Comp/Lit 9: 2/28/2011

Civil Rights Movement Presentations

• Before I collected homework, I instructed the students on the correct format of addressing an envelope.  They turned the envelope in with the letter.  The students were to bring all of their homework to me when they came to the front to give their presentation.
• I introduced the importance of being able to take notes while just listening to a speaker without the benefit of a visual assistant (i.e. power point presentation).
• The groups presented their research to the class.  Each student was expected to take notes on every presentation.
• At the conclusion of the presentations, we shifted gears.  Students helped me pass back several assignments.  We also updated portfolios.
• Homework: Nothing is due next time.  Get/bring To Kill a Mockingbird.  If you can get it or choose not to purchase it, you will be able to pick one up from the textbook office on Wednesday. Select an Outside Reading book connected to your group by Friday March 4.  Continue to work on your service project (there are 7 weeks until the six hours of service are due).

Comp/Lit 10: 2/28/2011

Debate: Library Computer Lab

• Today the Affirmative Constructive was due, so we collected that, checked VFA #19-20, and Grammar, page 157.
• We started the period with a pop quiz.  The students were asked to define: Harms, Significance, Inherency, Topicality, and Solvency.  For extra credit, they could define, Tag and Plank.
• We reviewed the quiz as a class, then we got right to discussing the Negative Constructive.
• We looked through the Negative Constructive Outline.  I pointed out the fact that their Negative will be base don their own Affirmative (point-for-point); however, any evidence that is good but does not match up with their Affirmative should be put on Source Cards.  I also pointed out that as they work to attack their own Affirmative, they should fix their Affirmative.
• Students spent the rest of the period working on their Negative Constructive.
• Homework:  Work on the First Negative Constructive, Freakonomics-Finish reading Chapters 1-3 and write 2 questions per chapter for the Socratic Seminar on Friday.

Comp/Lit 9: 2/24/2011

Civil Rights Movement Research-Library Day

• Today we met in the library to research various topics connected to the Civil Rights Movement.
• I started by reviewing where non-fiction and reference materials are located in the library.  I explained to the students that they must use a minimum of one book source and one electronic source.  The electronic source must be something from a library database (no google, no wikipedia).
• We discussed research/notetaking techniques.  Once you find an article, skim it.  If you do not like it, move on to another article.  If you do like, write down the works cited information, then begin to take notes.  It will be essential to look at several articles and read a lot of information.  It will be difficult to determine the "most important" information if you don't read very many articles.
• Finally, I talked about the issue with the To Kill a Mockingbird books.  The school currently does not have enough copies for all of my students.  I would like to be able to continue with my current plan of starting To Kill a Mockingbird next week, but in order to do that, I will need (some of) my students to purchase the book.  I am hopeful that will the limited number of books that the school has and the number of students that can purchase the book, we will be able to continue with the current plan.
• The students had the rest of the period to conduct their research in the library.
• Homework: Finish the Formal Business Letter and print to bring to class on Monday.  Upload the business letter to Turnitin.com by Sunday February 27.  Finish the Research Works Cited.  Prepare for the Research Presentation on Monday.  Complete VFA #19-20.  Buy/Bring the book To Kill a Mockingbird to class on Monday (this is optional, but I would like to be able to see exactly how many students have a copy of the book)
• Here is the Amazon link for To Kill a Mockingbird

Comp/Lit 10: 2/24/2011

Debate-Library Computer Lab

• I started the period by reviewing the five main debate terms: Harms, Significance, Inherency, Topicality, and Solvency.  It was very clear that the students have not taken the time to study and memorize these terms.  I told them that there may be a quiz next time.  If you are reading this blog, I want to let you know that you will, in fact, have a quiz on Monday Feb. 28 about the five main debate terms: Harms, Significance, Inherency, Topicality, and Solvency.  The extra credit definitions will be Tag and Plank.  Refer to and study the definitions below:
• Harms: the problem that exists in the status quo (the way things are right now).
• Significance: this deals with the quality or degree of harm.  The harm is so bad/significant that a change must take place in the status quo.
• Inherency: The barrier to the problem (harm) being solved.  The problem (harm) will not be able to fix itself.  The change will not occur without new legislation/law.
• Topicality: the plan must be within the parameters of the resolution.  You must stay on topic.
• Solvency: The plan will work and will solve the current problems and not create new (potentially more severe harms/problems).
• Tag:  A 4-9 work sentence that summarizes the evidence being presented.  It is like a topic sentence.  It is in your own words.  
• Plank: the steps/points in the Affirmative Team's plan.
• Finally, I was able to show the Logos, Ethos, Pathos Power Point Presentation.  This power point introduces the concept of rhetoric (persuasive technics).  Logos, Ethos & Pathos appeal to different elements of human nature.  The goal is for their debate constructives to appeal to all three: Logos (logic), Ethos (ethics), and Pathos (emotions/passion).
• We then reviewed the rest of the sections of the affirmative constructive: the planks of the inherency section, solvency and advantages.
• The students had the rest of the period to work on their affirmative constructives.
• Homework:  Finish the Affirmative Constructive & Upload it to Turnitin.com by Sunday Feb. 27. Bring at least 10 source cards for the Affirmative Constructive.  Complete Grammar Verbs Unit Review, pages 157 ALL.  Complete VFA #19-20.  Read your Outside Reading Book.  Review the debate terms.  Meet in the Library Computer Lab on Monday Feb. 28

Freakonomics

• Today I held the first (of three) tutorial sessions to discussion Freakonomics (the optional OR Book for this grading period).
• I introduced the Socratic Seminar via a power point presentation and a packet that was distributed to all interested students on Tuesday.  
• This is the Socratic Seminar Packet and this is the Socratic Seminar Power Point that I showed.
• The first Socratic Seminar will be on Friday March 4. The students will need to have read through Chapter 3 and bring the necessary questions (Level 2 & 3 Questions for each chapter).

Comp/Lit 9: 2/22/2011

Prejudice Discussion

• QUIZ: Grammar - Prepositions, Subjects and Verbs.
• After the quiz, read Prejudice Packet page 11; and read the Project Packet pages 11, 39-47
• I passed out a new course calendar.
• We then reviewed MLA format for Works Cited to get ready for the mini research project that will take place next time.
• I then went over several elements of the Final Project:
• We reviewed Business Letter Format.  I showed students samples and we discussed pros & cons of each.  After that, I introduced the requirements of the Formal Business Letter.
• I pointed out the outside reading log book list and introduced the requirements for the outside reading log.
• Finally, I talked a little bit about the final project itself, specifically, the theme(s) that must be incorporated.
• We ended the period by discussing the prejudice questions and MLK, Jr. Speech questions.
• Homework:  Pick Outside Reading Book by Friday March 4; Work on the Formal Business Letter-DUE Monday Feb. 28; Attend Tutorial to Watch Scottsboro Boys Video: *Part 1 on Wednesday OR Thursday (in room 16); *Part 2 on Friday (in room 16) OR Monday (in room 30); Meet in the Library on Thursday & Decide on a Partner

Comp/Lit 10: 2/22/2011

Computer Lab - Debate

• Today we worked in the English Computer Lab.
• The main focus of today's class was The First Affirmative Constructive
• We reviewed the terms: Harms, Significance, Inherency, Topicality, and Solvency.  We then reviewed, in detail, the requirements of the First Affirmative Constructive.   We looked at the constructive outline and the student samples of the constructive. 
• The students had the majority of the period to work with their partner.
• We collected the Article Evaluation Packet and I passed out the Socratic Seminar packet for those students reading Freakonomics.
• Notes from today:
• When you are researching, if you find evidence that is valuable for the negative side take note of it now.
• Keep in mind the time constraints of the debate.  You will not be able to include ALL of the quality evidence in your constructive.  Any good information that does not go into the constructive, must be put on to source cards.  You will need to turn in 10 source cards with each constructive.
• Homework: Grammar-Active & Passive Voice, page 155-156 odd #'s only, Work on the Affirmative Constructive; Meet in the Library Computer Lab; Read pages 3, 5-6 of the Socratic Seminar if you are reading Freakonomics.  Attend tutorial on Thursday for the Socratic Seminar Intro.  

Comp/Lit 9: 2/11/2011

Poets Cafe & Vocabulary/Spelling #17-18 QUIZ

Today’s Plan:

1.    QUIZ: Vocabulary & Spelling #17-18

2.    Grammar: Review Subjects & Verbs, page 32-33

3.    Work on Prejudice & Speech Questions (pages 2-3, 5-6)

4.    Get Food

5.    Poem Recitations

6.    Review Business Letter & Pre-Service Paper Requirements

Homework:

·      Type & Upload the Pre-Service Paper

·      Set-up Service Hours/Research a Place to Serve

·      Complete Practice Business Letter (You DO NOT need to upload it to Turnitin.com)

·      Study for Grammar QUIZ

·      Finish Prejudice Questions (pages 2-3) and MLK, Jr.’s Speech Questions (pages 5-6)

Comp/Lit 10: 2/11/2011

Debate-Library Research Day

Today’s Plan:

1.    Review Affirmative Constructive & Definitions so far

2.    Answer Questions about Article Evaluation Assignment & Source Cards

3.    QUIZ: Vocabulary & Spelling #17-18

4.    Research your topic and finish the Article Evaluation Packet by the end of the period

Homework:

    

§  Continue to Research & Work on the First Affirmative Constructive

§  Read your Outside Reading Book

§  1^st (of three) REQUIRED tutorial for Freakonomics on Thurs. February 24 (You will receive more info on Tues. Feb. 22)

§  Meet in the English Computer Lab (Room 1) on Tuesday February 22

§  Finish the Article Evaluation Packet during the break

Comp/Lit 9: 2/9/2011

Prejudice Introduction Continued


Today’s Plan:

1.    Grammar: Review Subjects & Verbs, page 28-30

2.    Sign-up for food/drinks to share

3.    Finish Prejudice Questions

4.    Introduce the Business Letter Format & Assignment

5.    Review Found Poem Requirements

6.    Martin Luther King, Jr.’s “I Have a Dream” Speech, pages 5-9 (20 minutes)

7.    Oprah Video on Martin Luther King, Jr.

8.    Work on the MLK, Jr. Speech Questions

9.    Review Final Project Requirements

10. Prejudice Questions, pages 2-3

    Homework:

·      Finish Found Poem

·      Upload Found Poem to Turniti.com by Thursday @ 11:59

·      Study Vocabulary & Spelling #17-18

·      Bring an original poem to recite (Type it to turn in as well-for a class anthology)

·      Bring food/drinks to share

·      Bring BOTH Poetry Packets to Turn in

Comp/Lit 10: 2/9/2011

Debate-Library Research Day

• We spent the entire period in the library.
• I discussed the homework due on Friday and made sure the students understood the expectations for today's class period: complete the Resolution & Position Statement assignment and work on the Article Evaluation Assignment.
• Ms. Nelson gave a brief introduction to the library resources.
• The students spent the rest of the period researching their debate topic and completing their resolution and position statements.
• Homework: Study Vocabulary & Spelling #17-18, complete grammar pages 151-152 odd #'s only, redo the Practice MLA Works Cited assignment, work on the Article Evaluation assignment, read the Constructive packet pages 4-7 and 18-21.  Meet in the library on Friday.

Comp/Lit 9: 2/7/2011

More Poetry & Prejudice Introduction

• The students presented their Self & Society Poems to the class.
• I then passed out the Culminating Project Packet.  We spent some time looking through it.  I explained the organization, the introduction, the Letter of Intent and the Service Organizations.  I encouraged the students to not only have a parent sign it, but to show them the entire packet as well.
• I also passed out the Prejudice Calendar for this week and we discussed the events that will take place on Friday: QUIZ: Vocabulary & Spelling #17-18, Poetry Recitations (of an original poem), the Found Poem is Due, and we will share food.
• Then I passed out the Prejudice Packet.  On the first page the students were asked to brainstorm everything they may know about the Civil Rights Movement and the Harlem Renaissance.  We discussed their ideas briefly.
• I then introduced the simile poster assignment (Prejudice Packet Page 4).  This will be completed for homework
• The students spent the rest of the period answering questions about prejudice in general.
• Homework: Work on the Found Poem (DUE Friday), Sign the Letter of Intent & have a parent sign the Parental Consent, Finish the Simile Poster.

Comp/Lit 10: 2/7/2011

Debate Introduction Continued...

• We collected several assignments today:  Practice Works Cited; All THREE Article Evaluations; and The Great Debaters Notes.  We also checked VFA #17-8
• We started the period by finishing the Debate Introduction, pages 3-7.  This included reviewing several terms: Team Debate, Affirmative, Negative, Status Quo, Resolution, Tag, and Evidence.
• I then passed out the New Debate Calendar and the Constructive Packet, and we reviewed the first page of the Constructive Packet, which contains the script for the live debate and the definitions of the FIVE topics that the Affirmative must win: Harms, Significance, Inherency, Topicality, Solvency. 
• We then moved on to Resolution & Position Statements.  We reviewed the definitions and samples on pages 2-3 in the Constructive Packet. Then the students had time to meet with other groups to decide on a topic.
• We spent the last 10 minutes of class finishing the MLA Power Point Presentation.
• We will meet in the library next time to begin research.
• Homework:  Work on the Resolution & Position Statements (DUE @ the end of the period on Wednesday), Take your grammar workbook and complete pages 149-150 odd #'s only.

Comp/Lit 9: 2/3/2011

Music as Poetry

• We started the period with a grammar review on page 19 in the grammar workbook.  This covered: prepositional phrases, subjects, verbs, verb phrases (auxiliary verbs), inverted sentences and imperative (command) sentences.
• I then asked them to remember "I Am Not My Hair" by India.Arie and then write their own "I Am Not..." line.  In what way have they been unfairly judged?  What do they wish they could say they "are not".  Then I asked them to remember this line and these personal feelings as they go out to do service, and realize the people they work with most likely have their own "I Am Not..." line, like "I am not my wheelchair", "I am not my religion", "I am not the color of my skin".
• I then played the song "One Day" and asked them to listen, then write their initial reaction and the overall meaning or message of the song.  The second time I played the song, I showed the video as well.  I asked the students to also write about whether or not they had prejudged the type of person the artist was.  Most students will think he is a black man, possibly Jamaican. He is, in fact, a white Jewish man with a beard.  We then spent time discussing the overall meaning-Hope.
• I then showed them, "Lost Generation", which is a reversible poem.  I asked them, once again, to write about their immediate reaction, the meaning, and this time, I asked them to explain the difference between "One Day" and "Lost Generation".  We came to the conclusion that "Lost Generation" challenges us to make a change if we want to see a difference.
• I then explained the poetry homework;  they need to write either a reversible poem on any topic, a poem about their generation now or a "One Day" poem about what they want for their generation.
• The groups then had time to discuss their Self & Society poems.
• We ended the period with a presentation about "We Real Cool"
• Homework: VFA #17-18; Complete the reversible, "Lost Generation", or "One Day" poem; Work on the Found Poem-DUE Friday Feb. 11; think about the group you want to research/serve-DUE Wednesday Feb. 9

Comp/Lit 10: 2/3/2011

Finish The Great Debaters & Begin Debate Introduction

• We finished watching the last 50 minutes of The Great Debaters
• During that time, the students signed up for their next outside reading book (the majority of the class will read Freakonomics), and they also signed up for their debate partner.
• I introduced Article Evaluation #3: Evidence Identification & Evaluation Assignment.  The students will read one of the two articles and find five types of evidence.  Then they will label and evaluate the effectiveness of the evidence.
• We read through the page 4 of the Introduction to Debate Packet, and the students started the process of taking notes on the terms & definitions.
• I passed out the MLA for Debate packet, and we ended the period with a (very, very) brief review of MLA format (to be continued next class).
• Before the students left, I introduced the MLA assignment.  They are to create a works cited based on a list of sources that I have provided.
• The class ended 5 minutes early due to the sophomore tutorial assembly.
• Homework:  Article Evaluation Strategy #3: Evidence Identification & Evaluation (choose one of the two articles), Practice MLA Works Cited, Decide on a partner and topic, Complete VFA #17-18.

Comp/Lit 9: 2/1/2011

Completion of Introduction to Poetry & Starting of Music as Poetry

• We reviewed Imperative (Command) Sentences & the students completed pages 17-18 in the grammar workbook.
• The students then gave their group presentations about the poems on poetry.
• I then provided the definitions for some of the poetry terms.  The ones specifically connected to the Found Poem.
• I introduced the Found Poem Assignment.  See the attached assignment packet.  The Found Poem is due on Friday February 11.
• I passed out the new poetry packet: Music as Poetry.
• I explained part of the homework assignment: complete the analysis chart (on pages 5-6) about one of the 6 poems (on pages 1-2).
• I then played the song, "I Am Not My Hair" by India.Arie.  The students followed along with the lyrics in their packet.  At the end of the song, I asked them to give their immediate reaction and explain the overall message or meaning of the poem.
• We ended the period by starting to work on a Metaphors and Similes Poem (packet page 15)
• Homework: Poem Analysis (packet pages 1-2, 5-6), Finish the Metaphors & Simile Poem, (packet page 15), Work on the Found Poem, think about the group to serve/research for the entire semester.

Comp/Lit 10: 2/1/2011

CASHEE Testing 

• Because of the California High School Exit Exam, there was no class today.  Testing will take place tomorrow morning as well.
• By tomorrow you need to have complete the Article Evaluation #2: Believing-Doubting Game.  You should also have your OUtside Reading Book selected