction books and be sure to prepare for Thursday's group meeting.
Tomorrow? Chocolate milk anyone?
Standard: We wrapped up our The Ernest Green Story viewing and now have several pages of notes to draw from. Our next step will be to judge and rate those notes as insightful arguments and make choices as to the ones you will be using in your paper. We'll probably even flash draft tomorrow. See you then.
Monday, March 2, 2015
ISTEP Tomorrow!
Be sure you are resting tonight and eating well tomorrow morning. We want you as sharp as possible for tomorrow's testing. Remember all the tips we've gone over. You can do well! I have faith in you.
Happy Birthday, Dr. Seuss!
Honors: We looked at an intriguing game called Shoot-out today and debated the worth of the game itself and violent role playing games as a whole. Here's a link to the article. Some people got caught up in their own views, but the trick today was to try and support the side you were assigned based solely on the information presented in the text I shared. Evidence, evidence evidence! You need to draw evidence from the text if you are going to be successful in convincing someone to come to your side of an argument. More to come on different topics tomorrow.
Standard: We continued to gather information from The Ernest Green Story to compare and contrast with Warriors Don't Cry. I know a lot of you have a nice pool of information to draw from. We'll finish up tomorrow and then start writing the compare/contrast papers.
Happy Birthday, Dr. Seuss!
Honors: We looked at an intriguing game called Shoot-out today and debated the worth of the game itself and violent role playing games as a whole. Here's a link to the article. Some people got caught up in their own views, but the trick today was to try and support the side you were assigned based solely on the information presented in the text I shared. Evidence, evidence evidence! You need to draw evidence from the text if you are going to be successful in convincing someone to come to your side of an argument. More to come on different topics tomorrow.
Standard: We continued to gather information from The Ernest Green Story to compare and contrast with Warriors Don't Cry. I know a lot of you have a nice pool of information to draw from. We'll finish up tomorrow and then start writing the compare/contrast papers.
Friday, February 27, 2015
Thursday, February 26, 2015
ISTEP Practice Day #3
You wrote the long essay today. The six-pointer. The four-pager.
Hopefully, you read the question carefully.
Hopefully, you pre-planned well.
Hopefully, you stated a clear claim.
Hopefully, you used evidence from both texts to support your ideas.
Hopefully, you ran through the checklist at the end of the writing.
Hopefully, you will do all these things starting next Tuesday.
Hopefully, you read the question carefully.
Hopefully, you pre-planned well.
Hopefully, you stated a clear claim.
Hopefully, you used evidence from both texts to support your ideas.
Hopefully, you ran through the checklist at the end of the writing.
Hopefully, you will do all these things starting next Tuesday.
Wednesday, February 25, 2015
ISTEP Prep Day #2
More of the same today with our ISTEP preparation. We were reminded of the importance of reading the questions AND the responses carefully. In addition, one other thing we emphasized was the benefit of reading the material (poems, short excerpts) twice if having difficulty with comprehension. There will be time! Do the right thing.
Honors classes need to be identifying nonfiction texts and groups no later than Friday. Several groups and books have already been claimed. Don't be the one left out, being forced to join a group and read a book you didn't want to join and read.
Honors classes need to be identifying nonfiction texts and groups no later than Friday. Several groups and books have already been claimed. Don't be the one left out, being forced to join a group and read a book you didn't want to join and read.
Tuesday, February 24, 2015
ISTEP Prep Day #1
Well, ISTEP is quickly approaching so what better way to get into the standardized test taking mood than practicing standardized test taking!
We went over a few test taking techniques today such as...
reading the questions first
highlighting the text
reading the questions carefully
not using pronouns
drawing evidence from the text
pre-planning carefully and effectively
keeping the intro brief and effective
...and had a good practice but we were definitely rushed due to the shortened day today. No worries, we'll be back at it tomorrow.
Honors: be sure to be narrowing your choices on the nonfiction reads. I'll be taking titles and names down tomorrow. You should all have a book and group selected and identified by Friday at the latest. Procrastinators will suffer!
We went over a few test taking techniques today such as...
reading the questions first
highlighting the text
reading the questions carefully
not using pronouns
drawing evidence from the text
pre-planning carefully and effectively
keeping the intro brief and effective
...and had a good practice but we were definitely rushed due to the shortened day today. No worries, we'll be back at it tomorrow.
Honors: be sure to be narrowing your choices on the nonfiction reads. I'll be taking titles and names down tomorrow. You should all have a book and group selected and identified by Friday at the latest. Procrastinators will suffer!
Monday, February 23, 2015
Non-Fiction Possibilities
Honors: While we discussed eLearning, gay marriage, the Oscars and Warriors Don't Cry in class today, the most important part of the class dealt with the nonfiction book you will be reading.
You and three others will form a group and the decided upon a nonfiction book to read...OR...you will be selecting a nonfiction book to read and then find three people who also wish to read the same book. Either way, tonight I want you thinking about possible nonfiction reads. Talk to Mom and Dad, discuss it with siblings and peers, explore nonfiction titles on line and check out this list of possible nonfiction reads here. It is not an all-inclusive list, but it is a good place to start. Come in with a list tomorrow.
Tomorrow and the rest of the week will be spent on some practice ISTEP test taking and preparation.
Standard: Main points of today's class was our look at the symbolism examples of Warriors Don't Cry you created...some pretty clever ideas were shared.
In addition we spent time discussing and supporting the question: Was the Civil Rights Movement completely successful? There was a lot of uncertainty at first but once a little research was done, viewpoints started to become clearer. Amazing what some facts, figures and numbers can do.
We'll also be working on the ISTEP practice material tomorrow and the rest of the week so that we can be as prepared as possible for the actual ISTEP that is set to start eight days from today.
Can't wait.
You and three others will form a group and the decided upon a nonfiction book to read...OR...you will be selecting a nonfiction book to read and then find three people who also wish to read the same book. Either way, tonight I want you thinking about possible nonfiction reads. Talk to Mom and Dad, discuss it with siblings and peers, explore nonfiction titles on line and check out this list of possible nonfiction reads here. It is not an all-inclusive list, but it is a good place to start. Come in with a list tomorrow.
Tomorrow and the rest of the week will be spent on some practice ISTEP test taking and preparation.
Standard: Main points of today's class was our look at the symbolism examples of Warriors Don't Cry you created...some pretty clever ideas were shared.
In addition we spent time discussing and supporting the question: Was the Civil Rights Movement completely successful? There was a lot of uncertainty at first but once a little research was done, viewpoints started to become clearer. Amazing what some facts, figures and numbers can do.
We'll also be working on the ISTEP practice material tomorrow and the rest of the week so that we can be as prepared as possible for the actual ISTEP that is set to start eight days from today.
Can't wait.
Wednesday, February 18, 2015
Honors: Presentations are now completed and it seems that the majority opinion is that while progress was made during the Civil Rights Movement, the housing, prison, job, economic, etc. facts show that the fight is not yet over. I guess it was a good idea to question this accepted but unsubstantiated truth.
We used images of O.J. Simpson, George Zimmerman and Trayvon Martin to take a quick look at the power the media has in fomenting and/or downplaying racial tension in America. Yet another reason to question what is often presented to us as truth in the newspapers and on television.
I passed back the in-class timed essays and you reflected on those in a letter to yourself. Key areas to take note of include:
Offering a complete, effective introduction
Making sure the claim has an opinion/argument in it
Tying the body paragraph arguments back to the claim
Using quotes to support key points/ideas
Closing with a bang instead of a whimper
We also started talking about nonfiction reads in a period one. Periods two and six will be coming along for the ride soon too. You'll find out more tomorrow.
No homework tonight. I want to introduce the In Their Words segment before you do it.
Standard: Pretty good discussion in both classes on overall reactions to Warriors Don't Cry. We aren't finished with it yet but we'll be taking a bit of a break from it for a few days as the ISTEP practice test moves in.
We worked on the symbolism pieces today. Some tremendous ideas were brought up. I can't wait to see them all tomorrow. Be sure to complete the drawing, with some color, and an explanation of the symbol typed below it. we'll do a gallery walk tomorrow.
See you then.
We used images of O.J. Simpson, George Zimmerman and Trayvon Martin to take a quick look at the power the media has in fomenting and/or downplaying racial tension in America. Yet another reason to question what is often presented to us as truth in the newspapers and on television.
I passed back the in-class timed essays and you reflected on those in a letter to yourself. Key areas to take note of include:
Offering a complete, effective introduction
Making sure the claim has an opinion/argument in it
Tying the body paragraph arguments back to the claim
Using quotes to support key points/ideas
Closing with a bang instead of a whimper
We also started talking about nonfiction reads in a period one. Periods two and six will be coming along for the ride soon too. You'll find out more tomorrow.
No homework tonight. I want to introduce the In Their Words segment before you do it.
Standard: Pretty good discussion in both classes on overall reactions to Warriors Don't Cry. We aren't finished with it yet but we'll be taking a bit of a break from it for a few days as the ISTEP practice test moves in.
We worked on the symbolism pieces today. Some tremendous ideas were brought up. I can't wait to see them all tomorrow. Be sure to complete the drawing, with some color, and an explanation of the symbol typed below it. we'll do a gallery walk tomorrow.
See you then.
Tuesday, February 17, 2015
Honors: Presentations continued today in each class with the strongest one of the day coming out of period two. You know who you are. Great job.
I was a bit disappointed that on the third time I asked each class why we are doing the presentations, the responses tended to look at the specific topic instead of the bigger picture. I am having you question the success of the Civil Rights Movement not just to get you thinking about its success, but instead, to open your eyes to the need to question inconclusive information presented as fact. You need to be stepping up and respectfully sharing an alternative perspective/viewpoint/reading/analysis, especially if you have evidence that supports that contrary perspective/viewpoint/reading/analysis. That's what you are doing with the Civil Rights presentations, but that's what you should be doing more often in daily life.
Moving on, we have several things to tackle tomorrow.
We need to complete the presentations in a couple classes.
There are a few pictures I want to share from the media that demonstrate its power in the racism struggle.
I need to return the in-class timed writings.
We need to have our discussion over Warriors Don't Cry, returning to essential question number one among others.
I have an example of history repeating itself.
There are a few In Your Words videos I'd like to share.
We need to discuss the nonfiction book and what's coming up with that.
Can we expand to block scheduling for tomorrow?
Get ready. We'll be busy.
Standard: We completed our fishbowl discussions with perhaps the best one of the series. Great job to the group in period three!
We then started talking about symbolism. You have a good grasp on what it is, so now I'm having you create your own to represent what you read in Warriors Don't Cry. We got off to a good start today, and I was impressed with some of the creative symbols you came up with to represent the part of the text you are focusing on. We'll get more into the drawings tomorrow and offer well-thought out and well-written explanations to go along with them. These explanations will be typed to avoid the disrupting the effectiveness of the symbol.
We also have a lot to get through tomorrow.
We'll be discussing your reactions to the text.
We have an essential question I want you to consider, write about and discuss.
I'll also have a few presentations I want you to examine to help your comprehension of the essential question.
Busy. Busy. Busy.
I was a bit disappointed that on the third time I asked each class why we are doing the presentations, the responses tended to look at the specific topic instead of the bigger picture. I am having you question the success of the Civil Rights Movement not just to get you thinking about its success, but instead, to open your eyes to the need to question inconclusive information presented as fact. You need to be stepping up and respectfully sharing an alternative perspective/viewpoint/reading/analysis, especially if you have evidence that supports that contrary perspective/viewpoint/reading/analysis. That's what you are doing with the Civil Rights presentations, but that's what you should be doing more often in daily life.
Moving on, we have several things to tackle tomorrow.
We need to complete the presentations in a couple classes.
There are a few pictures I want to share from the media that demonstrate its power in the racism struggle.
I need to return the in-class timed writings.
We need to have our discussion over Warriors Don't Cry, returning to essential question number one among others.
I have an example of history repeating itself.
There are a few In Your Words videos I'd like to share.
We need to discuss the nonfiction book and what's coming up with that.
Can we expand to block scheduling for tomorrow?
Get ready. We'll be busy.
Standard: We completed our fishbowl discussions with perhaps the best one of the series. Great job to the group in period three!
We then started talking about symbolism. You have a good grasp on what it is, so now I'm having you create your own to represent what you read in Warriors Don't Cry. We got off to a good start today, and I was impressed with some of the creative symbols you came up with to represent the part of the text you are focusing on. We'll get more into the drawings tomorrow and offer well-thought out and well-written explanations to go along with them. These explanations will be typed to avoid the disrupting the effectiveness of the symbol.
We also have a lot to get through tomorrow.
We'll be discussing your reactions to the text.
We have an essential question I want you to consider, write about and discuss.
I'll also have a few presentations I want you to examine to help your comprehension of the essential question.
Busy. Busy. Busy.
Thursday, February 12, 2015
Presentations and Warriors
Honors: Took a quick quiz over your Warriors reading and followed that up with a 1-2 page, ten minute reflection over the book. We'll be revisiting that in the near future.
Our main focus the rest of class, tonight and tomorrow was and should be the presentations. Make sure you hold up your end of the presentation so the group can perform well tomorrow.
I've included a look at the rubric for you here. You will be assessing your peers. No I haven't worked out all the details yet, but the rubric should give you an idea.
You put these together quickly, so be sure to spend tonight doing what you need to to polish, sharpen, hone and perfect the material.
Standard: You responded to five prompts in your notebooks today before moving into Fish Bowl Discussion Groups. You touched on several ideas during the 5-10 minute conversations, but I would still like to see more insight and maybe a couple people going off script to show some creativity and depth. Keep open minds. Keep thinking.
Remember you get points for
Citing evidence from the text (quotes or specific information)
Successfully countering another person's idea
Offering a question that generates new conversation
An amazing POW! statement
Tonight you should finish the book Warriors Don't Cry. Lots to write about. Lots to talk about. Lots to think about.
Our main focus the rest of class, tonight and tomorrow was and should be the presentations. Make sure you hold up your end of the presentation so the group can perform well tomorrow.
I've included a look at the rubric for you here. You will be assessing your peers. No I haven't worked out all the details yet, but the rubric should give you an idea.
You put these together quickly, so be sure to spend tonight doing what you need to to polish, sharpen, hone and perfect the material.
Standard: You responded to five prompts in your notebooks today before moving into Fish Bowl Discussion Groups. You touched on several ideas during the 5-10 minute conversations, but I would still like to see more insight and maybe a couple people going off script to show some creativity and depth. Keep open minds. Keep thinking.
Remember you get points for
Citing evidence from the text (quotes or specific information)
Successfully countering another person's idea
Offering a question that generates new conversation
An amazing POW! statement
Tonight you should finish the book Warriors Don't Cry. Lots to write about. Lots to talk about. Lots to think about.
Wednesday, February 11, 2015
Daily Recap and Plans
Honors: Great work on the presentations today. Lots of progress was made by most of the groups.
Per our discussion, you will be spending 20-30 minutes individually on the presentation tonight. In return, I'll give you 20 minutes of class time to discuss and organize the information. You will then have 24 hours to sharpen and hone the presentation for Friday. Can't wait to see what you have.
In addition, you should finish reading the book Warriors Don't Cry tonight. There will be a quick reading quiz tomorrow followed by a writing and a bit of discussion before I set you free to work on your presentations.
Standard: Some decent support and discussion on whether or not Melba should be trusting Link. Good points were made on both sides; however, it seemed like the Trust Link Side had more hard evidence. Can't underestimate the power of evidence.
We looked at some ISTEP prep questions today covering things like claim, supporting evidence, summary and the use of context clues. ISTEP starts in 20 days.
Tonight you should read chapter 17 pages 194-204 in Warriors Don't Cry. Don't forget to keep text coding. Maybe I'll check for a grade tomorrow.
Per our discussion, you will be spending 20-30 minutes individually on the presentation tonight. In return, I'll give you 20 minutes of class time to discuss and organize the information. You will then have 24 hours to sharpen and hone the presentation for Friday. Can't wait to see what you have.
In addition, you should finish reading the book Warriors Don't Cry tonight. There will be a quick reading quiz tomorrow followed by a writing and a bit of discussion before I set you free to work on your presentations.
Standard: Some decent support and discussion on whether or not Melba should be trusting Link. Good points were made on both sides; however, it seemed like the Trust Link Side had more hard evidence. Can't underestimate the power of evidence.
We looked at some ISTEP prep questions today covering things like claim, supporting evidence, summary and the use of context clues. ISTEP starts in 20 days.
Tonight you should read chapter 17 pages 194-204 in Warriors Don't Cry. Don't forget to keep text coding. Maybe I'll check for a grade tomorrow.
Tuesday, February 10, 2015
Success?
Honors: Was the Civil Rights Movement a success? Many people will automatically say, "Yes, look how far we've come." But does coming far equal success?
That leads us to our second essential question: Was the Civil Rights Movement a success?
Before responding to the question, you need to understand what it is asking. How would you define the Civil Rights movement? How would you define success? What does a successful movement look like?
These are some questions you and your group will need to answer in order to fully respond to the essential question.
Realize, however, that while this topic is valid, we are not asking it in isolation. This kind of question is the type of question you should be asking yourself about a variety of topics and blindly accepted truths.
Over the next few days you will be organizing your information to support your stance. A successful presentation will be made by those who fully understand the question and the evidence that they share.
Work on this tonight and read Warriors chapters 15 and 16 pages 173-193.
Standard: I returned the poem-book papers today and overall was pleased with the development of the writing you are exhibiting.
After reviewing some successful pieces, I had you rewrite the introductions. Most of the ones that I read were much more successful than the initial ones.
Now remember to apply what you know about introductions to everything you write no matter if it is in LA class or science class or health class or ISTEP or a letter to Grandma. It's just good writing practice.
Be sure to read Warriors chapters 15 and 16 pages 173-193.
That leads us to our second essential question: Was the Civil Rights Movement a success?
Before responding to the question, you need to understand what it is asking. How would you define the Civil Rights movement? How would you define success? What does a successful movement look like?
These are some questions you and your group will need to answer in order to fully respond to the essential question.
Realize, however, that while this topic is valid, we are not asking it in isolation. This kind of question is the type of question you should be asking yourself about a variety of topics and blindly accepted truths.
Over the next few days you will be organizing your information to support your stance. A successful presentation will be made by those who fully understand the question and the evidence that they share.
Work on this tonight and read Warriors chapters 15 and 16 pages 173-193.
Standard: I returned the poem-book papers today and overall was pleased with the development of the writing you are exhibiting.
After reviewing some successful pieces, I had you rewrite the introductions. Most of the ones that I read were much more successful than the initial ones.
Now remember to apply what you know about introductions to everything you write no matter if it is in LA class or science class or health class or ISTEP or a letter to Grandma. It's just good writing practice.
Be sure to read Warriors chapters 15 and 16 pages 173-193.
Monday, February 9, 2015
Dean Smith and the Essential Question
Dean Smith died over the weekend. Sure he was an amazing college basketball coach at North Carolina. He has oodles of records and is regarded by Michael Jordan as one of the most influential people he has ever met.
Yet Smith's accomplishments go well beyond the hardwood. There is one act of his that truly defines what a great man he was.
It was 1964. Smith was seated in a restaurant with a fellow coach and a young black man. The owner of the establishment came up to the table and told the black man that he would have to leave.
It was North Carolina after all in the height of the civil rights movement.
Dean Smith looked at the owner of the restaurant and simply said, "No he doesn't."
It was North Carolina after all in the height of the college basketball season.
This was Dean Smith. Head coach of the revered Tar Heels of North Carolina.
The owner walked away. The three men were served. A couple months later, the restaurant was desegregated.
Our essential question: Does one man have the power to make a difference in the fight against prejudice?
Based on Dean Smith...I'd have to say, "Yes."
Honors: We previewed some ISTEP questions. Then we analyzed the following quote from Theodore Parker: The arc of the moral universe is long but it bends towards justice. Good discussion followed with references to civil rights, women's rights, gay rights and the death penalty.
Homework for tonight is to read Warriors up to page 173.
Standard: We took a quick quiz over our Warriors reading and then wrote about and analyzed four key things Melba said in the text. Period three did another fine job discussing the material.
Homework for tonight is to read chapter 14 pages 157-173.
Yet Smith's accomplishments go well beyond the hardwood. There is one act of his that truly defines what a great man he was.
It was 1964. Smith was seated in a restaurant with a fellow coach and a young black man. The owner of the establishment came up to the table and told the black man that he would have to leave.
It was North Carolina after all in the height of the civil rights movement.
Dean Smith looked at the owner of the restaurant and simply said, "No he doesn't."
It was North Carolina after all in the height of the college basketball season.
This was Dean Smith. Head coach of the revered Tar Heels of North Carolina.
The owner walked away. The three men were served. A couple months later, the restaurant was desegregated.
Our essential question: Does one man have the power to make a difference in the fight against prejudice?
Based on Dean Smith...I'd have to say, "Yes."
Honors: We previewed some ISTEP questions. Then we analyzed the following quote from Theodore Parker: The arc of the moral universe is long but it bends towards justice. Good discussion followed with references to civil rights, women's rights, gay rights and the death penalty.
Homework for tonight is to read Warriors up to page 173.
Standard: We took a quick quiz over our Warriors reading and then wrote about and analyzed four key things Melba said in the text. Period three did another fine job discussing the material.
Homework for tonight is to read chapter 14 pages 157-173.
Friday, February 6, 2015
Weekend Update
Honors: We took our timed writing today over the Malcolm X and MLK comparison/contrast topic.
I'll start scoring those this weekend.
Students should read Warriors Don't Cry through page 140 for Monday.
Standard: Started scoring your poem/story analysis papers. Looking pretty good so far.
Today we read a transcript from the meeting Melba spoke about in her book. Great discussion in period three.
Students should read chapters 12 and 13 (pages 140-156) for Monday.
Enjoy the weekend.
I'll start scoring those this weekend.
Students should read Warriors Don't Cry through page 140 for Monday.
Standard: Started scoring your poem/story analysis papers. Looking pretty good so far.
Today we read a transcript from the meeting Melba spoke about in her book. Great discussion in period three.
Students should read chapters 12 and 13 (pages 140-156) for Monday.
Enjoy the weekend.
Thursday, February 5, 2015
Timed Writings
Honors: You prepped for tomorrow's timed writing over Malcolm X and Martin Luther King, Jr. today. You should have left with a clear claim in mind that addresses their similarities and differences as well as sharing an opinion of your own. Having that successfully written will enable you to sort through your sources and notes and focus on information related to your topic.
Remember, you will be allowed to have one sheet of notes and any of your primary source material with you tomorrow. We'll start writing immediately so that you all have around 55 minutes to complete the writing.
Read Warriors Don't Cry chapter 8 pages 90-106 to keep pace.
Standard: I want to tell you how impressed I was today with how diligent you were when writing your timed writing over the poem "The House of Liberty" and the book Warriors Don't Cry. We had done this work with small groups over the last couple of days. Today was the time to show what you can do on your own. Can't wait to read them.
Homework for tonight is to read pages 124-140, chapter 11.
Remember, you will be allowed to have one sheet of notes and any of your primary source material with you tomorrow. We'll start writing immediately so that you all have around 55 minutes to complete the writing.
Read Warriors Don't Cry chapter 8 pages 90-106 to keep pace.
Standard: I want to tell you how impressed I was today with how diligent you were when writing your timed writing over the poem "The House of Liberty" and the book Warriors Don't Cry. We had done this work with small groups over the last couple of days. Today was the time to show what you can do on your own. Can't wait to read them.
Homework for tonight is to read pages 124-140, chapter 11.
Wednesday, February 4, 2015
Think! Think! Think!
Honors: I know I wasn't there in the physical sense today but I was with you in spirit. My spirit informed me that you were a little discombobulated by the in-class-timed-essay that was announced. Don't worry, it won't be tomorrow; however, it will most likely be Friday. We'll take tomorrow to answer questions and prep you for the actual writing.
You need to be thinking about Malcolm X and thinking about Martin Luther king, Jr., and thinking about how you want to compare and contrast them.
Think about how you'll get your opinion in your claim as well.
Think about how you want to structure your writing.
Think about organizing your ideas and source material tonight.
Think!
Oh, and be sure to read chapter 7 of Warriors Don't Cry.
Standard: A lot of you were thinking in class today as we discussed how Langston Hughes' poems connected to Warriors Don't Cry. You need to keep thinking because you are soon going to be doing what we did in class today by yourself: analyzing a poem and how it connects to the story.
Read chapter 10 tonight pages 114-123. Text Code.
Be ready for a quiz?
Be ready for me to check your text coding?
Be ready to do some writing?
Be ready!
You need to be thinking about Malcolm X and thinking about Martin Luther king, Jr., and thinking about how you want to compare and contrast them.
Think about how you'll get your opinion in your claim as well.
Think about how you want to structure your writing.
Think about organizing your ideas and source material tonight.
Think!
Oh, and be sure to read chapter 7 of Warriors Don't Cry.
Standard: A lot of you were thinking in class today as we discussed how Langston Hughes' poems connected to Warriors Don't Cry. You need to keep thinking because you are soon going to be doing what we did in class today by yourself: analyzing a poem and how it connects to the story.
Read chapter 10 tonight pages 114-123. Text Code.
Be ready for a quiz?
Be ready for me to check your text coding?
Be ready to do some writing?
Be ready!
Tuesday, February 3, 2015
Honors: We did some ISTEP prep work and discussed ideas for the compare contrast paper over Malcolm X and Martin Luther King, Jr. Then we discussed claims and what the goal of a good claim should be:
*Mention the two men
*Be specific but not detailed
*Show that you are comparing and contrasting
*Have an argument that shows that even though the two men have some similarities, it is the difference(s) that make one more successful/effective/desirable/convincing/etc.
Tonight, be sure to read chapter 5 (pages 47-60) in Warriors Don't Cry.
Tomorrow we will work on writing claims, discussing structure and using transition words.
Standard: We did some ISTEP prep work and took a quick 5 question quiz over chapter 8 from Warriors Don't Cry. Then we jumped into some deeper analysis of the book. You each received four poems by Langston Hughes. You needed to read the poems and identify and explain how the poems connected to a scene from the book. You needed
*Summarize the scene from the text
*Explain how the scene and the poem connect
*Offer a quote from the book which encapsulates the message you are trying to get across
You are to finish the work tonight and then tomorrow we will examine the results. In addition, be sure to read and text code chapter 9 (pages 107-113) for class tomorrow.
Make it a great day!
*Mention the two men
*Be specific but not detailed
*Show that you are comparing and contrasting
*Have an argument that shows that even though the two men have some similarities, it is the difference(s) that make one more successful/effective/desirable/convincing/etc.
Tonight, be sure to read chapter 5 (pages 47-60) in Warriors Don't Cry.
Tomorrow we will work on writing claims, discussing structure and using transition words.
Standard: We did some ISTEP prep work and took a quick 5 question quiz over chapter 8 from Warriors Don't Cry. Then we jumped into some deeper analysis of the book. You each received four poems by Langston Hughes. You needed to read the poems and identify and explain how the poems connected to a scene from the book. You needed
*Summarize the scene from the text
*Explain how the scene and the poem connect
*Offer a quote from the book which encapsulates the message you are trying to get across
You are to finish the work tonight and then tomorrow we will examine the results. In addition, be sure to read and text code chapter 9 (pages 107-113) for class tomorrow.
Make it a great day!
Monday, February 2, 2015
Snow Day elearning #2
Hope You are having fun on your snow day. Don't forget the elearning. You can find the poem by clicking on the Day 2 Article on the PHM website or by clicking on the link below:
Slam, Dunk and Hook
Happy reading!
Slam, Dunk and Hook
Happy reading!
Friday, January 30, 2015
MLK and X BSing
The honors class took small group looks at MLK and Malcolm X today with the goal being to start organizing ideas on how these two are similar and different. Good small group discussions took place and great ideas were produced.
This weekend the honors students should each write two pages in the writer's notebook where they do some BSing (brainstorming) and exploring of the material they developed in class with their small groups and on their own. This is not a formal paper organized into paragraphs etc. etc. This is a written attempt for you to organize your thinking, see what you have going for you so far, demonstrate what you know and don't know.
Bring it to class on Monday ready to share your thoughts and responses.
Read Warriors Don't Cry. To keep pace you should be reading chapter 4 pages 33-46.
In the standard class a lot of focus was on chapter 7 in Warriors Don't Cry. It's a pretty intense chapter. You shared some of the things that surprised you that in turn generated some decent discussion, especially in period three. Questions were asked as well as we further our understanding of Melba and the Little Rock 9 situation.
This weekend be sure to read Chapter 8 pages 90-106.
This weekend the honors students should each write two pages in the writer's notebook where they do some BSing (brainstorming) and exploring of the material they developed in class with their small groups and on their own. This is not a formal paper organized into paragraphs etc. etc. This is a written attempt for you to organize your thinking, see what you have going for you so far, demonstrate what you know and don't know.
Bring it to class on Monday ready to share your thoughts and responses.
Read Warriors Don't Cry. To keep pace you should be reading chapter 4 pages 33-46.
In the standard class a lot of focus was on chapter 7 in Warriors Don't Cry. It's a pretty intense chapter. You shared some of the things that surprised you that in turn generated some decent discussion, especially in period three. Questions were asked as well as we further our understanding of Melba and the Little Rock 9 situation.
This weekend be sure to read Chapter 8 pages 90-106.
Thursday, January 29, 2015
Understanding X, MLK and Warriors
In our reduced time together, all classes worked on discussions that helped to clarify understandings of either the MLK-X connection or the book Warriors Don't Cry.
The homework for the standard class is to read and highlight and text code chapter 7 of Warriors.
The homework for the honors class is to do the same to chapter 3 of Warriors.
The homework for the standard class is to read and highlight and text code chapter 7 of Warriors.
The homework for the honors class is to do the same to chapter 3 of Warriors.
Wednesday, January 28, 2015
Discussion Catch-Ups
After being gone for two days we had some catching up to do. Good discussions in most classes helped to pave the way for deeper understandings.
Honors: After checking for the assignments completed during my absence, we had an open discussion on Malcom X and his "On Revolution" speech. You came to understand his purpose in discussing the house negro and the field negro as well as his ideas of what constitutes a revolution. You identified his desire for separation over both segregation AND integration and saw that his position did make Martin Luther King Jr.'s views more palatable for the whites. Finally, you touched on his style of speech--his presentation--and started to think about its effectiveness.
We'll probably spend some time tomorrow looking more deeply at MLK's "Letter From a Birmingham Jail" to be sure we understand some of his larger points and his style.
Knowing that you will be writing a compare/contrast piece on Malcolm X and Martin Luther King Jr., I'll then have you shift to table groups so that you can discuss their similarities and differences and produce a document that you can reference as you move forward into the paper. Can't wait to get started.
Such good discussion that tonight's homework is only to read some of Warriors Don't Cry. You should have it finished in a couple weeks. For pacing perspective you should be reading chapter 2 tonight.
Standard: After checking for the assignments you completed during my absence, we had a discussion over the first three chapters of the text, Warriors Don't Cry. I stressed the need for you to text code and highlight due to the compare contrast paper that you will be writing over the book and a related video. It's important for you to find information quickly if you are going to write an effective paper.
During our discussion we clarified some of the events that took place and discussed the effect Brown vs. The Board of Education had on Melba and her community. We raised our essential question: Does one person have the power to make a difference in the fight against prejudice? As you read the book, keep this question in mind and make a note of any examples either way.
Tomorrow, you'll be identifying important ideas from chapters 4-6 and keeping an organized account of the events from the story.
See you then.
Honors: After checking for the assignments completed during my absence, we had an open discussion on Malcom X and his "On Revolution" speech. You came to understand his purpose in discussing the house negro and the field negro as well as his ideas of what constitutes a revolution. You identified his desire for separation over both segregation AND integration and saw that his position did make Martin Luther King Jr.'s views more palatable for the whites. Finally, you touched on his style of speech--his presentation--and started to think about its effectiveness.
We'll probably spend some time tomorrow looking more deeply at MLK's "Letter From a Birmingham Jail" to be sure we understand some of his larger points and his style.
Knowing that you will be writing a compare/contrast piece on Malcolm X and Martin Luther King Jr., I'll then have you shift to table groups so that you can discuss their similarities and differences and produce a document that you can reference as you move forward into the paper. Can't wait to get started.
Such good discussion that tonight's homework is only to read some of Warriors Don't Cry. You should have it finished in a couple weeks. For pacing perspective you should be reading chapter 2 tonight.
Standard: After checking for the assignments you completed during my absence, we had a discussion over the first three chapters of the text, Warriors Don't Cry. I stressed the need for you to text code and highlight due to the compare contrast paper that you will be writing over the book and a related video. It's important for you to find information quickly if you are going to write an effective paper.
During our discussion we clarified some of the events that took place and discussed the effect Brown vs. The Board of Education had on Melba and her community. We raised our essential question: Does one person have the power to make a difference in the fight against prejudice? As you read the book, keep this question in mind and make a note of any examples either way.
Tomorrow, you'll be identifying important ideas from chapters 4-6 and keeping an organized account of the events from the story.
See you then.
Tuesday, January 27, 2015
Malcolm X and Martin Luther King Videos
In the honors classes today you'll be watching two videos on Malcolm X and Martin Luther King, Jr. Take notes on what you hear the men say but also be aware of the way they say it. Remember, you will be writing a compare contrast paper on the men. After each video, take five minutes to write about your reaction to what you heard and saw.
Video #1: https://www.youtube.com/watch?v=h4PqLKWuwyU
Video #2: https://www.youtube.com/watch?v=cIgSFRuJxTs
After watching both videos you should write one page on Malcolm X and one page on Martin Luther King, Jr. in your writer's notebook.
You will also receive a copy of Warriors Don't Cry today. It is yours to keep. Write your name in it. You have a couple of weeks to read it on your own outside of class. We will then have a discussion and quiz over the book.
For the standard class you should be responding to the following questions today based on your reading of chapter three.
Then you are going to watch a video clip of the Little Rock Nine experience.
Video: https://www.youtube.com/watch?v=-MksNGcNzKc
You should take notes while watching the video and then write a full page reaction in your writer's notebook to what you saw in the video.
After you will be reading chapters 4 and 5 the rest of class and complete it for homework.
I FORGOT to add these questions to yesterday's blog. If you missed class on Monday, you should respond to these prompts in your writer's notebooks based on your readings of chapters 1 and 2.
Video #1: https://www.youtube.com/watch?v=h4PqLKWuwyU
Video #2: https://www.youtube.com/watch?v=cIgSFRuJxTs
After watching both videos you should write one page on Malcolm X and one page on Martin Luther King, Jr. in your writer's notebook.
You will also receive a copy of Warriors Don't Cry today. It is yours to keep. Write your name in it. You have a couple of weeks to read it on your own outside of class. We will then have a discussion and quiz over the book.
For the standard class you should be responding to the following questions today based on your reading of chapter three.
1) Why were the Little Rock Nine considered good candidates to integrate Central High School?
2) Based on what you read in chapter three, when is a worthwhile goal too big a risk? Be specific and explain your answer in detail with examples.
3) Was it fair for her mother to tell her that she didn’t have to go back to Central the next day? Explain your response.
Then you are going to watch a video clip of the Little Rock Nine experience.
Video: https://www.youtube.com/watch?v=-MksNGcNzKc
You should take notes while watching the video and then write a full page reaction in your writer's notebook to what you saw in the video.
After you will be reading chapters 4 and 5 the rest of class and complete it for homework.
I FORGOT to add these questions to yesterday's blog. If you missed class on Monday, you should respond to these prompts in your writer's notebooks based on your readings of chapters 1 and 2.
1) What does Grandma India mean on page 6 when she says “Freedom is a state of mind”? Explain fully.
2) How did Melba experience racism both directly and indirectly in chapter one? Be specific.
3) How does her parents living in “constant fear and apprehension” (7) effect Melba?
4) Does one person have the power to make a difference in the fight against prejudice? Explain your answer.
1) How does the announcement of the ruling in the Brown vs. The Board of Education case effect Melba? How does it effect her community?
2) Why does her family decide not to call the police after Melba is attacked?
3) Explain the difference between Cincinnati and Little Rock. Be specific.
4) What is ironic about Melba’s mother’s reaction to her signing up to integrate Central High School?
Monday, January 26, 2015
Letter From a Birmingham Jail
Here is the link to the Letter From a Birmingham jail. This is an excerpt of the letter. I want you to read this letter and take notes in your writer's notebook (at least one page) over its meaning, purpose and even its writing style. As I mentioned last week, you will be writing your compare contrast essay over Malcolm X and MLK. In addition to their messages, you should be considering their craft as well.
Friday, January 23, 2015
On Revolution by Malcolm X
Honors class:
The entire "On Revolution" article by Malcolm X is now available
Here is a link to a clean version of the Malcolm X article "On Revolution".
Feel free to print off a copy and annotate it. And please notify your peers that the clean version is available here.
Thanks.
Standard class:
Be sure to read and annotate the first chapter of Warriors Don't Cry.
The entire "On Revolution" article by Malcolm X is now available
Here is a link to a clean version of the Malcolm X article "On Revolution".
Feel free to print off a copy and annotate it. And please notify your peers that the clean version is available here.
Thanks.
Standard class:
Be sure to read and annotate the first chapter of Warriors Don't Cry.
Thursday, January 22, 2015
Nonviolent Resistance
In the honors class today after writing your reflections and wrapping up the essential question discussion we jumped into nonviolent resistance. As table groups you discussed what you discovered and then started to create a poster to demonstrate your knowledge both symbolically and tangibly. Kudos to period six for really stretching their imaginations and coming up with strong, original examples of nonviolent resistance.
We will finish the poster production tomorrow and share the results. We will also discuss the "Nonviolent Resistance" article you are actively reading tonight. Highlight and annotate it to be sure you fully grasp the message.
In the standard class we started our at times slow and painful discussion on the Brown vs. The Board of Education case. Dialogue...conversation...discussion are integral parts of the class and of life. You need to be able to discuss what you've read, what you've researched, what you understand. No one will want to hire (or keep employed) someone who isn't willing to (or can't) share his or her ideas when asked.
Complete the slide homework tonight and be ready to talk tomorrow.
Don't settle for ordinary. Be extraordinary.
See you tomorrow.
We will finish the poster production tomorrow and share the results. We will also discuss the "Nonviolent Resistance" article you are actively reading tonight. Highlight and annotate it to be sure you fully grasp the message.
In the standard class we started our at times slow and painful discussion on the Brown vs. The Board of Education case. Dialogue...conversation...discussion are integral parts of the class and of life. You need to be able to discuss what you've read, what you've researched, what you understand. No one will want to hire (or keep employed) someone who isn't willing to (or can't) share his or her ideas when asked.
Complete the slide homework tonight and be ready to talk tomorrow.
Don't settle for ordinary. Be extraordinary.
See you tomorrow.
Wednesday, January 21, 2015
Brown vs The Board of Education
Here is the link the standard classes will need to complete the assignment. Remember you need to respond/research/analyze the slides up to slide #8 to be ready for class tomorrow. Take those notes in your writer's notebook and be ready to discuss what you've uncovered so we can understand the Brown court case and why it is so significant. We'll complete the rest of those slides tomorrow in class.
You received your author's craft essays back today and reflected on the writing you completed. Be sure to keep those handy to help you improve on your next assignment.
In the honors classes we saw that what we are doing in class is relevant through a close examination of last night's State of the Union address. Period two identified 14 separate examples of anaphora in the speech before I cut them off! It sure does make for an emotional, persuasive, memorable, melodic, rhythmic, inspirational, motivating and artistic speech. In addition, we all saw how the President utilized cohesive (circular) writing to start off and finish his speech. If the ideas we are talking about in class are being used in the most important speech a president makes, then they must be pretty important.
You received your author's craft essays today. Due to time constraints we didn't reflect today, but we'll be sure to spend a bit of time tomorrow doing so. Keep those papers close.
You discussed the essential question today: Does one person have the power to make a difference in the fight against prejudice? You overwhelmingly said yes (MLK would be proud) but you also noted the importance of the group.
Tonight I'm asking you to do a bit of research in an attempt to understand what is meant by "nonviolent resistance". You are to write a page in your writer's notebook explaining what it is, what it means., offering examples, etc. This is not just you spouting off your ideas on the topic; instead, it is a chance for you to explain what it means after you research it and generate a better understanding. That will be your ticket in to class tomorrow.
See you then.
You received your author's craft essays back today and reflected on the writing you completed. Be sure to keep those handy to help you improve on your next assignment.
In the honors classes we saw that what we are doing in class is relevant through a close examination of last night's State of the Union address. Period two identified 14 separate examples of anaphora in the speech before I cut them off! It sure does make for an emotional, persuasive, memorable, melodic, rhythmic, inspirational, motivating and artistic speech. In addition, we all saw how the President utilized cohesive (circular) writing to start off and finish his speech. If the ideas we are talking about in class are being used in the most important speech a president makes, then they must be pretty important.
You received your author's craft essays today. Due to time constraints we didn't reflect today, but we'll be sure to spend a bit of time tomorrow doing so. Keep those papers close.
You discussed the essential question today: Does one person have the power to make a difference in the fight against prejudice? You overwhelmingly said yes (MLK would be proud) but you also noted the importance of the group.
Tonight I'm asking you to do a bit of research in an attempt to understand what is meant by "nonviolent resistance". You are to write a page in your writer's notebook explaining what it is, what it means., offering examples, etc. This is not just you spouting off your ideas on the topic; instead, it is a chance for you to explain what it means after you research it and generate a better understanding. That will be your ticket in to class tomorrow.
See you then.
Tuesday, January 20, 2015
Guest Speaker
I hope you all enjoyed Mrs. Brockmole and her discussion of her writing and publishing process.
4 unpublished books!
4 years waiting to find a publisher!
13 revisions of a book after it was accepted for publication!
But she said to be persistent and she was. Now she's a published writer--a good one too. Good writing takes hard work just like anything you want to be good at. She's dedicated and all that dedication finally paid off.
Like all good writers she spends a lot of time revising, editing and revising again. she also spends a lot of time reading. Reading and writing will forever be intertwined. If you want to be good at one you better do a lot of the other.
Her book is called Letters from Skye and it is available in the IMC.
Tomorrow I return your author's craft essays.
Tomorrow in the honors classes we'll take a closer look at our essential question: Does one person have the power to make a difference in the fight against prejudice? We might even get our first look at the book Warriors Don't Cry.
In the standard class we'll spend a little time getting to know about Brown and the Board of Education.
Well the one thing we did right
Was the day we started to fight
Keep your eyes on the prize, oh Lord
4 unpublished books!
4 years waiting to find a publisher!
13 revisions of a book after it was accepted for publication!
But she said to be persistent and she was. Now she's a published writer--a good one too. Good writing takes hard work just like anything you want to be good at. She's dedicated and all that dedication finally paid off.
Like all good writers she spends a lot of time revising, editing and revising again. she also spends a lot of time reading. Reading and writing will forever be intertwined. If you want to be good at one you better do a lot of the other.
Her book is called Letters from Skye and it is available in the IMC.
Tomorrow I return your author's craft essays.
Tomorrow in the honors classes we'll take a closer look at our essential question: Does one person have the power to make a difference in the fight against prejudice? We might even get our first look at the book Warriors Don't Cry.
In the standard class we'll spend a little time getting to know about Brown and the Board of Education.
Well the one thing we did right
Was the day we started to fight
Keep your eyes on the prize, oh Lord
Thursday, January 15, 2015
Brown vs. the Board of Education
Honors:
We took the active/passive voice quiz and there were 100%s everywhere! Great job!
We reviewed anaphora...you still got it.
We learned four of the most important words in our nonfiction unit:
Author
Purpose
Evidence
Source (or APES if you will).
These four words fit nicely with the CRAAP Test you used last year.
Then time was racing away from us so we shared the essential question for our nonfiction/Civil Rights/prejudice unit:
Does one person have the power to make a difference in the fight against prejudice?
...but we will be talking about it in depth next week.
Instead, we jumped to our Brown versus the Board of Education research. It is an integral part of our upcoming readings and discussions so it's important to understand it and the impact it had on American society. With that in mind, I assigned you to research the court case in preparation for a discussion. Here are the list of discussion points you need to research for tomorrow's Brown vs. The Board of Education discussion. Remember each of you needs to have a minimum of one page of notes.
We took the active/passive voice quiz and there were 100%s everywhere! Great job!
We reviewed anaphora...you still got it.
We learned four of the most important words in our nonfiction unit:
Author
Purpose
Evidence
Source (or APES if you will).
These four words fit nicely with the CRAAP Test you used last year.
Then time was racing away from us so we shared the essential question for our nonfiction/Civil Rights/prejudice unit:
Does one person have the power to make a difference in the fight against prejudice?
...but we will be talking about it in depth next week.
Instead, we jumped to our Brown versus the Board of Education research. It is an integral part of our upcoming readings and discussions so it's important to understand it and the impact it had on American society. With that in mind, I assigned you to research the court case in preparation for a discussion. Here are the list of discussion points you need to research for tomorrow's Brown vs. The Board of Education discussion. Remember each of you needs to have a minimum of one page of notes.
Brown
versus The Board of Education (Topeka, Kansas, 1954)
1)
Identify what it is
2)
Identify
key players in the event (both sides)
3)
Find
compelling quotes from the event itself and
from those involved (both sides)
4)
Identify
why it was important and the immediate
impact
it
had
(be specific)
5)
Identify
its relevancy today (be specific)
Can't wait to hear what you discovered.
In the standard classes we reviewed active and passive voice and saw a dramatic climb in our comprehension. Be ready for a quiz over it tomorrow.
We read an article on why we should celebrate the Martin Luther King, Jr. holiday. You have two questions to answer for tomorrow.
1) Based on the information in the article, why do we celebrate MLK Day?
2) When is it okay to break the law?
Responses to those two questions will be your tickets in tomorrow. Come prepared. There's a lot to discuss.
In the standard classes we reviewed active and passive voice and saw a dramatic climb in our comprehension. Be ready for a quiz over it tomorrow.
We read an article on why we should celebrate the Martin Luther King, Jr. holiday. You have two questions to answer for tomorrow.
1) Based on the information in the article, why do we celebrate MLK Day?
2) When is it okay to break the law?
Responses to those two questions will be your tickets in tomorrow. Come prepared. There's a lot to discuss.
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