Friday February 26, 2010

Comp/Lit 10: Vocabulary & Spelling #19-20 QUIZ and Library Computer Lab for Debate Research

• The students passed their grammar books to the middle of the rows in the computer lab for me to check.
• I reviewed the First Affirmative Constructive making connections between the outline and the student samples.
• I also reviewed the main debate terms.
• We reviewed Active and Passive voice in the grammar workbook (pages 155-156)
• The students then took the Vocabulary & Spelling #19-20 QUIZ.  
• When they finished they began working on research and typing their First Affirmative Constructive.
• For the last five minutes of class, I started a Power Point Presentation to introduce the concepts of Logos, Ethos, and Pathos.  I will finish the PPP next week.
• Homework:  Work on the First Affirmative Constructive (DUE @ the end of the Period on Tuesday March 2), make corrections to the Practice MLA Works Cited; Meet in the Library Computer Lab on Tuesday 

Thursday February 25, 2010

Comp/Lit 9: A Raisin in the Sun Act II Socratic Seminar

• The students worked on a preposition review in the grammar binder (pages 28-30, parts B-F), while I checked their homework (Raisin Act II Journal and two Socratic Seminar Questions).
• When the students were done, they returned their grammar binders to the bookshelf.  We did not review the answers yet.
• I then separated the students into two groups of (approximately) 10 to get ready for the seminar.
• I reviewed the requirements and expectations for "inner circle" and "outer circle".
• When then spent the rest of the period going through two fishbowl-style Socratic Seminars.
• Homework: Finish Reading TKAM Chapters 16-23, Finish the TKAM Chapters 16-23 Reading Response Journal; make corrections & reprint your business letter; VFA #21-22. 

Wednesday February 24, 2010

Comp/Lit 10: Academic Advisor Presentation

• The students met in the English Computer Lab (Room 1) for the entire period.
• They met with the academic counselors about next year's registration.
• If you missed class, you will need to make an appointment to see your academic counselor.
• Homework: Grammar, pages 155-157; study Vocabulary & Spelling #19-20; bring your OR Book; work on research and your First Affirmative Constructive; meet in the Library Computer Lab on Friday.

Thursday February 23, 2010

Comp/Lit 9: TKAM Chapters 10-15

• We started the period with a reading comprehension quiz covering TKAM Chapters 10-15.
• After the quiz, the students completed page 23 (Prepositions Review) in the grammar binder.
• We corrected the prepositions review and then corrected the TKAM Quiz.
• I passed back the rubric and packet from the first Socratic Seminar and reviewed my expectations and grading criteria.  
• I then passed out the packet for the second Socratic seminar (to be held on Thursday Feb. 25).  The changes include: 3 comments required, and the total points possible this time are 30.
• I will have a study session covering Act II during tutorial on Wednesday and Thursday.
• We then moved onto reviewing the content of Chapters 10-15 for TKAM.  I split the class up into 6 groups.  Each group is responsible for a chapter.  Each group created a poster that included the following: a title, 2 quotes, and a bullet point chapter summary.  The students will present the posters at a later time.
• Homework:  Finish Raisin Act II and the reading response journal to go with it; write 2 questions for the Socratic Seminar; Read TKAM Chapters 16-23 DUE Monday March 1. 

Monday February 22, 2010

Comp/Lit 10: Debate Research Time in the Library

• Today we met in the library.
• I began class by going over all of the debate terms that we've covered so far, specifically-harms, significance, inherency, topicality, and solvency.  
• We went through the outline for the the First Affirmative Constructive and connected it to the Animal Testing Student Sample.  The Rough Draft of the First Affirmative will be due on Tuesday March 2.
• I reviewed the requirements for the Article Evaluation Assignment due at the end of the period.
• The students were given the rest of the period to work on research and completing the Article Evaluation packet. 
• Homework: Research your debate topic, grammar pages 155-156 odd #'s only, grammar page 157 all, bring your OR book, work on your First Affirmative Constructive, Meet in the English Computer Lab (Room 1) on Wednesday.  

Friday February 12, 2010

Comp/Lit 9: Vocabulary & Spelling #19-20 QUIZ; TKAM Chapters 5-9 Review

• I began by giving my overall evaluation of the Socratic Seminar from the previous class period.  All in all, considering the fact that this was the first Socratic seminar for all involved (including myself), it was a major success.  I am looking forward to the next two scheduled seminars.
• The students took the Vocabulary & Spelling #19-20 QUIZ. 
• After the quiz, they read A Raisin in the Sun silently for about 15 minutes.
• Students also had the opportunity to complete the Socratic Seminar reflection.
• While they worked on these two assignments, I checked the HW-TKAM Journal for chapters 8-9.
• I reviewed the business letter requirements.  I showed a student sample to review common errors and how to fix them.  I also reviewed the content of the letter using student samples.  The business letter that needs to be written during the break must be written to an organization that deals with the group that the student will serve.  They may request one of several things: to be able to serve, educational information about the group in general, and/or information about the group has experienced prejudice.
• We then spent the remaining part of the period reviewing TKAM chapters 5-9. 

Thursday February 11, 2010

Comp/Lit 10: Debate Introduction, MLA Review, Resolution Statements & Begin Library Research

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Wednesday February 10

Comp/Lit 9: A Raisin in the Sun Socratic Seminar

• I reviewed the overall format of the socratic seminar process.  We went through another overview packet.
• I introduced the seminar leaders and explained their roles
• We then proceeded with the fishbowl seminars.  We held two seminars (two questions for each seminar).  Approximately 10 students participated in each seminar.
• The fishbowl socratic seminars took the entire class period.
• Homework:  Study Vocabulary & Spelling #19-20; bring A Raisin in the Sun; finish TKAM Chapters 8-9 and complete the reading response journal.

Tuesday February 9, 2010

Comp/Lit 10: Debate

• As I checked the homework, the students attempted to complete pages 1-2 of the Intro to Debate Packet-listing the current laws to possible debate topics.  
• We then discussed 5-7 current laws with possible changes to get the discussion going.
• We then read through pages 4-7 in the Intro to Debate packet.  As we read, the students copied down important terms onto the terminology page in the Intro to Debate packet page 3.
• I then passed out the MLA Review packet for Debate.  I led the students through the MLA format review.  We ended the power point presentation by practicing source cards and talking about the Practice Works Cited for homework.
• I then passed out the Article Evaluation Strategy #2: Believing-Doubting Game and explained "the game".
• Homework: Practice Works Cited, Practice Works Cited, Pick a partner & topic.

Monday February 8, 2010

Comp/Lit 9: TKAM Chapters 5-7 & Socratic Seminar Intro.

• The students started the period with a reading comprehension quiz on TKAM Chapters 5-7.
• At the completion of the quiz, we corrected it in class.
• Following the quiz, I introduced the idea of the Socratic Seminar.  I led the students through a power point presentation and had them practice with Costa's Levels of Questions.
• Homework: Finish A Raisin in the Sun Act I and the reading response journal; Complete the Level 2 & 3 Questions; Complete the Superstitions activity.

Friday February 5, 2010

Comp/Lit 10: Debate Intro & QUIZ-Vocabulary & Spelling #17-18

• We started with the QUIZ on Vocabulary & Spelling #17-18.
• I passed out a new answer card, and an outside reading card to keep track of pages read.
• While the students took the quiz, I checked/collected the homework-NEW OR Book, Poetry Packet and the Found Poem
• When the students finished the quiz, they turned it in to my desk and read silently in their Outside Reading book until all quizzes were turned in.
• The students filled in the reading card and turned it in.
• We correct the quiz as a class.
• I passed out the homework assignment-Article Evaluation Strategy #1: Discussion Web.  We went through the three examples I provided, and I reviewed the expectations for the assignment.  The students are to read the attached article and create a "yes" or "no" question that can be answered by the article.  The students will then need to find evidence in the article that support either "yes" or "no" to the question posed.  After all evidence has been gathered, the student needs to come to a conclusion.
• I then passed out the Intro to Debate Packet.  We looked at the possible debate topics on pages 1-2.
• I introduced the terms: Status Quo (the ways things are now), Resolution (a change to the status quo), Affirmative (arguing for the resolution), Negative (arguing against the resolution).
• Homework:  Discussion Web, and think about a possible partner and topic.

Thursday February 4, 2010

Comp/Lit 9: TKAM

• We started class with a cumulative prepositions review.  The students complete page 19 in the grammar binder.
• I then introduced the Business Letter Assignment.  I reviewed the format for a business letter, as well as, the appropriate content of a business letter.  The students will first write a practice letter based on one of two scenarios that I provided.  After the February Break, they will complete a real business letter that will be sent.  See the Business Letter Handout on my website.
• I then reviewed the requirements for the actual service.  The students will each complete a minimum of 6 hours of community service with an organization that serves the group they want to learn more about.  The packet includes a description of the assignment, a description of the reflective essay that will be written after the service, a list of service organizations, and the verification form that needs to be filled out.  See the Service Packet on my website.
• We spent the rest of the period discussing TKAM chapters 2-4.  Each student came to the board and either wrote down their title for one chapter or their significant quote for one chapter.  We used those as springboards for the discussion on each chapter.
• During the discussion the students are expected to add to their reading response journals.
• Homework:  Practice Business Letter; VFA # 19-20; TKAM Chapters 5-7 with the reading response journal.  Raisin Act I with the reading response journal is due on Wednesday Feb. 10.

Wednesday February 3, 2010

Comp/Lit 10: CASHEE

• There was no class today because of the CASHEE test.
• I will see you all on Friday.
• Homework:  Study Vocabulary & Spelling #17-18; Bring a NEW Outside Reading Book; Finish the Found Poem.

Tuesday February 2, 2010

Comp/Lit 9: To Kill a Mockingbird

• We started today with a QUIZ covering TKAM Chapters 1-4.
• During the quiz, I checked homework (Reading Response Journal Chapters 1-4, and Group to Serve)
• I passed around a sign-up sheet where students indicated the group they will work with for the service assignment.  After today, students may not change their group.
• After the quiz, the students completed pages 17-18 in the grammar binder-Imperative Sentences.
• Once all of the quizzes were completed, we discussed the grammar concept.  Imperative sentences make a command and have the implied/understood "you".
• I reviewed the homework for tonight.  The students will write a one-page (two-paragraph) summary of the group they will serve.  The 1st paragraph will includes the students' general knowledge of the group; the 2nd paragraph will include the students' feeling about and interactions with the group.
• We then corrected the TKAM Chapters 1-4 quiz.  This started our discussion of the novel.
• We then spent time reviewing details from chapter 1.  Students are expected to add notes to their Reading Response Journal as we discuss in class.
• Homework: Pre-Service Paper (Two-paragraph Summary of the group you are serving); Read TKAM Chapters 5-7 w/Reading Response Journal by Monday Feb. 8; Read A Raisin in the Sun Act I w/Reading Response Journal by Wednesday February 10 

Monday February 1, 2010

Comp/Lit 10: Poetry

• Today was the end of our poetry unit.
• We started the class with the Poetry Unit Exam.  The exam included 45 multiple choice questions directly related to the content covered during the two-week unit. 
• During the test, I checked the homework: VFA #17-18.
• After the Scantron portion of the test, the students picked up the explication portion.  The students were able to use any notes they had written about the poem in their packet.  The students had to write a one-paragraph explication of a poem we had already studied in class.
• After the explication was complete, the students completed four pages of grammar (pages 149-152, odd #'s only).  
• We did not review the grammar yet.
• After the tests were complete, we briefly reviewed the requirements for the Found Poem (DUE on Friday Feb 5).
• We also discussed what to expect on the CASHEE (taking place on Tuesday and Wednesday)
• We ended the period by watching The Great Debaters.
• Homework:  Study Vocabulary & Spelling #17-18; bring a NEW OR Book, Bring your poetry packet; Complete the Found Poem.