"Work for the Week" 20012-2013

Last updated on Monday January 01, 2018

 

Students are responsible for all assignments even when legitimately late or absent.
 You should not expect to be brought up to date during class because instructional time for everyone is important.
Simply see your teacher for the appropriate time to make up missed work or ask someone you trust in class!*
 
Select the quarter and week you wish to view* from the list below:
FIRST QUARTER:        WEEK ONE,   TWO,   THREE,   FOUR,   FIVE,   SIX,   SEVEN,   EIGHT,     NINE,     TEN
Second Quarter:    WEEK ONE,   TWO,   THREE,   FOUR,   FIVE,   SIX,   SEVEN,   EIGHT,    NINE,    TEN Regents Week /Midterm Exam
Third Quarter:       WEEK ONE,   TWO,   THREE FOUR,   FIVE,   SIX,   SEVEN,   EIGHT,   NINE ,   TEN ,    ELEVEN
Fourth Quarter:    WEEK ONE,   TWO,   THREE,   FOUR,   FIVE,   SIX,   SEVEN,   EIGHT,     NINE ,    TEN          Regents Week /Final Exam
*Copy and paste the week (s) you need to an other document before printing or you will print the entire year!
Please do not "go ahead a week or two etc..." in the work on this page
as this calendar is subject to changes --
due to unscheduled events as well as  building and district needs beyond my control! 
 

 

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FIRST QUARTER:

WEEK ONE

WEEK ONE

 

 

September 3 Labor Day  OFF
4 Tuesday

Administrative "Stuff" and Introductions:

College Transition is a course designed to prepare students for post-secondary life.  This course will provide an opportunity for students to engage in inquiry-oriented learning through the study of non-fiction, fiction, contemporary issues, and the media. By focusing on the fundamentals of communication, both written and spoken, critical listening and thinking, public speaking, persuasion, and debate, students will express their understanding of the ideas, needs, and values common to all human beings. Students will develop an appreciation of the diversity of thought and expression that unite humanity.  All students will complete the college essay. 

Compare rosters and schedules.  Some room changes were made after the walk through and others based on building/district needs. 

Check to see that you have all of your core courses on your schedule: English, Social Studies, Math, Science, PE and LOTE.  (Students missing core classes should be directed to complete a Counseling Center appointment form during lunch period.)    I may not allow students who are not on my roster to remain in the classroom.  You will be sent to the Counseling Center to have your schedule verified. 

An introduction to my website dropthemouse.com

DISCUSSION ABOUT THE PARENT PORTAL AND MISSING ASSIGNMENTS  10 days from date turned in-- not from the due date. They can see attendance and a running grade book!  Did you do your HW?  How did you do on that quiz?  What is up with the participation?

PORTFOLIOS -- a record of our improvement in writing and skills.

DAILY JOURNALS -- these are ideas we consider to help us focus on the lesson we are working on that day.

 ESSENTIAL QUESTIONS --these are questions we try to answer that form the center of a unit we study so that by the end of the unit we can respond thoughtfully and in a reasoned manner.

PASSING RECORD (Formerly the "late book")

5 Wednesday

Quarter 1: Identity and Communication 

ESSENTIAL QUESTIONS --these are questions we try to answer that form the center of a unit we study so that by the end of the unit we can respond thoughtfully and in a reasoned manner.

How can we evaluate and interpret information in our world to determine our own thoughts and opinions?

What does it mean to grow up?

What does it mean to be an insider or an outsider?

What can we learn from different generations?

Why do we need beliefs and values?

Why is it important for people to be able to communicate effectively?

How does the study of fiction and non-fiction texts help individuals construct their understanding of reality?

Today you will identify and set personal goals and steps they you need to reach them.

Daily Journal-- locate a section of your notebook to act as a journal (reminder, for credit you must use sentences and paragraphs with supporting evidence/ questions/ examples/ facts) that you can turn in, use for writing ideas,  reflect on for personal growth; of course, and respond to the following:   What event in school most shaped your attitude toward education and school? How old were you?  Do you know why it had an effect on you?  Was it an emotional effect or from reason?

Smart Goals
-- Create three S.M.A.R.T. goals for yourself (first for this quarter, second for the year, and lastly for after graduation) and explain how each of them are S.M.A.R.T.  -- you should be able  to share them with the class Thursday.  Do you get it?  or    let me see! 

Consider-- a planning guide for college.  Have you begun a list of things to do for this year as a senior?

 

 

6 Thursday

Today you will revise goals as needed.

Daily Journal-- How does a portfolio work?  Describe the steps you would take in using a  portfolio (a collection of your work) to make you a better writer.

You may work in groups of no more than four to share your three goals in your groups and listen to others goals. Offer suggestions and refine as needed.  Did you have a logical sentence for each letter
S.M.A.R.T.?   Sentences?  Neat?  Would you hang it on the classroom wall? 


Specific: Clearly define what you are going to do.

Measurable: If you can't measure it, you can't manage it.

Action Oriented:  A goal needs to stretch you slightly so you feel you can do it and it will need a real commitment from you.

Realistic: This is not a synonym for "easy."  Don't plan to do things if you are unlikely to follow through.

Timely:  Time must be measurable, attainable and realistic.

 
Review notebook sections: here.


7 Friday

Today you will use SMART goals (or goals for three time periods to create a T and O of a Tower diagram and place it in the portfolio.  Students will review T and O as needed (Strategic Instruction Model for Writing, or SIM)

Daily Journal--  What is the most important part of having smart goals and why do you think so?

Using -- a planning guide for college as an outline.  Have you begun a list of things to do for this year as a senior?  Today, you will create a list of the things you would like to do by month in your last year in HS.  You may additionally add a wish list of things you hope to do-- consider Proms, Senior Trip, Work, Friends, Family, preparation for Military Service.... ETC.   You will use this list to make sure you have a great last year in HS and a great time this summer as you transition into the Fall!

This is a list you need to check on and update through the year-- And, yes, I may collect it later as part of a project.




Review T and O as needed (Strategic Instruction Model for Writing, or SIM)



BACK TO TOP

WEEK TWO

WEEK TWO
10 Monday

Today you will  begin a personal mission statement to help you write your college autobiography as part of a project.

Daily Journal--  What is your life about?  What is really most important? 

SMART GOALS RETURNED AS PART OF THE FIRST QUARTER PROJECT-- Do not throw out!

An introduction to the College Transition First Quarter Project  due NOV 2:

Complete part I of Personal Mission Statement as part of that project:
Consider an essay HERE for ideas.

Part I

A. Describe your ideal day. As mentioned in class, assume that you have enough money to live comfortably, a safe place to live, and enough to eat.  This is not about being practical (winning the lottery), It is designed to include as many sides of you and of your enthusiasms as possible: creative, competent, artistic, introverted, extraverted, athletic, playful, nurturing, contemplative, etc.

---- Consider: If you write about spending the day with your friends and cruising in a car -- you are actually saying that friendship and freedom are the things you value....



11 Tuesday

Today you will continue to work on your personal mission statement.

Daily Journal--  What values or beliefs do you really stand for?
Consider an essay HERE for ideas.

B. Imagine yourself 132 years old and surrounded by your descendants and/or those descendants of your friends. You are in a warm and relaxed atmosphere (such as around a fireplace). What would you say to them is important in life? This is designed to access the values and principles that guide your life.


12 Wednesday

Today you will continue to work on your personal mission statement.

Daily Journal--  What are you actually doing to live what your life is about and what you stand for?
Consider an essay HERE for ideas.

C. Imagine that it is your 35th or 50th birthday (or another milestone in your life). You have been asked by national print media to write a press release about your achievements. Consider what you would want your family, friends, co-workers in your profession and in your community to say about you. What difference would you like to have made in their lives? How do you want to be remembered? This is designed to inventory your actions and accomplishments in all areas of your life.

Now that you have completed Part I -- work on the Activity Sheet and complete the Personal Profile for recommendations-- make copies to give to teachers you are requesting a letter of recommendation from... also, it's nice to mention something you did well on or liked in their class-- these allow a better letter!
  1.  

  2.  





13 Thursday

Today you will continue to work on your personal mission statement.

Daily Journal--  How might a Personal Mission Statement help you at a job interview?
Consider an essay HERE for ideas.

Begin part II of Personal Mission Statement as part of
College Transition First Quarter Project  due NOV 2

14 Friday

Today you will continue to work on your personal mission statement.

Daily Journal--  Is a personal mission statement a changing thing or does it always remain the same?
Consider an essay HERE for ideas.

Complete part II of Personal Mission Statement as part of College Transition First Quarter Project  due NOV 2



HW  Turn in part I and II of you error free  Personal Mission Statement Wednesday and be prepared to hang it on the classroom wall!



BACK TO TOP

WEEK THREE

 

WEEK THREE  
17  Monday   OFF for Holiday   Rosh Hashanah 
18 Tuesday  OFF  for Holiday  Rosh Hashanah 
19 Wednesday Today we will look at the changes to for profit colleges-- it's not your parents college!

Daily Journal- Is there more to college than getting a job when you are done?

Why Is College So Expensive?


View College Inc excerpts.  Take notes on the following topic:
 
"One of the ideas the Department of Education has put out there is that in order for a college to be eligible to receive money from student loans, it actually has to show that the education it's providing has enough value in the job market so that students can pay their loans back," says Kevin Carey of the Washington think tank Education Sector.

Take notes on the following: "Gainful Employment" and explain --what does it mean?

As you view the excerpt on marketing, consider the case of Anne Cobb. At 35, Anne made less than $7,000 a year but was able to apply for a student loan. She graduated with more than $30,000 in debt and has struggled to pay back her loans. What do you think about Anne’s situation? Do you think students at other higher-education institutions face similar problems? Explain your answers in complete sentences.


20 Thursday

Today we will look at the changes to for profit colleges.

Daily Journal- Is it important to know how much a degree will be "worth" once you graduate?

Continue to work out a definition of gainful employment as you view the excerpt on marketing, consider the case of Anne Cobb. At 35, Anne made less than $7,000 a year but was able to apply for a student loan. She graduated with more than $30,000 in debt and has struggled to pay back her loans. What do you think about Anne’s situation? Do you think students at other higher-education institutions face similar problems? Explain your answers in complete sentences.

21 Friday

Today we will look at the changes to for profit colleges.

Daily Journal--How Much Merit Aid Will Your College Offer? Take a Look
VISIT THE CHOICE  --
Turn in your definition/ explination of "Gainful Employment."

BACK TO TOP

WEEK FOUR

  WEEK FOUR  *INTERIM REPORTS*
24 MONDAY

Today you will WORK ON YOUR SENIOR ESSAY.

Daily Journal--  Why is it hard to write about ourselves?

College Transition First Quarter Project


YOUR SENIOR ESSAY (COLLEGE AUTOBIOGRAPHY)

Understanding how challenging this is—it requires such intimacy that no one else can do it for you. To guide you through this process, there are these suggestions:

Tell a story: Be specific. Take your belief out of the ether and ground it in the events of your life. Consider moments when belief was formed or tested or changed. Think of your own experience, work, and family, and tell of the things you know that no one else does. Your story need not be heart-warming or gut-wrenching—it can even be funny—but it should be real. Make sure your story ties to the essence of your daily life philosophy and the shaping of your beliefs.  It is important that you actually live the belief you cite-- use those challenges.

Be brief: Your statement should be between 350 and 500 words. That’s about three minutes when read aloud at your natural pace.  College Admissions Counselors are looking for quality and brevity-- not length.

Name your belief: If you can’t name it in a sentence or two, your essay might not be about belief. Also, rather than writing a list, consider focusing on one core belief, because three minutes is a very short time.  The BELIEF you name forms a focus and a possible title for your essay.

Be positive: Please avoid preaching or editorializing (do not refer to the reader). Tell what you do believe, not what you don’t believe. Avoid speaking in the editorial “we.” Make your essay about you; speak in the first person.

Be personal: Write in words and phrases that are comfortable for you to speak. Read your essay aloud to yourself several times, and each time edit it and simplify it until you find the words, tone, and story that truly echo your belief and the way you speak.  It should be GENUINE.



25 TUESDAY

Today you will WORK ON YOUR SENIOR ESSAY.

Daily Journal--  Who is your favorite character and why?

Work on your College Transition First Quarter Project


Need help with a theme to explore as a possibility for your senior essay?  Bring me the O of your T & O-- what are the three subtopics you have selected?

Remember to raid your Personal Mission Statement for ideas and stories!


Here is the sample essay that reveals the character and skill of the writer developed through a humorous symbol:
Be Cool To The Pizza Delivery Dude



HW--
BRING MATERIALS TO WORK ON YOUR 1ST Q PROJECT.
Period 7 Meets in 1102
Period 8 Meets in 1102

26 WEDNESDAY  OFF  for Holiday       Yom Kippur
27 THURSDAY
OPEN HOUSE tonight --follow student schedules.

Today you will work on project due in week 9.

Daily Journal--SAT Question of the Day

Computer Lab Reminders-- Work as directed, visit no off task sites, don't eat at the computer-- using a computer is a privilege-- all assignments may be completed in pen.

College Transition First Quarter Project  due NOV 2                  LOOK IN THE NEWS HERE







HW--
Period 7 Meets in 2118
Period 8 Meets in 2118


28 FRIDAY

Today you will work on youir Project and if done check out college prep materials:

Daily Journal--SAT Question of the Day

Computer Lab Reminders-- Work as directed, visit no off task sites, don't eat at the computer-- using a computer is a privilege-- all assignments may be completed in pen.

College: Visit --  You can go!

VISIT THE CHOICE  --


REMINDER 

SAT COURSE (FREE ONLINE) FOR LONGWOOD STUDENTS:

STEP ONE  Visit the SAT PREP   Sign up today! In the subscription type pick "SAT Deluxe" (and don't worry about the price there is a special group rate paid for by the school) and enter the code that the teacher gives you in class:    2011-2012  =      tkn.13306953         (CAPS COUNT!) Every Longwood student can create their own account!

 

STEP TWO go here to login.

 


BACK TO TOP

WEEK FIVE

WEEK FIVE  
OCTOBER   1 MONDAY

Today you will begin to explore the following essential questions:

Why is it important for people to be able to communicate effectively?  &   What does effective communication look like?

Daily Journal--  What are some rookie mistakes that people make when speaking in public?

Today you will interview a person in the class you don't know well, take notes for a notecard, and prepare to introduce that person in a speech to the class using my questions HERE

Guidelines:
You can not write sentences on the notecard.
Your notecard is your ticket to talk.


This is for a notebook test grade.

HW-- Have your cards prepared each day until you present.  Once volunteers are exhausted, I will call on people.

2 TUESDAY

Today we will transfer our introductions to notecards according to class guidelines.

Daily Journal--  What are common myths about stage fright? & What have you heard?

If you need time complete your notecards but you may not interview while people are speaking.


What is the difference between shyness and stage fright?

What are some tips to help overcome anxiety in general? 
If you have symptoms of stage fright did you fail? No. 
Super Problem? See me. 

The purpose of this unit is to practice our public speaking skills and improve from where ever we are... even if it is simply being able to stand in front of the class where you couldn't before.  Many people do not know how they speak in public-- it is a learning experience! No one is an expert!

No one will be forced to get up or fail.  But, if you do get up and speak you will receive appropriate credit that will have a positive effect on your grade.


For Extra Credit:    Today is about rehearsal.  Simply com up in front of the class and imagine or practice how you might begin- try reading several tongue twisters to the class here  OR extra for mad credit try a selection from FOX your choice.

We will discuss our goal of eliminating rookie mistakes-- as we move to our goal where we speak to the back of the room, make eye contact around the room and not read, while creating a relaxed and genuine feeling as speaker.

As part of this process you will take noes on each speaker and observe things that worked well and things that distracted.

Participation is key to this part of class: Be positive, be respectful, be active and you will get the credit due.
This is for a quiz grade.


3 WEDNESDAY

Today we will transfer our introductions to notecards according to class guidelines.

Daily Journal--  When people make suggestions to better something we do, how can we improve with this information.


For Extra Credit:   Try reading several tongue twisters to the class here   OR  try FOX


VIEW THIS TED Talk about Body Language



Done?  Prepare your introduction-- write it out if you like but limit your notecard to words or phrases that remind you of what you are going to say
or work on your project.

HW-- Have your cards prepared each day until you present.  Notecards are due Tuesday 9th.  Speakers must have acceptable notecards Class discussion and analysis follows.
Period 7 Meets in 1211
Period 8 Meets in 1211
4    THURSDAY

Today you will work on project due in week 9.

Daily Journal--SAT Question of the Day

Computer Lab Reminders-- Work as directed, visit no off task sites, don't eat at the computer-- using a computer is a privilege-- all assignments may be completed in pen.

College Transition First Quarter Project  due NOV 2                 


HW--
Period 7 Meets in 1211
Period 8 Meets in 1211
5 FRIDAY

Today you will work on project due in week 9.

Daily Journal--SAT Question of the Day

Computer Lab Reminders-- Work as directed, visit no off task sites, don't eat at the computer-- using a computer is a privilege-- all assignments may be completed in pen.

College Transition First Quarter Project  due NOV 2                



HW--  Complete project by Nov 2

BACK TO TOP

WEEK SIX

WEEK SIX  
8 MONDAY   OFF  for Holiday       Columbus Day
9 TUESDAY

Today you begin speeches of introduction and discussion.

Daily Journal--  What is the best way to learn about how to improve your public speaking?

Have your index card prepared.  Volunteers get extra credits in their speeches.  You must be prepared to go each day.

SAVE THE NAME OF THE PERSON FOR LAST

 

You must begin with…

“Now, I will introduce the person I have had the pleasure of interviewing for…”

For each speaker, divide your notes page into three equal parts:

write down things you noticed as they delivered their speech pertaining to the following (be prepared to turn these in do not throw out)--

E                                                                                                  eye?

V                                                                                                  vocals?

G                                                                                                  genuine?

 

We are discussing what was most effective AND least effective or distracting.

In order to receive full participation credit you must contribute to the discussion-- however, if you mention you are doing it for credit during the discussion you lose credit for a net result of zero participation.



10 WEDNESDAY  Guest visitor this week--- from Briarcliffe
TOPIC --  Scholarships/ Financial Aid
11 THURSDAY

Today you will continue speeches of introduction

Daily Journal--  What are some "Rookie Mistakes" for the eyes?


Continue Speeches of Introduction with notes and discussion.

12 FRIDAY

Today you will continue speeches of introduction

Daily Journal--  What are some "Rookie Mistakes" for vocals?

Continue Speeches of Introduction with notes and discussion.

BACK TO TOP

WEEK SEVEN

WEEK SEVEN  
15 MONDAY

Today we will be introduced to new words for the SAT and the study strategy of mapping.

Daily Journal- How does a person with a really poor vocabulary come across in public speaking?

At your group, complete a Vocabulary Map for the following vocabulary and share it with the class.

Turn in the Vocabulary Maps before the quiz Friday.  For the quiz Friday you should be able to listen to the word, write the correct spelling, define it, and use it correctly in a sentence.

Vocabulary College Transition Unit 1

Look up the words HERE (http://www.vocabulary.com/)

 

1.      Acquisitive

2.      Arrogate

3.      Banal

4.      Belabor

5.      Carping

6.      Coherent

7.      Congeal

8.      Emulate

9.      Encomium

10.    Eschew

11.    Germane

12.    Insatiable

13.    Intransigent

14.    Invidious

15.    Largess

16.    Reconnaissance

17.    Substantiate

18.    Taciturn

19.    Temporize

20.    Tenable

 

 


16 TUESDAY

Today the last day for speeches of introduction and discussion.

Daily Journal--  What have you learned about public speaking?

Have your index card prepared. 
For Extra Credit:   Try reading several tongue twisters to the class here   OR  try FOX

Check out the http://gis.washington.edu/phurvitz/outgoing/bustagut/Non-SlanderousPoliticalSmearSpeech.htm   how could this be delivered for effect?

17 WEDNESDAY
LHS
Half-Day/Testing--  Senjior Activities Class Picture
18 THURSDAY

Today--speeches of introduction and discussion.

Daily Journal--  What is the role of body language during a speech?

Have your index card prepared. 
19 FRIDAY

Vocabulary Quiz

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WEEK EIGHT

WEEK EIGHT  
22 MONDAY

Today you will participate in an test to measure your growth.

Daily Journal--  Are tests really important to students' growth? explain.

Participate in a timed one period benchmark exam given to all 12th grade students-- no extended time.

HW-- bring library cards/ID and any books to return to library.

23 TUESDAY

Today you will begin to explore the following essential questions about identity through a character study:

What does it mean to grow up?  What does it mean to be an insider or an outsider? What can we learn from different generations? Why do we need beliefs and values? Why is it important for people to be able to communicate effectively? How does the study of fiction and non-fiction texts help individuals construct their understanding of reality?

Daily Journal--  So far, you have been the non fiction part of our character study, in what ways might literature help us see a larger perspective?


Go to library and pick up novel Frankenstein by Mary Shelly.

Complete assignments as directed in the study guide  or as distributed.


24 WEDNESDAY

Today you will continue  to explore the following essential questions about identity through a character study.

Daily Journal--  Who is the narrator of the letters?

Continue reading Letters 1-4.
25 THURSDAY

Today you will continue  to explore the following essential questions about identity through a character study.

Daily Journal--  What is a frame story?

Complete packet assignments for letters as directed.
26 FRIDAY

Today you will continue  to explore the following essential questions about identity through a character study.

Daily Journal-- Why is the picture not Frankenstien?


Begin reading chapters 1-10-- See Active Reading in the study guide .

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WEEK NINE

WEEK NINE  
29 MONDAY
Sandy Emergency Resources

30 TUESDAY
Sandy Emergency Resources

31(Boo) WEDNESDAY
Sandy Emergency Resources
NOVEMBER 1 THURSDAY
Sandy Emergency Resources
2 FRIDAY
Sandy Emergency Resources

BACK TO TOP

Week Ten

WEEK TEN    
5 MONDAY

Today you will continue to explore the following essential questions about identity through a character study:

  • What does it mean to grow up? 
  • What does it mean to be an insider or an outsider?
  • What can we learn from different generations?
  • Why do we need beliefs and values?
  • Why is it important for people to be able to communicate effectively?
  • How does the study of fiction and non-fiction texts help individuals construct their understanding of reality?
Daily Journal--  Before we read Act III, what ways is the story of Frankenstein actually frightening?

Consider, who was Mary Shelly and why is her work so important?  HERE
Home Work-- Read through and including chapter 10 for Friday!  As you read, focus on the following to discuss Friday:
How do you define personal responsibility? When something bad happens that involves you, how do you
  know whether or not you bear some responsibility for it?




PROJECT UPDATE--  The Original College Transition First Quarter Project will be accepted FRIDAY typed or handwritten or  a well written essay that addresses any TWO of the following essential questions we are exploring:
  • What does it mean to grow up? 
  • What does it mean to be an insider or an outsider?
  • What can we learn from different generations?
  • Why do we need beliefs and values?
  • How does the study of fiction and non-fiction texts help individuals construct their understanding of reality?









6 TUESDAY PROJECT UPDATE--  The Original College Transition First Quarter Project will be accepted FRIDAY typed or handwritten or  a well written essay that addresses any TWO of the following essential questions we are exploring:
  • What does it mean to grow up? 
  • What does it mean to be an insider or an outsider?
  • What can we learn from different generations?
  • Why do we need beliefs and values?
  • How does the study of fiction and non-fiction texts help individuals construct their understanding of reality?
7 WEDNESDAY PROJECT UPDATE--  The Original College Transition First Quarter Project will be accepted FRIDAY typed or handwritten or  a well written essay that addresses any TWO of the following essential questions we are exploring:
  • What does it mean to grow up? 
  • What does it mean to be an insider or an outsider?
  • What can we learn from different generations?
  • Why do we need beliefs and values?
  • How does the study of fiction and non-fiction texts help individuals construct their understanding of reality?
8 THURSDAY PROJECT UPDATE--  The Original College Transition First Quarter Project will be accepted FRIDAY typed or handwritten or  a well written essay that addresses any TWO of the following essential questions we are exploring:
  • What does it mean to grow up? 
  • What does it mean to be an insider or an outsider?
  • What can we learn from different generations?
  • Why do we need beliefs and values?
  • How does the study of fiction and non-fiction texts help individuals construct their understanding of reality?

HomeWork-- Read through and including chapter 10 for Friday!  As you read, focus on the following to discuss Friday:
How do you define personal responsibility? When something bad happens that involves you, how do you
know whether or not you bear some responsibility for it?
9 FRIDAY

Today you will continue to explore the following essential questions about identity through a character study:

Project due at start of class.

Work together to answer questions 1-5 page 18 and 19 of the study guide.

Gothic novels emphasize horror, mystery, and the supernatural.  Consider--
• What can you infer about Frankenstein’s character from his close personal relationships? his scientific project? In your opinion, is he an appealing person?

• Do you think that Frankenstein went too far in his quest for knowledge? Did he have a good motive for his project? Did he have adequate knowledge to begin his project? Did he consider possible consequences of his actions?

• How is Frankenstein affected by what happens after he abandons the creature? Why does he call himself the “true murderer” of William?



 FIRST QUARTER ENDS

BACK TO TOP

 

 

WEEK ELEVEN

 

 

 

 

 

 

 

 

 

 

 

SECOND QUARTER:

WEEK ONE

WEEK ONE  
12 MONDAY  OFF  for Holiday        Veteran's Day
13 TUESDAY

Today you will continue to answer the essential questions about identity while focusing on our new understanding of Frankenstein's creature.

Daily Journal--  How is Frankenstein good at heart?

 After reading the first ten chapters of Mary Shelly's Frankenstein, how would you answer the following questions using quotes from the text to support your points?  -- be sure to give the chapter where you took the quote.  See Litcharts.com  or Shmoop


First explain your point-- then how the quote you selected relates to it.  This counts as three HW assignments and is due at the start of class Friday.
  1. 1 What distinguishes “monsters” from a "creature?"
  2. 2 What are the ethical boundaries of man’s scientific exploration?
  3. 3 How does this piece of literature us understand what it means to be human?
  4. 4 In what ways is the relationship between a parent and child similar and different than a creator and creation?
  5. 5 How is the creature guilty or innocent?
  6. 6 What makes us want to forgive the creature?  or the Doctor?
  7. 7 What would make us want to see the creature in jail?  or the Doctor?
  8. 8 What ethical questions do you see in this novel-- from religious (Life and Death-- Soul) perspective?
  9. 9 What ethical questions do you see in this novel--  from a scientific (from Cloning-- Artificial Intelligence?) perspective?
  10. 10 How do we participate in our own creation?  What role do parents play?  Friends?
  11. 11 How could we become "Monsters?"
  12. 12 Are their any things created by man that have super powers and immortality?  Consider the Corporation-- are they people?
  13. -- consider this article in The Wall Street Journal It's True: Corporations Are People
  14.  
Be prepared to discuss and present your findings and opinions to the class for full credit -- Additionally, you will be able to use this information on an open text/notebook test next week.  If you are leaving early for the holiday, be sure to get the test any time from Monday the 19th on.

14 WEDNESDAY Today you will continue to answer the essential questions about identity while focusing on our new understanding of Frankenstein's creature.

Daily Journal--  What is the real meaning of a "Frankenstein's Monster?"
Frankenstein assignment.  This counts as three HW assignments and is due at the start of class Friday.

15 THURSDAY Today you will continue to answer the essential questions about identity while focusing on our new understanding of Frankenstein's creature.

Daily Journal--  What makes "Sandy" a "frankenstorm" or not really?
Frankenstein assignment.  This counts as three HW assignments and is due at the start of class Friday.
16 FRIDAY

Today you will begin a creative writing assignment.

Daily Journal--  What makes a good urban legend?

An introduction to the Tall Tales and Urban Legends Creative Writing Project for the second quarter.
 

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WEEK TWO

WEEK TWO  
19 MONDAY

Today you will be assessed on your knowledge of Frankenstein.


Select any three questions distributed in class Tuesday the 13th to write an actual literary essay about the impact of Mary Shelly's Frankenstein on our world.  Be sure to have at least one quotation from the text for each question-- you may cite other examples from our culture as well.  Turn in your responses to the questions with this take home test Monday 26th.
Be sure to use the Strategic Instruction Model for Writing, or SIM for the best essay.

 
20 TUESDAY

Today you will be assessed on your knowledge of Frankenstein.

Complete the assignment in class due back Monday 26th.
21 WEDNESDAY

Today you will be assessed on your knowledge of Frankenstein.

Complete the assignment in class due back Monday 26th.


Happy Holiday!
22 THURSDAY Thanksgiving OFF
23 FRIDAY Thanksgiving OFF

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WEEK THREE

WEEK THREE  
26 MONDAY

Today you will work as a team on a creative writing assignment.

Daily Journal--  Is working alone easier than working as a team?

Turn in your take home test essay assignment.

Continue to work on your  Tall Tales and Urban Legends Creative Writing Project for the second quarter.  Be sure to complete the required work for the project and not "just what you think" it is-- after a long break... read the instructions again.

27 TUESDAY

Today you will work as a team on a creative writing assignment.

Daily Journal--  What is plot?

Notes on plot.
Continue to work on your  Tall Tales and Urban Legends Creative Writing Project for the second quarter.
28 WEDNESDAY

Today you will work as a team on a creative writing assignment.

Daily Journal--  What is a character sketch?

Notes on character sketches.


Continue to work on your  Tall Tales and Urban Legends Creative Writing Project for the second quarter.
29 THURSDAY

Today you will work as a team on a creative writing assignment.

Daily Journal--  What is a story board?
Notes on Story Boards.

Continue to work on your  Tall Tales and Urban Legends Creative Writing Project for the second quarter.
30 FRIDAY

Today you will work as a team on a creative writing assignment.

Daily Journal--  What is an example of good dialogue you have read or heard in media?-

The Monkeys Paw--  How is suspense created without gore?


HW  meet in room 1211 to type up your work for presentations 1/ 2 /13!



Notes on dialogue.
Continue to work on your  Tall Tales and Urban Legends Creative Writing Project for the second quarter.

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WEEK FOUR

WEEK FOUR  
December 3 MONDAY Today you will work as a team on a creative writing assignment. 

periods 7, 8  in room 1211

Tall Tales and Urban Legends Creative Writing Project for the second quarter.

4 TUESDAY Today you will work as a team on a creative writing assignment.

periods  7, 8 in room 1211

Tall Tales and Urban Legends Creative Writing Project for the second quarter.
5 WEDNESDAY

Today you will work as a team on a creative writing assignment.

periods 7,8 in room 1211

Tall Tales and Urban Legends Creative Writing Project for the second quarter.

6 THURSDAY   Today we will begin our study of the detective mystery genre.

Daily Journal-  What kinds of mousetraps are there?

Meet in class then go to Library and pick up The Mousetrap and Other Plays by Agatha Christie and bring it with you daily.

Reading and notes.


7 FRIDAY The Mousetrap and Other Plays by Agatha Christie  reading and detective notes!

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WEEK FIVE

    WEEK FIVE **Interim Reports**
10 MONDAY  Today we will continue our study of the detective mystery genre and vocabulary development.

Daily Journal-  What is a red herring?


Vocabulary for THE MOUSETRAP

1   nuisance one that is annoying, unpleasant, or obnoxious
2   amenities features conducive to such attractiveness and value, features of something that is pleasant
3   vicinity the quality or state of being near; in the area or surrounding
4   bilk to cheat out of
5   kindling easily combustible material for starting a fire; little pieces of wood used to start a fire.
6   bona fide made in good faith without fraud or deceit; genuine, real, authentic
7   ruddy having a healthy, reddish skin in the face
8   cupboard a closet with shelves where dishes, utensils, or food is kept
9   antiquarian one who studies or collects antiques; old; related to the past
10 magistrate an official entrusted with administration of laws; minor judicial assistant.
11 tactless showing lack of respect or taste saying something without sensitivity
12 absconding departing secretly
13 homicidal tendency to commit murder
14 tete a tete head to head; "two heads together whispering" secretly
15 sadistic finding pleasure in inflicting pain; taking pleasure in cruelty
16 fourposter a bed with four corner posts
17 discretion use judgment, caution
18 inquisition a questioning, an examination
19 solicitor / barrister one who represents a client/ lawyer
20 interrogate formal questioning

Use the words correctly in a sentence for classwork/ if not done, complete for HW.
STUDY FOR A SPELLING AND VOCABULARY QUIZ FRIDAY.

11 TUESDAY Today we will continue our study of the detective mystery genre in our exploration of identity.

Daily Journal-  Who is an example of a red herring?

Reading--

The Mousetrap and Other Plays by Agatha Christie and bring it with you daily.

12 WEDNESDAY Today we will continue our study of the detective mystery genre in our exploration of identity.

Daily Journal-What effect do the nursery rhymes have on the play?

Reading-- through end of play.
DONE? Complete detective worksheet and turn in for two HW  grades Thursday.

13 THURSDAY Today we will continue our study of the mystery / suspense genre in our exploration of identity.

Reading an essay by Orwell "A Hanging" and a very short story by Larry Fondation  "Deportation at Breakfast"--

Answer the following questions (in complete sentences) for each and turn in at the end of the period:
1) What creates suspense, is it "blood and guts?"
2) What is frightening?
3) What is the role of the "authorities?"
4) Who is the victim?
5) Is there anything not believable?
6) What helps make the story believable?
7) What is the reaction of the bystanders?
8) What is funny and why?
9) How do you feel after reading the text and thinking about them?
10) How did the title influence the suspense?


DONE? Review for Spelling and Vocabulary Quiz.


14 FRIDAY Today we will continue our study of the detective mystery genre in our exploration of identity.

SPELLING  AND VOCABULARY QUIZ  Spell,  define and use correctly in a sentence.

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WEEK SIX

 WEEK SIX  
17 MONDAY

Today we continue to explore the following essential questions about identity and character:

  • What does it mean to grow up? 
  • What does it mean to be an insider or an outsider?
  • What can we learn from different generations?
  • Why do we need beliefs and values?
  • Why is it important for people to be able to communicate effectively?
  • How does the study of fiction and non-fiction texts help individuals construct their understanding of reality?

In light of the recent tragedy, I would like to consider the nature of "good and evil" as we complete the following:



Please work together today and complete the following:

Define good.

Define evil. 


Answer the question--  do all people have the capacity to become monsters?


Is being good or evil a choice you must make from the moment you get up in the morning?


Are their limits to forgiveness and love?


What is the role of "rationalism" in "forgiveness" and "charity?"


Which is worse ignorance or selfishness?


What does it mean to be an "insider" or "outsider?"




18 TUESDAY Today we continue our study of ghost stories, myths, and urban legends.

Respond to the following three questions in three separate paragraphs after you read from the Historical Perspective and selections of the text.

Respond in a paragraphs to the following three questions... FOR THREE HW ASSIGNMENTS 

1  Is it the responsibility of the government to help those in need or is it up to the individual?  Consider Consider Scrooge's own words:

``Are there no prisons?'' asked Scrooge.

``Plenty of prisons,'' said the gentleman, laying down the pen again.

``And the Union workhouses?'' demanded Scrooge. ``Are they still in operation?''

``They are. Still,'' returned the gentleman, `` I wish I could say they were not.''

``The Treadmill and the Poor Law are in full vigour, then?'' said Scrooge.

``Both very busy, sir.''

``Oh! I was afraid, from what you said at first, that something had occurred to stop them in their useful course,'' said Scrooge. ``I'm very glad to hear it.'' .... ``I wish to be left alone,'' said Scrooge. ``Since you ask me what I wish, gentlemen, that is my answer. I don't make merry myself at Christmas and I can't afford to make idle people merry. I help to support the establishments I have mentioned: they cost enough: and those who are badly off must go there.''

``Many can't go there; and many would rather die.''

``If they would rather die,'' said Scrooge, ``they had better do it, and decrease the surplus population. Besides -- excuse me -- I don't know that.''

``But you might know it,'' observed the gentleman.

``It's not my business,'' Scrooge returned. ``It's enough for a man to understand his own business, and not to interfere with other people's. Mine occupies me constantly. Good afternoon, gentlemen!''

  and
Historical Perspective:

"One major way that 19th-century England was different from 21st-century America (well, besides all the other really major ways) was that it was not a welfare state. That means that there was pretty much no social safety net for the poor, the sick, the disabled, and anyone else who nowadays is able to get some government assistance to get along in life.

So if you couldn't support yourself all the way? You were out on the street with nothing to keep you alive and no one to care about you. Who had it the worst? Arguably, poor kids. No schools, no food, no medical care, no labor or exploitation laws, all meant that the best possible scenario would be very hard physical labor, like in a mine or something. (And you complain about doing homework! Imagine being down in a coal mine for 14 hours a day at 8 years old!)" (Shmoop)


2 Agree or disagree--   The most frightening and suspenseful thing about this story is not the ghosts but that wee too can easily make the same choices as Scrooge and become a "monster." What evidence is there that Scrooge was once "good?" 

Consider Scrooge's own words: 

"But you were always a good man of business, Jacob," faltered Scrooge, who now began to apply this to himself.

"Business!" cried the Ghost, wringing its hands again. "Mankind was my business. The common welfare was my business; charity, mercy, forbearance, and benevolence, were, all, my business. The dealings of my trade were but a drop of water in the comprehensive ocean of my business!"



3 Who is the intended audience of this novella? Are we supposed to identify with Scrooge and reach into our own pockets to fix our ungenerous lifestyles before it's too late? Or are we supposed to sigh with relief as we realize that at least we're not that guy? Does the book encourage activism or passivity?





19 WEDNESDAY Today we continue our study of ghost stories, myths, and urban legends.

Consider Scrooge's own words:

``Are there no prisons?'' asked Scrooge.

``Plenty of prisons,'' said the gentleman, laying down the pen again.

``And the Union workhouses?'' demanded Scrooge. ``Are they still in operation?''

``They are. Still,'' returned the gentleman, `` I wish I could say they were not.''

``The Treadmill and the Poor Law are in full vigour, then?'' said Scrooge.

``Both very busy, sir.''

``Oh! I was afraid, from what you said at first, that something had occurred to stop them in their useful course,'' said Scrooge. ``I'm very glad to hear it.'' .... ``I wish to be left alone,'' said Scrooge. ``Since you ask me what I wish, gentlemen, that is my answer. I don't make merry myself at Christmas and I can't afford to make idle people merry. I help to support the establishments I have mentioned: they cost enough: and those who are badly off must go there.''

``Many can't go there; and many would rather die.''

``If they would rather die,'' said Scrooge, ``they had better do it, and decrease the surplus population. Besides -- excuse me -- I don't know that.''

``But you might know it,'' observed the gentleman.

``It's not my business,'' Scrooge returned. ``It's enough for a man to understand his own business, and not to interfere with other people's. Mine occupies me constantly. Good afternoon, gentlemen!''






20 THURSDAY Today we continue our study of ghost stories, myths, and urban legends.

Consider Scrooge's own words: 

"But you were always a good man of business, Jacob," faltered Scrooge, who now began to apply this to himself.

"Business!" cried the Ghost, wringing its hands again. "Mankind was my business. The common welfare was my business; charity, mercy, forbearance, and benevolence, were, all, my business. The dealings of my trade were but a drop of water in the comprehensive ocean of my business!"

Respond in a paragraphs to the following three questions... 

1  Is it the responsibility of the government to help those in need or is it up to the individual?  Due Friday.

2 Agree or disagree--   The most frightening thing about this story is not the ghosts but that we too can easily make the same choices as Scrooge and become a "monster."
3 Who is the intended audience of this novella? Are we supposed to identify with Scrooge and reach into our own pockets to fix our ungenerous lifestyles before it's too late? Or are we supposed to sigh with relief as we realize that at least we're not that guy? Does the book encourage activism or passivity?




21 FRIDAY Today we continue our study of ghost stories, myths, and urban legends.

Answer the three questions (ASSIGNED TUESDAY) and for extra credit:  add an introduction and conclusion to turn this into an essay!


Reminder-- Tall Tales and Urban Legends Creative Writing Project project due upon return.
    Winter Recess---- Schools Closed Next Week  and through 1/1/2012

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WEEK SEVEN

WEEK SEVEN  
New Years Eve MONDAY   OFF  for Holiday       New Years Eve
1 TUESDAY   OFF  for Holiday       New Years Day
2 WEDNESDAY Today we will prepare for the presentation of the second quarter creative writing projects.

Daily Journal-- 

What happens if a member of your group doesn't do their work?





Last chance to meet with your group and prepare for presentations (25 points)*--
Tall Tales and Urban Legends Creative Writing Project .
You may leave completed assignments in the classroom so that you are prepared to present despite unexpected absences in your group.

 




You must sign up for presentations--  Three groups per day!



 Review public speaking skills we have addressed.

For each group of speakers, divide your notes page into three equal parts:

write down things you noticed as the group presented pertaining to the following (be prepared to turn these in do not throw out)--

E                                                                                                  eye?

V                                                                                                  vocals?

G                                                                                                  genuine







*Presentation:
-- Read your story aloud.
-- Share your pictures and storyboard.
3 THURSDAY Today is the presentation of the second quarter creative writing projects.

Daily Journal--  Recall public speaking skills we have addressed.

For each group of speakers, divide your notes page into three equal parts:

write down things you noticed as the group presented pertaining to the following (be prepared to turn these in do not throw out)--

E                                                                                                  eye?

V                                                                                                  vocals?

G                                                                                                  genuine



Presentations (25 points)*--
Tall Tales and Urban Legends Creative Writing Project .


*Presentation:
-- Read your story aloud.
-- Share your pictures and storyboard.
4 FRIDAY Today is the presentation of the second quarter creative writing projects.
Daily Journal--  Recall public speaking skills we have addressed.

For each group of speakers, divide your notes page into three equal parts:

write down things you noticed as the group presented pertaining to the following (be prepared to turn these in do not throw out)--

E                                                                                                  eye?

V                                                                                                  vocals?

G                                                                                                  genuine


Presentations (25 points)*--
Tall Tales and Urban Legends Creative Writing Project .

*
Presentation:
-- Read your story aloud.
-- Share your pictures and storyboard.


Monday is the last day for presentations!

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WEEK EIGHT

WEEK EIGHT  
7 MONDAY Today is the presentation of the second quarter creative writing projects.
Daily Journal--  Recall public speaking skills we have addressed.

For each group of speakers, divide your notes page into three equal parts:

write down things you noticed as the group presented pertaining to the following (be prepared to turn these in do not throw out)--

E                                                                                                  eye?

V                                                                                                  vocals?

G                                                                                                  genuine


Last day for Presentations (25 points)*--
Tall Tales and Urban Legends Creative Writing Project .

*Presentation:
-- Read your story aloud.
-- Share your pictures and storyboard.


Be prepared to pick up Orwell's 1984 in the library Tuesday-- bring ID and any owed books!
8 TUESDAY Today we continue to improve our understanding of the ideas, needs, and values common to all human beings as revealed in Orwell's 1984.

Library-- pick up Orwell's 1984

Introduction/ Begin Reading

Groups move into Literature Circles  of no more than 6.

Work out first assignments in your group:  for six meetings and blocks of reading (if the novel is 180 pages then divide by 6 and you would read 30 pages per meeting).  Our first meeting is Friday.


We will begin Literature Circles  together and transition to independent group work.



9 WEDNESDAY Today we continue to improve our understanding of the ideas, needs, and values common to all human beings as revealed in Orwell's dystopian novel 1984.

As we explore the relationship of the individual to society, we are face with two powerful essential questions--  What are civil rights and is it important to defend them? What are human rights and is it important to defend them?  What do we defend them from?

Begin reading together you may elect to read in class or in your group.

Mr. G has the
FLU please do your best to follow the plan for this important Novel.

Literature Circles


Group Discussion of Literature Circles and "Teaser Worksheet" taken from the novel's first two pages.

NAME__________________________

What can we deduce from the following excerpts of text that describe a world in the future?  What questions do you have? Write one question for each quote or excerpt prompts from you.  Then compare your questions.

 

“It was a bright cold day in April, and the clocks were striking thirteen.”

 

 

“Victory Mansions …smelled like boiled cabbage”

 

 

“A poster at each landing in the stairway ...an enormous face, more than a metre wide: the face of a man of about forty-five, with a heavy black moustache and ruggedly handsome features.”

 

 

“…the electric current was cut off during daylight hours”

 

 

“…the economy drive in preparation for Hate Week.”

 

 

“The flat was seven flights up, and Winston, who was thirty-nine and had a varicose ulcer above his right ankle, went slowly, resting several times on the way.”

 

 

“On each landing, opposite the lift-shaft, the poster with the enormous face gazed from the wall. It was one of those pictures which are so contrived that the eyes follow you about when you move. BIG BROTHER IS WATCHING YOU, the caption beneath it ran.”

 

 

“The instrument [in every flat] (the telescreen, it was called) could be dimmed, but there was no way of shutting it off completely.”

 

 

“…the blue overalls which were the uniform of the party.”

 

 

“…the wind, alternately covering and uncovering the single word INGSOC.”

 

 

“It was the police patrol, snooping into people’s windows. The patrols did not matter, however. Only the Thought Police mattered.”

 

 

“The telescreen received and transmitted simultaneously. Any sound that Winston made, above the level of a very low whisper, would be picked up by it, moreover, so long as he remained within the field of vision which the metal plaque commanded, he could be seen as well as heard.”

 

 

“The Ministry of Truth—Minitrue, in Newspeak*—was startlingly different from any other object in sight. It was an enormous pyramidal structure of glittering white concrete, soaring up, terrace after terrace, 300 metres into the air.”

 

 

WAR IS PEACE 

 

 

FREEDOM IS SLAVERY 

 

 

IGNORANCE IS STRENGTH

 

 

 

“…the entire apparatus of government was divided. The Ministry of Truth, which concerned itself with news, entertainment,

education, and the fine arts. The Ministry of Peace, which concerned itself with war. The Ministry of Love, which maintained law and order.”









10 THURSDAY Today we continue to improve our understanding of the ideas, needs, and values common to all human beings as revealed in Orwell's dystopian novel 1984.

As we explore the relationship of the individual to society, we are face with two powerful essential questions--  What are civil rights and is it important to defend them? What are human rights and is it important to defend them?  What do we defend them from?



Reading together and working in Literature Circles..


Mr. G has the FLU please do your best to follow the plan for this important Novel.



11 FRIDAY Today we continue to improve our understanding of the ideas, needs, and values common to all human beings as revealed in Orwell's dystopian novel 1984.

As we explore the relationship of the individual to society, we are face with two powerful essential questions--  What are civil rights and is it important to defend them? What are human rights and is it important to defend them?  What do we defend them from?



Reading together and working in Literature Circles.


MEETING 1



Mr. G has the FLU please do your best to follow the plan for this important Novel.

Midterm Exam is in class next week Thursday 17th!

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WEEK NINE

WEEK NINE  
14 MONDAY
Midterm Exam is in class this week-- Thursday 17th!


Today we continue to improve our understanding of the ideas, needs, and values common to all human beings as revealed in Orwell's dystopian novel 1984.

As we explore the relationship of the individual to society, we are face with two powerful essential questions--  What are civil rights and is it important to defend them? What are human rights and is it important to defend them?  What do we defend them from?



Reading together and working in Literature Circles..




Meeting 2---
Meet together in groups.   Plan for a meeting Wednesday.




15 TUESDAY
Today we continue to improve our understanding of the ideas, needs, and values common to all human beings as revealed in Orwell's dystopian novel 1984.

As we explore the relationship of the individual to society, we are face with two powerful essential questions--  What are civil rights and is it important to defend them? What are human rights and is it important to defend them?  What do we defend them from?



Reading together and working in Literature Circles.





16 WEDNESDAY
Today we continue to improve our understanding of the ideas, needs, and values common to all human beings as revealed in Orwell's dystopian novel 1984.

As we explore the relationship of the individual to society, we are face with two powerful essential questions--  What are civil rights and is it important to defend them? What are human rights and is it important to defend them?  What do we defend them from?


Reading together and working in Literature Circles.
Meeting 3---
Meet together in groups.  Plan for a meeting Friday.



Complete a "What we shared sheet." counts as HW assignment.





HW-- be on time for this one period exam.
17 THURSDAY MIDTERM EXAM

Complete exam in this timed test.


18 FRIDAY EXCUSED MAKE UP EXAM
Today we continue to improve our understanding of the ideas, needs, and values common to all human beings as revealed in Orwell's dystopian novel 1984.

As we explore the relationship of the individual to society, we are face with powerful essential questions--  What are civil rights and is it important to defend them? What are human rights and is it important to defend them?  What do we defend them from?

Meeting 4---
Meet together in groups.  Plan for a meeting Monday the 28th.

Complete a "What we shared sheet." counts as HW assignment.  If one person in your group is making up the midterm please write that in their space.

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WEEK TEN 2

WEEK TEN  
21 MONDAY OFF  for Holiday       Dr. Martin Luther King's Birthday Observed  
22 TUESDAY Midterm and Regents Week
23 WEDNESDAY Midterm and Regents Week
24 THURSDAY Midterm and Regents Week
25 FRIDAY Midterm and Regents Week
End of Second Marking Period

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

THIRD QUARTER:

WEEK ONE

WEEK ONE  
28 MONDAY Today we continue to improve our understanding of the ideas, needs, and values common to all human beings as revealed in Orwell's dystopian novel 1984.

Continue to explore the relationship of the individual to society, we are face with powerful essential questions--  What are civil rights and is it important to defend them? What are human rights and is it important to defend them?  What do we defend them from?


Reading together and working in Literature Circles. Packet DUE MONDAY.




29 TUESDAY Today we continue to improve our understanding of the ideas, needs, and values common to all human beings as revealed in Orwell's dystopian novel 1984.

Continue to explore the relationship of the individual to society, we are face with powerful essential questions--What are civil rights and is it important to defend them? What are human rights and is it important to defend them?  What do we defend them from?


Meeting 5---
Meet together in groups.  Plan for a meeting Thursday the 31st.
Complete a "What we shared sheet." counts as HW assignment.







Reading together and working in Literature Circles. Packet DUE MONDAY.





30 WEDNESDAY Today we continue to improve our understanding of the ideas, needs, and values common to all human beings as revealed in Orwell's dystopian novel 1984.

Continue to explore the relationship of the individual to society, we are face with powerful essential questions--What are civil rights and is it important to defend them? What are human rights and is it important to defend them?  What do we defend them from?

Plan for a meeting Thursday the 31st.
Reading together and working in Literature Circles. Packet DUE MONDAY.





31 THURSDAY
Today you are going to work on your final assessment as a Test Grade on your reading of 1984.



Last Meeting 6---
Meet together in groups. 
Complete a "What we shared sheet." counts as HW assignment.

Reading together and working in Literature Circles. Packet DUE MONDAY.









February1 FRIDAY Today you are going to work on your final assessment as a Test Grade on your reading of 1984.

Recall our essential questions:

What are civil rights and is it important to defend them?
What are human rights and is it important to defend them? 
What do we defend civil rights and human rights from?


Orwell's novel 1984 was written and completed by 1948 (he switched the last two numbers).  He was writing about a world of perpetual war, totalitarianism, class warfare, economic control, and loss of freedom.

1984 Final Assessment Assignment


B
rainstorm the following questions and then select one of the assessment options  --electronic presentation [you must have a flash drive], song lyrics or other allusion in popular media, original poem and explanation of allusion, news and analysis paragraph, short story [1 page] with dialogue continuing the text, properly formatted letter to one of the characters or author, if you have a suggestion as to how you would like to complete this assessment then see me first for approval--

to complete for Next Thursday--  you will be able to work in class Tuesday and Wednesday of next week-- if you are absent you must still complete the assignment:

1. Compare and contrast the concepts of technological surveillance that Orwell envisioned in
1984 and the forms of technological surveillance that are used today
2. Discuss the reasons why some people might not be bothered by the same alleged invasions of
privacy that deeply concern other people. For example, why do some people take greater
issue with employee drug testing than others do?
3. What would the U.S. Founding Fathers have said about some of the privacy-related issues
that are being debated today?
4. Debate whether the impact of a privacy violation differs if the policy is implemented by a
government or by a corporation. Does it matter who is violating your privacy?
5. Discuss the ways in which the news media may shape opinions regarding privacy issues. For
example, what might be the effects of a nightly news feature that discusses economic losses
due to employee drug abuse? What if it featured an employee who had a false positive drug
test and was subsequently fired?
6. Explain the ways in which an Orwellian society, with a severe lack of personal privacy and
freedom, could develop in both a communist and a capitalist society.
7.What are civil rights and is it important to defend them? What are human rights and is it important to defend them?  What do we defend civil rights and human rights from?


Reading together and working in Literature Circles. Packet DUE MONDAY.


Work on 1984 Final Assessment Assignment




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WEEK TWO

WEEK TWO  
4 MONDAY




Meet together in groups.  Complete a "What we shared sheet." counts as HW assignment.

Reading together and working in Literature Circles.

1984

Packet and  What we shared sheet are due.



5 TUESDAY Today you are going to work on your final assessment as a Test Grade on your reading of 1984 and the

 essential questions:

What are civil rights and is it important to defend them?
What are human rights and is it important to defend them? 
What do we defend civil rights and human rights from?


Orwell's novel 1984 was written and completed by 1948 (he switched the last two numbers).  He was writing about a world of perpetual war, totalitarianism, class warfare, economic control, and loss of freedom.

1984 Final Assessment Assignment


B
rainstorm the following questions and then select one of the assessment options
--essay, electronic presentation [you must have a flash drive], song lyrics or other allusion in popular media, original poem and explanation of allusion, news and analysis paragraph, short story [1 page] with dialogue continuing the text, properly formatted letter to one of the characters or author, if you have a suggestion as to how you would like to complete this assessment then see me first for approval--

to complete for Thursday--  you will be able to work in class Tuesday and Wednesday-- if you are absent you must still complete the assignment:

1. Compare and contrast the concepts of technological surveillance that Orwell envisioned in
1984 and the forms of technological surveillance that are used today
2. Discuss the reasons why some people might not be bothered by the same alleged invasions of
privacy that deeply concern other people. For example, why do some people take greater
issue with employee drug testing than others do?
3. What would the U.S. Founding Fathers have said about some of the privacy-related issues
that are being debated today?
4. Debate whether the impact of a privacy violation differs if the policy is implemented by a
government or by a corporation. Does it matter who is violating your privacy?
5. Discuss the ways in which the news media may shape opinions regarding privacy issues. For
example, what might be the effects of a nightly news feature that discusses economic losses
due to employee drug abuse? What if it featured an employee who had a false positive drug
test and was subsequently fired?
6. Explain the ways in which an Orwellian society, with a severe lack of personal privacy and
freedom, could develop in both a communist and a capitalist society.
7.What are civil rights and is it important to defend them? What are human rights and is it important to defend them?  What do we defend civil rights and human rights from?

View remaining excerpt and begin to work on the final assessment for this unit for a test grade.


6 WEDNESDAY Today you are going to work on your final assessment as a Test Grade on your reading of 1984.

Recall our essential questions:

What are civil rights and is it important to defend them?
What are human rights and is it important to defend them? 
What do we defend civil rights and human rights from?


Orwell's novel 1984 was written and completed by 1948 (he switched the last two numbers).  He was writing about a world of perpetual war, totalitarianism, class warfare, economic control, and loss of freedom.
Work on the 1984   Final Assessment Assignment (Test Grade)

 

7 THURSDAY
Today you are going to work on understanding other aspects of UTOPIA and DYSTOPIA as we continue to study rhetoric and transformation.




Daily Journal-- agree or disagree (explain)
“Love looks not with the eyes, but with the mind.”
William Shakespeare, A Midsummer Night's Dream






 


Quarter 3:  Rhetoric and Transformation essential questions:
How have the recurrent motifs of history and of art influenced society?
What is art and its function in our lives?
How are belief systems represented and reproduced through history, literature, art, and music?
What is creativity and what is its importance for the individual/the culture?
Are we governed/guided by fate, free will, a greater power, or do we fall somewhere on the spectrum between?
How can a person’s decisions and actions change his/her life?
What are the ideals (eg. freedom, responsibility, justice, community, etc.) that should be honored in a utopian society and its antithesis?
What is the art of Rhetoric and why is it important?


HW ---Turn in your Final Assessment Assignment of 1984 ( for a Test Grade) FRIDAY









8 FRIDAY Daily Journal--  respond...  Are we governed/guided by fate, free will, a greater power, or do we fall somewhere on the spectrum between?
HW ---Turn in your Final Assessment Assignment of 1984



Much Ado About Nothing by Shakespeare (distributed in class).

An Introduction--

What's Your Opinion?

Copy the statements into your notebook and indicate if they are true or false:

1. Men and women should marry persons of a similar social and economic status as themselves.

2. People choose with whom they will fall in love.

3. It is better not to marry than to marry and risk being cheated on by your spouse.

4. Most people can be trusted to be faithful in marriage.

5. Men are attracted to women who are assertive and bold and loud.

6. Jealousy in a romantic relationship is usually a sign the relationship has problems.

7. Because parents usually know what is best for their children when it comes to choosing a mate, children should go along with their parents' wishes in this regard.

Discuss your answers in small groups or with the whole class. Does everyone agree?


 

Reading together--
Much Ado About Nothing




BACK TO TOP

WEEK THREE

WEEK THREE / FOUR  
11 MONDAY Today we will focus on the following essential question What are the ideals (eg. freedom, responsibility, justice, community, etc.) that should be honored in a utopian society


Daily Journal  --  from the quote below-- how can you ever know that you are loved (explain)?
“You love me. Real or not real?"
I tell him, "Real.”
Suzanne Collins, (Katniss) Mockingjay




The old cliché "love is blind" illustrates the theme of appearance versus reality. In groups of three or four, brainstorm and list some popular sayings about love, lovers, and marriage, such as "love at first sight," "love is in the eye of the beholder," or "marry in haste, repent in leisure." 

Is there a basis for these sayings? What is it about love that causes people to be "blind," to be "a little mad," to "lose themselves in love"?

Now, in your notebook brainstorm in small groups the titles of songs dealing with love and romance. What types of love are sung about (i.e. young love, married love, or physical desire, unfulfilled love, unfaithful love, jealous love)? What do these different kinds of love say about human nature today?   Was it the same in Shakespeare's time?  Have we changed that much?

Is there still a "double standard" for men and women?  To what extent does it still operate today? Why does it still operate? How does it account for different gender-specific behaviors?  Would you marry someone with a bad reputation?

Reading together--
Much Ado About Nothing

12 TUESDAY



13 WEDNESDAY Half Day  /   Parent Conferences    Periods 1-4 meet.

Essential questions for

Quarter 3:  Rhetoric and Transformation

How have the recurrent motifs of history and of art influenced society?

What is art and its function in our lives?

How are belief systems represented and reproduced through history, literature, art, and music?

What is creativity and what is its importance for the individual/the culture?

Are we governed/guided by fate, free will, a greater power, or do we fall somewhere on the spectrum between?

How can a person’s decisions and actions change his/her life?

What are the ideals (eg. freedom, responsibility, justice, community, etc.) that should be honored in a utopian society and its antithesis?

What is the art of Rhetoric and why is it important?

14 THURSDAY
Today we will focus on the following essential question
What are the ideals (eg. freedom, responsibility, justice, community, love, etc.) that should be honored in a utopian society


Daily Journal  --  from the quote below-- how can you ever know that you are loved (explain)?
“You love me. Real or not real?"
I tell him, "Real.”
Suzanne Collins, (Katniss) Mockingjay

The old cliché "love is blind" illustrates the theme of appearance versus reality. In groups of three or four, brainstorm and list some popular sayings about love, lovers, and marriage, such as "love at first sight," "love is in the eye of the beholder," or "marry in haste, repent in leisure." 

Is there a basis for these sayings? What is it about love that causes people to be "blind," to be "a little mad," to "lose themselves in love"?

Now, in your notebook brainstorm in small groups the titles of songs dealing with love and romance. What types of love are sung about (i.e. young love, married love, or physical desire, unfulfilled love, unfaithful love, jealous love)? What do these different kinds of love say about human nature today?   Was it the same in Shakespeare's time?  Have we changed that much?

Is there still a "double standard" for men and women?  To what extent does it still operate today? Why does it still operate? How does it account for different gender-specific behaviors?  Would you marry someone with a bad reputation?

Begin Reading together-- 
Much Ado About Nothing
Valentine's Day  15 FRIDAY    
Daily Journal  --consider the following as it could be related to Shakespeare's plays:
What is the art of Rhetoric and why is it important?

A motif is typically a particular image, symbol, phrase, or action that recurs throughout a written work in a way that holds together the entire work and provides greater meaning. This idea is rather closely aligned with themes present in a work and motifs often help support or establish those themes. Symbolism is also frequently used in the creation of motifs, especially those that may reference cultural ideas or concepts greater than the scope of the work itself. A motif can take just about any form and once recognized and understood by a reader often lends greater meaning to the work.

As we read we will explore motifs of Marriage, Social Position (reputation) and Grace (obligation), Lies and Deception, Language and Education, Love and Hate, Honor/ Pride Maturity.

 

Next week we will begin our third quarter project based on the following

Essential Question:

This is a relationship centered play where Shakespeare explores the transformation individuals must undergo
in order to form intimate connections with each other. In this play we will focus on the question
“What is essential to a successful relationship as revealed in Much Ado About Nothing?”

 


Reading together-- 
Much Ado About Nothing




   
SCHOOL IN SESSION NEXT WEEK DUE TO SANDY
but it is a three day weekend!


18  
Presidents Day!
19   Daily Journal  --consider the following as it could be related to Shakespeare's plays:
How have the recurrent motifs of history and of art influenced society?

A motif is typically a particular image, symbol, phrase, or action that recurs throughout a written work in a way that holds together the entire work and provides greater meaning. This idea is rather closely aligned with themes present in a work and motifs often help support or establish those themes. Symbolism is also frequently used in the creation of motifs, especially those that may reference cultural ideas or concepts greater than the scope of the work itself. A motif can take just about any form and once recognized and understood by a reader often lends greater meaning to the work.

As we read we will explore motifs of Marriage, Social Position (reputation) and Grace (obligation), Lies and Deception, Language and Education, Love and Hate, Honor/ Pride Maturity.

Essential Question:

This is a relationship centered play where Shakespeare explores the transformation individuals must undergo
in order to form intimate connections with each other.

In this play we focus on the question

“What is essential to a successful relationship as revealed in Much Ado About Nothing?”
Reading together-- 
Much Ado About Nothing

 

 

20  

Wednesday, Feb 20, 2013

Daily Journal  --consider the following as it could be related to Shakespeare's play: 

“Sigh no more, ladies, sigh no more,
Men were deceivers ever,-
One foot in sea and one on shore,
To one thing constant never.”

“Sigh no more, ladies, sigh no more,                                                                                               

 sigh     expression of  "disappointment / sadness

"Men were deceivers ever,-       

 (pronounce the words for double meaning and pun)         e.g. de ceivers    -----  French de  is ""of    of sea "in sea"

One foot in sea and one on shore,            

  traveling as in the navy  [how are sailors depicted?] /    "on sure"  un sure

 To one thing constant never.”  

What did you expect???    is this true?  does it relate to the title???     is it truly nothing?                                                                                                      

                  


“What is essential to a successful relationship as revealed in Much Ado About Nothing?” 

Third Quarter Project Due Monday March 18th

Research for comparison wedding customs and related issues between Shakespeare's' world and ours in order to better understand “What is essential to a successful relationship as revealed in Much Ado About Nothing?”

Select one:

  1. 1 Plan an Elizabethan / Shakespearian wedding to present to the class you may work in groups up to 4 (submit a works cited page of at least 7 sources- according to MLA format).
  2. 2 Compare and contrast one or more elements with the modern world and present it to the class you may work in pairs for this activity (submit a works cited page of at least 5 sources- according to MLA format).
  3. 3 Select an aspect that interests you and write a well researched essay with a works cited page of at least three sources- according to MLA format.
  4. 4 Suggest an alternatively rigorous idea for approval that requires research and a works cited page of at least three sources- according to MLA format).

 

Try GOOGLE  and things like 21st Century wedding trends

http://www.elizabethan.org/compendium/62.html    Who published this?

http://www.william-shakespeare.info/elizabethan-wedding-customs.htm  Who published this?

http://comminfo.rutgers.edu/~sroczyns/wedding.html Who published this?  What's the ~ ?

http://www.renaissance-weddings.net/  Who published this?  What's up with the .net

CITATION

Consider the source  HERE

Citation Machine

 

Researched and organized project is worth 50% 
Properly formatted works cited page according to the MLA is worth 50%

 

 

 

Consider but do not limit yourself to the following:

Betrothal / Engagement / Promise / Parents Permission Wedding Customs - Arranged Marriages and Contracts / Wedding Customs /  The Age of Consent / Union of souls/ Religious Considerations /The Dowry / Gifts / Parents Wedding Contracts / Handfast marriages / Wedding Reception & Food / The Wedding Dresses / Clothing / Rings /  Reception / Entertainment / COST?/ The importance of marriage to an Elizabethan woman /

 

 

 

 Meet in 7  room 1211

8 meets in 2120

 

21   Daily Journal  --consider the following as it could be related to Shakespeare's play: 
“I can see he's not in your good books,' said the messenger.
'No, and if he were I would burn my library.”




What's happened so far? 

WHO IS WHO?


View ACT I and II


FILM VS TEXT


22  

Friday, Feb 22, 2013

Daily Journal  --consider the following as it could be related to Shakespeare's play: 

“When I said I would die a bachelor, I did not think I should live till I were married.”

Third Quarter Project  Due Monday March 18th

Research for comparison wedding customs and related issues between Shakespeare's' world and ours in order to better understand “What is essential to a successful relationship as revealed in Much Ado About Nothing?”

Select one:

  1. 1 Plan an Elizabethan / Shakespearian wedding to present to the class you may work in groups up to 4 (submit a works cited page of at least 7 sources- according to MLA format).
  2. 2 Compare and contrast one or more elements with the modern world and present it to the class you may work in pairs for this activity (submit a works cited page of at least 5 sources- according to MLA format).
  3. 3 Select an aspect that interests you and write a well researched essay with a works cited page of at least three sources- according to MLA format.
  4. 4 Suggest an alternatively rigorous idea for approval that requires research and a works cited page of at least three sources- according to MLA format).

Try GOOGLE  and things like 21st Century wedding trends

http://www.elizabethan.org/compendium/62.html    Who published this?

http://www.william-shakespeare.info/elizabethan-wedding-customs.htm  Who published this?

http://comminfo.rutgers.edu/~sroczyns/wedding.html Who published this?  What's the ~ ?

http://www.renaissance-weddings.net/  Who published this?  What's up with the .net

 

Researched and organized project is worth 50% 
Properly formatted works cited page according to the MLA is worth 50%

 

 

CITATION

Consider the source  HERE

Citation Machine

 

 

Consider but do not limit yourself to the following:

Betrothal / Engagement / Promise / Parents Permission Wedding Customs - Arranged Marriages and Contracts / Wedding Customs /  The Age of Consent / Union of souls/ Religious Considerations /The Dowry / Gifts / Parents Wedding Contracts / Handfast marriages / Wedding Reception & Food / The Wedding Dresses / Clothing / Rings /  Reception / Entertainment / COST?/ The importance of marriage to an Elizabethan woman /

 

 

Meet in room 2118

BACK TO TOP

WEEK FOUR

WEEK Five  
25 MONDAY

Continue the work on the Third Quarter Project

We are answering the essential question:
“What is essential to a successful relationship as revealed in Much Ado About Nothing?” 


Researched and organized project is worth 50% 
Properly formatted works cited page according to the MLA is worth 50%

Consider the source  HERE

Citation Machine

Consider but do not limit yourself to the following:

Betrothal / Engagement / Promise / Parents Permission Wedding Customs - Arranged Marriages and Contracts / Wedding Customs /  The Age of Consent / Union of souls/ Religious Considerations /The Dowry / Gifts / Parents Wedding Contracts / Handfast marriages / Wedding Reception & Food / The Wedding Dresses / Clothing / Rings /  Reception / Entertainment / COST?/ The importance of marriage to an Elizabethan woman /










26 TUESDAY

Tuesday, Feb 26, 2013


Continue the work on the Third Quarter Project  this is the last day I can provide in the computer lab for this project!


Researched and organized project is worth 50% 
Properly formatted works cited page according to the MLA is worth 50%

Consider the source  HERE

Citation Machine

Consider but do not limit yourself to the following:

Betrothal / Engagement / Promise / Parents Permission Wedding Customs - Arranged Marriages and Contracts / Wedding Customs /  The Age of Consent / Union of souls/ Religious Considerations /The Dowry / Gifts / Parents Wedding Contracts / Handfast marriages / Wedding Reception & Food / The Wedding Dresses / Clothing / Rings /  Reception / Entertainment / COST?/ The importance of marriage to an Elizabethan woman /

7 8  meet today in room 1211 

27 WEDNESDAY

Daily Journal  --consider the following as it could be related to Shakespeare's play: 

ANTONIO
[to Hero] Well, niece, I trust you will be rul'd by your father.
BEATRICE
Yes faith. It is my cousin's duty to make cursy and say,
'Father, as it please you.' But yet for all that, cousin, let him
be a handsome fellow, or else make another cursy, and say,
'Father, as it please me.' (2.1.50)



Reading in class.  Begin Act III

28 THURSDAY

Daily Journal  --consider the following as it could be related to Shakespeare's play: 

CLAUDIO
'Tis certain so. The Prince wooes for himself.
Friendship is constant in all other things
Save in the office and affairs of love.
Therefore all hearts in love use their own tongues;
Let every eye negotiate for itself
And trust no agent; for beauty is a witch
Against whose charms faith melteth into blood. (2.1.174)




Reading in class.

March 1 FRIDAY

Daily Journal  --answer the following as it could be related to Shakespeare's play: 

What does Friar Francis think at this point?





Can we complete the play???










Reading in class.

BACK TO TOP

 

WEEK FIVE

WEEK Six  
4 MONDAY Daily Journal-- Would you marry someone with a "bad" reputation? 

Based on our reading is there still a "double standard" for men and women?  To what extent does it still operate today? Why does it still operate? How does it account for different gender-specific behaviors? 

Complete reading the play on your own or as a class.  If you are not done complete the reading for HW.

 

Based on our reading,  "What are the ideals (eg. freedom, responsibility, justice, community, etc.) that should be honored in a utopian society?"




5 TUESDAY Daily Journal--  Is Messina a kind of Utopia or Dystopia?

View final act of film adaptation. 

Consider-- What do you think Shakespeare means in the title of his play?  Did you enjoy the play? 




What would you change about the lessons for answering the essential question--
“What is essential to a successful relationship as revealed in Much Ado About Nothing?” --if you could, in order to make them better?  Would you leave anything out? Why?  Realize the goal is to answer the question.






6 WEDNESDAY Daily Journal--  Is Shakespeare's play political? Does it tell us about the relationships having to do with power?
Complete viewing play.

Work on 3rd Q propject.

7 THURSDAY Daily Journal--  Is Casablanca a kind of Utopia or Dystopia? Consider-- What do you think the location of Casablanca tells us?
Consider-- “What is essential to a successful relationship as revealed in Casablanca

Notes on  Casablanca as utopia/ dystopia as we move from Shakespeare's world to the world of  PRE-WWII for the United States.

Class discussion and View Film clips.

Complete assignment assigned in class.

8 FRIDAY Daily Journal--  What are the powers represented in Casablanca ?   Consider-- What are the powers involved before the US entered WWII?






Class discussion and View Film clips.



Complete assignment assigned in class.




BACK TO TOP

 

WEEK SIX

WEEK Seven  
11 MONDAY Daily Journal--  Is Casablanca a simple love story or is it an allegory part of propoganda?

Class discussion and View Film clips.



Complete Casablanca assignment due Friday


12 TUESDAY

Continue Assignment on Casablanca due Friday..




13 WEDNESDAY


14 THURSDAY Today we will begin to explore the question of what it means to be an artist, to create.
Daily Journal- What makes something art?

Work together in groups of no more than four and answer the following (Twenty Minutes):
1 What is creativity and where does it come from? Explain and discuss?
2 Can there be rules to art?  Explain and discuss?
3 Is art beauty? Explain and discuss?
4 Is art a discipline or freedom?  Explain and discuss?




Complete for Friday: PERSONAL GOAL TRACKING: Here - never leaves the classroom after today!




CASABLANCA WORK DUE FRIDAY
15 FRIDAY Daily Journal-- Do you believe advertisements and commercials place too much emphasis on physical beauty?

The following two essential questions we will explore are the following:
     1 To what extent does what one sees determine what one knows?


Also, did it bother anyone how easily Hero et al. forgave Claudio and the prince...  What was Shakespeare saying to us from 1611?


          2 When and how should someone be forgiven?


As a class focused on college transition, you need to know that research is the currency of academia (it is how you "pay" for the grades you will get).  Having strong opinions, despite any internal logic of an argument, is NOT valued without study and research.



"Meet, Complete, Record on Sheet" this is our daily routine!  Know what you are working on!
Work recorded and kept in the folders, as well as participation, will determine your grade for the quarter! THERE ARE TWO GROUPS, CHALLENGE AND EXPERT: -   CLICK HERE








MEET IN YOUR CHALLENGE GROUP AS ASSIGNED AND ESTABLISH WHAT YOU WOULD LIKE TO WORK ON FOR THE FIRST ACT OF THE PLAY WE ARE TO READ...  The Tempest.


What kinds of assignments would you include in a literary circles folder to address the following aspects-- for each meeting?  

First-- to promote discussion by having questions... 

Secondly-- through illumination (locates passages by page number of important passages and explains why...

Thirdly -- making connections (might point out how things in the book are related to the "real" world)...  

Fourth--  word watching (might point out words that are interestingly used or odd in the text)...

Fifth--  illustration (might create chart, diagram --e.g. Venn Diagram), map, or picture and explain why it relates to the text...

Sixth-- summarization and recorder (might describe what was learned by any close reading activities and record their completion). 

Create a "LITERARY OPTIONS" list for your group.



We will be able to read Monday to get started and then your group may elect different options to answer the essential questions and to pursue daily activities toward a final assessment of the knowledge you have acquired.

ACT I  Thursday 21

ACT II  Tuesday 2

ACT III Friday 5

ACT IV Wednesday 10th

ACT V  Friday 12











Return to their origin all desks and folders at the end of the period.

     

BACK TO TOP

WEEK SEVEN

WEEK Eight  
18 MONDAY
Reading and individual literature circles day.

1) Get your personal portfolio folder- Henceforth, never leaves the classroom!
2) Meet in your Challenge Group with your group packet.
3) Share what you have done for the group and place it in the group packet with a heading and your name and a peer score 1-100% come to consensus.
5) Identify what each person is working on for the next meeting and place in group folder.
4) Write what you have done and are doing today in your DAILY SELF TRACKING SHEET: Here 
Class requests reading together-- The Tempest



Return to their origin all desks and folders at the end of the period.


19 TUESDAY Reading and individual literature circles day.

1) Get your personal portfolio folder- Henceforth, never leaves the classroom!
2) Meet in your Challenge Group with your group packet.
3) Share what you have done for the group and place it in the group packet with a heading and your name and a peer score 1-100% come to consensus.
5) Identify what each person is working on for the next meeting and place in group folder.
4) Write what you have done and are doing today in your DAILY SELF TRACKING SHEET: Here 
Class requests reading together-- The Tempest

20 WEDNESDAY
Reading and individual literature circles day.

1) Get your personal portfolio folder- Henceforth, never leaves the classroom!
2) Meet in your Challenge Group with your group packet.
3) Share what you have done for the group and place it in the group packet with a heading and your name and a peer score 1-100% come to consensus.
5) Identify what each person is working on for the next meeting and place in group folder.
4) Write what you have done and are doing today in your DAILY SELF TRACKING SHEET: Here 
Class requests reading together-- The Tempest

21 THURSDAY First Meeting

Reading and individual literature circles day.

1) Get your personal portfolio folder- Henceforth, never leaves the classroom!
2) Meet in your Challenge Group with your group packet.
3) Share what you have done for the group and place it in the group packet with a heading and your name and a peer score 1-100% come to consensus.
5) Identify what each person is working on for the next meeting and place in group folder.
4) Write what you have done and are doing today in your DAILY SELF TRACKING SHEET: Here 
Class requests reading together-- The Tempest

What kinds of assignments would you include in a literary circles folder to address the following aspects-- for each meeting?  

First-- to promote Discussion by having questions... 

Secondly-- through Illumination (locates passages by page number of important passages and explains why...
 
Thirdly -- making connections (might point out how things in the book are related to the "real" world)...  

Fourth--  Word Watching (might point out words that are interestingly used or odd in the text)...

Fifth--  illustration (might create chart, diagram --e.g. Venn Diagram), map, or picture and explain why it relates to the text...
 
Sixth-- summarization and recorder (might describe what was learned by any close reading activities and record their completion). 

Create a SENIOR "LITERARY OPTIONS" list for your group.

Get both your daily folder and your group folder. 

Return to their origin all desks and folders at the end of the period.


22 FRIDAY
Reading and individual literature circles day.

1) Get your personal portfolio folder- Henceforth, never leaves the classroom!
2) Meet in your Challenge Group with your group packet.
3) Share what you have done for the group and place it in the group packet with a heading and your name and a peer score 1-100% come to consensus.
5) Identify what each person is working on for the next meeting and place in group folder.
4) Write what you have done and are doing today in your DAILY SELF TRACKING SHEET: Here 
 The Tempest


Spring Recess through 3 31 after Monday the 25th

BACK TO TOP

WEEK EIGHT

WEEK Nine  
25 MONDAY

Third Quarter Project  Assigned February 20th was due due Monday March 18th --20% of your grade!

Research for comparison wedding customs and related issues between Shakespeare's' world and ours in order to better understand “What is essential to a successful relationship as revealed in Much Ado About Nothing?”

Select one:

  1. 1 Plan an Elizabethan / Shakespearian wedding to present to the class you may work in groups up to 4 (submit a works cited page of at least 7 sources- according to MLA format).
  2. 2 Compare and contrast one or more elements with the modern world and present it to the class you may work in pairs for this activity (submit a works cited page of at least 5 sources- according to MLA format).
  3. 3 Select an aspect that interests you and write a well researched essay with a works cited page of at least three sources- according to MLA format.
  4. 4 Suggest an alternatively rigorous idea for approval that requires research and a works cited page of at least three sources- according to MLA format).



Reading and individual literature circles day.

1) Get your personal portfolio folder.
2) Meet in your Challenge Group with your group packet.
3) Share what you have done for the group and place it in the group packet with a heading and your name and a peer score 1-100% come to consensus or continue working on your reading and research.
5) Identify what each person is working on for the next meeting and place in group folder.
4) Write what you have done and are doing today in your DAILY SELF TRACKING SHEET: Here 




The two essential questions we explore in the text are the following:
1 To what extent does what one sees determine what one knows?
2 When and how should someone be forgiven?





 The Tempest

ACT I  Thursday 21 This should be complete, discussed as you meet, and recorded on the sheet.  Also, place the completed assignment in your group folder!

ACT II  Tuesday 2

ACT III Friday 5

ACT IV Wednesday 10th

ACT V  Friday 12



27 TUESDAY Vacation
28 WEDNESDAY
29 THURSDAY  
30 FRIDAY  

BACK TO TOP

 

WEEK NINE

WEEK Ten  
1 MONDAY

What have you IDENTIFIED AS A LEARNING GOALS YOU WANT TO IMPROVE OR MASTER?  This is an essential part of your choice of activity!   This is our daily routine!  Know what you are working on! Know why you are working on it!                 PERSONAL GOAL TRACKING: Here


Reading and individual literature circles day.


1) Get your personal portfolio folder.
2) Meet in your Challenge Group with your group packet.
3) Prepare to share what you have done for the group and place it in the group packet with a heading and your name and a peer score 1-100% come to consensus or continue working on your reading and research.
5) rite what you have done and are doing today in your DAILY SELF TRACKING SHEET: Here 

The two essential questions we explore in the text are the following:
1 To what extent does what one sees determine what one knows?
2 When and how should someone be forgiven?



 The Tempest

ACT I 

Thursday 21

This should be complete, discussed as you meet, and recorded on the sheet.  Also, place the completed assignment in your group folder!

ACT II 

Tuesday 2

This should be complete, discussed as you meet, and recorded on the sheet.  Also, place the completed assignment in your group folder!

 

ACT III Friday 5

ACT IV Wednesday 10th

ACT V  Friday 12

2 TUESDAY 1) Get your personal portfolio folder.
2) Meet in your Challenge Group with your group packet.




1) Get your personal portfolio folder- Henceforth, never leaves the classroom!
2) Meet in your Challenge Group with your group packet.
3) Share what you have done for the group and place it in the group packet with a heading and your name and a peer score 1-100% come to consensus.
4) Identify what each person is working on for the next meeting and place in group folder.  What have you IDENTIFIED AS A LEARNING GOALS YOU WANT TO IMPROVE OR MASTER?  This is an essential part of your choice of activity!   This is our daily routine!  Know what you are working on! Know why you are working on it!                 PERSONAL GOAL TRACKING: Here
5) Write what you have done and are doing today in your DAILY SELF TRACKING SHEET: Here 


Prepare for

ACT III Friday 5 

ACT IV Wednesday 10th

ACT V  Friday 12


3 WEDNESDAY 1) Get your personal portfolio folder.
2) Meet in your Challenge Group with your group packet.



Individual literature circles day.

1) Get your personal portfolio folder- Henceforth, never leaves the classroom!
2) Meet in your Challenge Group with your group packet.
3) Share what you have done for the group and place it in the group packet with a heading and your name and a peer score 1-100% come to consensus.
4) Identify what each person is working on for the next meeting and place in group folder.  What have you IDENTIFIED AS A LEARNING GOALS YOU WANT TO IMPROVE OR MASTER?  This is an essential part of your choice of activity!   This is our daily routine!  Know what you are working on! Know why you are working on it!                 PERSONAL GOAL TRACKING: Here
5) Write what you have done and are doing today in your DAILY SELF TRACKING SHEET: Here 


Prepare for

ACT III Friday 5 

ACT IV Wednesday 10th

ACT V  Friday 12




4 THURSDAY 1) Get your personal portfolio folder.
2) Meet in your Challenge Group with your group packet.



Individual literature circles day.

1) Get your personal portfolio folder- Henceforth, never leaves the classroom!
2) Meet in your Challenge Group with your group packet.
3) Share what you have done for the group and place it in the group packet with a heading and your name and a peer score 1-100% come to consensus.
4) Identify what each person is working on for the next meeting and place in group folder.  What have you IDENTIFIED AS A LEARNING GOALS YOU WANT TO IMPROVE OR MASTER?  This is an essential part of your choice of activity!   This is our daily routine!  Know what you are working on! Know why you are working on it!                 PERSONAL GOAL TRACKING: Here
5) Write what you have done and are doing today in your DAILY SELF TRACKING SHEET: Here 


Prepare for

ACT III Friday 5 

ACT IV Wednesday 10th

ACT V  Friday 12




5 FRIDAY

What have you IDENTIFIED AS A LEARNING GOALS YOU WANT TO IMPROVE OR MASTER?  This is an essential part of your choice of activity!   This is our daily routine!  Know what you are working on! Know why you are working on it!                 PERSONAL GOAL TRACKING: Here


Reading and individual literature circles day.


1) Get your personal portfolio folder.
2) Meet in your Challenge Group with your group packet.
3) Prepare to share what you have done for the group and place it in the group packet with a heading and your name and a peer score 1-100% come to consensus or continue working on your reading and research.
5) Write what you have done and are doing today in your DAILY SELF TRACKING SHEET: Here 

The two essential questions we explore in the text are the following:
1 To what extent does what one sees determine what one knows?
2 When and how should someone be forgiven?



 The Tempest

ACT I 

Thursday 21

This should be complete, discussed as you meet, and recorded on the sheet.  Also, place the completed assignment in your group folder!

ACT II 

Tuesday 2

This should be complete, discussed as you meet, and recorded on the sheet.  Also, place the completed assignment in your group folder!

 

ACT III Friday 5

This should be complete, discussed as you meet, and recorded on the sheet.  Also, place the completed assignment in your group folder!

 

 





BACK TO TOP

WEEK TEN

WEEK Eleven ASSIGNMENTS
8 MONDAY
The two essential questions we explore in the text are the following:
1 To what extent does what one sees determine what one knows?
2 When and how should someone be forgiven?



Reading and individual literature circles day for ACT IV  due Wednesday 10th

1) Get your personal portfolio folder.
2) Meet in your Challenge Group with your group packet.
3) Prepare to share what you have done for the group and place it in the group packet with a heading and your name and a peer score 1-100% come to consensus or continue working on your reading and research.
5) Write what you have done and are doing today in your DAILY SELF TRACKING SHEET: Here 


NO LATE WORK ACCEPTED AFTER THIS PERIOD THURSDAY.



9 TUESDAY
VIEW EXCERPTS OF ACT IV.


COMPLETE ACTIVITIES FOR ACT IV due tomorrow.

NO LATE WORK ACCEPTED AFTER THIS PERIOD THURSDAY.

10 WEDNESDAY ACT IV Wednesday 10th

Share what you have done with the group, place it in the group folder.

Begin work on ACT V

NO LATE WORK ACCEPTED AFTER THIS PERIOD THURSDAY.





NEXT
:  ACT V  Friday 12
11 THURSDAY
Reading and individual literature circles day for ACT IV  due Wednesday 10th

1) Get your personal portfolio folder.
2) Meet in your Challenge Group with your group packet.
3) Prepare to share what you have done for the group and place it in the group packet with a heading and your name and a peer score 1-100% come to consensus or continue working on your reading and research.
5) Write what you have done and are doing today in your DAILY SELF TRACKING SHEET: Here


12 FRIDAY


Complete group response using evidence from the plays we have read.

ACT V  Friday 12

End of the third quarter-- GRADES ARE IN THE PROCESS OF RECONCILIATION.
NEXT--The Final Quarter and fighting Spring Fever;)


BACK TO TOP

 

 

 

 

 

FOURTH QUARTER:

WEEK ONE  
15 MONDAY Begin New DAILY SELF TRACKING SHEET: Here  for this quarter, now that you have practice with this you will complete this daily as part of your notebook and participation grade-- at the end of class return it to your folder.


Controversial Issues-- 
(Topics must be approved if not on this list.)

Debate Procedure Here
Evidence Based Classroom Debates  Here

The debate format we will use is two on two as we begin.  As you become comfortable you may move to one on one.

Issue selection and position:  if you can come up with a suggestion (must be a controversial issue being debated in the country/world) you would like to debate AND have two others who would like to take the opposing position by the end of the period then go for it!  However, I reserve the right to reject a topic if inappropriate or not readily researched.... Otherwise I will assign a topic from the following website-
along the lines of debate "big issues"  HERE

Once you have a topic, then the work begins.

In order to debate you will have to research and organize an outline of your position based on research.  This should anticipate the opposing sides claims.  We will be in the computer lab Thursday and Friday for you to research and prepare.

In order to debate, you must create an outline of claims you have constructed from your research.


The first debates begin next week-- On Wednesday.





16 TUESDAY


Issue selection and position:  if you can come up with a suggestion (must be a controversial issue being debated in the country/world found on this list ) you would like to debate AND have two others who would like to take the opposing position by the end of the period then go for it!  However, I reserve the right to reject a topic if inappropriate or not readily researched.... Otherwise I will assign a topic from the following website-
along the lines of debate "big issues"  HERE

If you want a specific topic badly (see me), but aren't sure what position to take... flip a coin.  The object of the debate is to win the debate not to have a passionate position based on personal belief!


Once you have a topic, then the work begins.

In order to debate you will have to research and organize an outline of your position based on research.  This should anticipate the opposing sides claims.  We will be in the computer lab Thursday and Friday for you to research and prepare.

In order to debate, you must create an outline of claims you have constructed from your research.


Introduction of debate strategies--  LOGOS ETHOS PATHOS

What is a rebuttal?


17 WEDNESDAY

View a sample debate HERE   (25-30min)    Topic Nuclear Power

Here are middle school debates!  And HERE.  TOPICS  Television and Video Games.


This is the championship round of the 4th Annual Windsor Invitational Debate Tournament. Recorded 2/25/12 in the Windsor High School Performing Arts Center (Windsor, CA) and copyrighted by the WHS Debate Team.

The topic for the final debate was: "Current levels of U.S. income disparity do more harm than good."
HERE


Tired of middle school and HS debates?  IQ2 LogoThis is a serious program of debates that people actually buy tickets to: HERE

HERE IS A REAL CONTROVERSIAL TOPIC

"IQ2: Too Many Kids Go To College"  HERE

Continue to work with your partner (s) to create a preliminary outline for the debate.  Create a research plan for Thursday and Friday.

Prepare a typed and research based outline for your position with "evidence based claims" and citations-- each member should have a copy to use during the debate... it is your "ticket to debate." 

Not everyone on the internet is an expert.
  Evaluate your sources.  This is also a way to rebut the opposing side!


Leave some room to work and take notes during the debate.  Use the times and format information found in Debate Procedure
Here.



HOW WILL YOU COUNTER THE OTHER SIDE?  KEEP YOUR PLAN A SECRET! 
WORK AWAY FROM THE OTHER TEAM!


Continue to work with your partner (s) to create a preliminary outline for the debate.  Create a research plan for Thursday and Friday.

Prepare a typed and research based outline for your position with "evidence based claims" and citations-- each member should have a copy to use during the debate... it is your "ticket to debate." 

Not everyone on the internet is an expert.
  Evaluate your sources.  This is also a way to rebut the opposing side!


Leave some room to work and take notes during the debate.  Use the times and format information found in Debate Procedure Here.



HOW WILL YOU COUNTER THE OTHER SIDE?  KEEP YOUR PLAN A SECRET! 
WORK AWAY FROM THE OTHER TEAM!


The first debates begin next week-- On Wednesday.

Thursday, Apr 18, 2013  Meet in -- room 1211



18 THURSDAY Thursday, Apr 18, 2013  Meet in -- room 1211

WHERE TO START???  CONSIDER THIS:

FORMING EVIDENCE-BASED CLAIMS  HERE

NEED HELP???  USE THIS INTERACTIVE  "ORGANIZING EVIDENCE-BASED CLAIMS" 3 CLAIM FORM  HERE  OR 2 CLAIM FORM  HERE  AND PRINT IT OUT OR SAVE IT.

EVIDENCE-BASED CLAIMS CRITERIA CHECKLIST II - G11-12  HERE

EVIDENCE-BASED CLAIMS CRITERIA CHECKLIST I - G11-12  HERE

TEXT-CENTERED DISCUSSIONS CHECKLIST  HERE

EVIDENCE-BASED WRITING RUBRIC  HERE

GOOGLE HERE

 

Fully one third of your debate--  Ethos  is a Greek word meaning "character" that is used to describe the guiding beliefs or ideals that characterize a community, nation, or ideology.  What are the values of Longwood Senior High School?  Are the things you are planning to say or show respectful to the audience and our community?  Respect the other team.  Respect the audience.  Respect yourself.

 

So, do not rely on tricks, or images alone to make a point. Obviously there are medical, criminal, and experimental documentation that are not appropriate for High School as defined by the parent/student handbook.  Common sense should tell you that this is not the "Jerry Springer" style presentation.  Relying on shock value alone is not an argument but a "prop" or "trick."  Seriously, it is actually disrespectful to your audience and if not approved must result in a reduced grade for the assignment. Think first and you can win!

Work with your partner (s) to create a finalized outline for the debate

How to Construct a Debate Plan

 

 

CONSIDER THIS:

FORMING EVIDENCE-BASED CLAIMS  HERE

NEED HELP???  USE THIS INTERACTIVE  "ORGANIZING EVIDENCE-BASED CLAIMS" 3 CLAIM FORM  HERE  OR 2 CLAIM FORM  HERE  AND PRINT IT OUT OR SAVE IT.

EVIDENCE-BASED CLAIMS CRITERIA CHECKLIST II - G11-12  HERE

EVIDENCE-BASED CLAIMS CRITERIA CHECKLIST I - G11-12  HERE

TEXT-CENTERED DISCUSSIONS CHECKLIST  HERE

EVIDENCE-BASED WRITING RUBRIC  HERE

 




Continue to work with your partner (s) to create a preliminary outline for the debate.  Create a research plan for Thursday and Friday.


Prepare a typed and research based outline for your position with "evidence based claims" and citations-- each member should have a copy to use during the debate... it is your "ticket to debate." 

Not everyone on the internet is an expert.
  Evaluate your sources.  This is also a way to rebut the opposing side!


Leave some room to work and take notes during the debate.  Use the times and format information found in Debate Procedure
Here.



HOW WILL YOU COUNTER THE OTHER SIDE?  KEEP YOUR PLAN A SECRET! 
WORK AWAY FROM THE OTHER TEAM!


HOW WILL YOU COUNTER THE OTHER SIDE?  KEEP YOUR PLAN A SECRET! 
WORK AWAY FROM THE OTHER TEAM!  

Advanced?  Looking for a challenge?  Visit the following web page:

Logical Fallacies and the Art of Debate

How is your use of time?  Be sure to maximize the impact, and split the roles, during the debate as both members must speak.

The first debates begin next week-- On Wednesday.  Monday is rehearsal / strategy session. 


19 FRIDAY Seriously interested in debates?  IQ2 LogoThis is a serious program of debates that people actually buy tickets to: HERE

Controversial Issues--  (Topics must be approved if not on this list.)

Friday, Apr 19, 2013

Periods 7, 8,  room 1211

Work with your partner (s) to create a finalized outline for the debate:

Fully one third of your debate--  Ethos  is a Greek word meaning "character" that is used to describe the guiding beliefs or ideals that characterize a community, nation, or ideology.  What are the values of Longwood Senior High School?  Are the things you are planning to say or show respectful to the audience and our community?  Respect the other team.  Respect the audience.  Respect yourself.

 

So, do not rely on tricks, or images alone to make a point. Obviously there are medical, criminal, and experimental documentation that are not appropriate for High School as defined by the parent/student handbook.  Common sense should tell you that this is not the "Jerry Springer" style presentation.  Relying on shock value alone is not an argument but a "prop" or "trick."  Seriously, it is actually disrespectful to your audience and if not approved must result in a reduced grade for the assignment. Think first and you can win!

Work with your partner (s) to create a finalized outline for the debate

How to Construct a Debate Plan

Need some help for a solid grade???  CONSIDER THIS:

FORMING EVIDENCE-BASED CLAIMS  HERE

NEED HELP???  USE THIS INTERACTIVE  "ORGANIZING EVIDENCE-BASED CLAIMS" 3 CLAIM FORM  HERE  OR 2 CLAIM FORM  HERE  AND PRINT IT OUT OR SAVE IT.

EVIDENCE-BASED CLAIMS CRITERIA CHECKLIST II - G11-12  HERE

EVIDENCE-BASED CLAIMS CRITERIA CHECKLIST I - G11-12  HERE

TEXT-CENTERED DISCUSSIONS CHECKLIST  HERE

EVIDENCE-BASED WRITING RUBRIC  HERE


Continue to work with your partner (s) to create a preliminary outline for the debate.  Create a research plan for Thursday and Friday.

Prepare a typed and research based outline for your position with "evidence based claims" and citations-- each member should have a copy to use during the debate... it is your "ticket to debate." 

Not everyone on the internet is an expert.
  Evaluate your sources.  This is also a way to rebut the opposing side!


Leave some room to work and take notes during the debate.  Use the times and format information found in Debate Procedure
Here.



HOW WILL YOU COUNTER THE OTHER SIDE?  KEEP YOUR PLAN A SECRET! 
WORK AWAY FROM THE OTHER TEAM!

 

Advanced?  Looking for a challenge?  Visit the following web page:

Logical Fallacies and the Art of Debate


Use the times and format information found in Debate Procedure Here.

How is your use of time?  Be sure to maximize the impact, and split the roles, during the debate as both members must speak.

The first debates begin next week-- On Wednesday.  Monday is rehearsal / strategy session.  Do you need more time?  See me.


BACK TO TOP

WEEK ONE

WEEK TWO ASSIGNMENTS
22 MONDAY

Get Daily Self Tracking Sheet and note today’s learning goal:  using Evidence Based Claims in Debate

How is your use of time?  Be sure to maximize the impact, and split the roles, during the debate as both members must speak.

Everyone has been working very hard to get information and organize their debate that classes have asked to extend the time for preparation... sooo,

you've got it:  you will be able to work Today, Wednesday, and Friday in preparation for the first debates Tuesday and Wednesday.


Prepare a typed (or neatly written) research based outline for your position with "evidence based claims" and citations-- each member should have a copy to use during the debate... it is your "ticket to debate." 

Not everyone on the internet is an expert.  Evaluate your sources (click here)

This is also a way to rebut the opposing side-- if their experts are not real experts... how can we trust what they have to say?

How to Construct a Debate Plan

Need some help for a solid grade???  CONSIDER THIS:

FORMING EVIDENCE-BASED CLAIMS  HERE

NEED HELP???  USE THIS INTERACTIVE  "ORGANIZING EVIDENCE-BASED CLAIMS" 3 CLAIM FORM  HERE  OR 2 CLAIM FORM  HERE  AND PRINT IT OUT OR SAVE IT.

EVIDENCE-BASED CLAIMS CRITERIA CHECKLIST II - G11-12  HERE

EVIDENCE-BASED CLAIMS CRITERIA CHECKLIST I - G11-12  HERE

TEXT-CENTERED DISCUSSIONS CHECKLIST  HERE

EVIDENCE-BASED WRITING RUBRIC  HERE

 

Advanced?  Looking for a challenge?  Visit the following web page:

Logical Fallacies and the Art of Debate


Use the times and format information found in Debate Procedure Here.



Rehearsal for debates.  Place outlines in your personal folder to keep in the classroom.
23 TUESDAY Get Daily Self Tracking Sheet and note today’s learning goal: Accountable Independent Reading  (Self-select text to respond and develop innovative perspectives. Establish and use criteria to classify, select, and evaluate texts to make informed judgments about the quality of the pieces).

Introduction to Independent Reading Assignment—You must have a book selected by Friday.

What do you want to accomplish, or get better at, before the end of your senior year?  Perhaps you can get a reading list for a college course and get a head start? Stony Brook Here  And Here. Or see what kind of writing you will have to do?  Here is ENG101 Standard Freshman Composition at Suffolk County Community College  HERE  Do a search... I'll help!  Or simply go here.  There are oh so many options!  Try searching for "college freshman reading list"  and add your school or major.


Go to Library to select book for  Independent Reading Assignment.
24 WEDNESDAY

Get Daily Self Tracking Sheet and note today’s learning goal:  Evidence Based Claims in Debate

 

 

Adding interest to the debate--  The Victor as demined by scores voted on individual sheets.  We will collect sheets divided into two piles and have students record their votes on the board by tally all sheets must be completed or their vote will not count.    Reward: receive a 100% on any HW Test Quiz Excluding Projects and Final Exam

 

 

 

How is your use of time?  Be sure to maximize the impact, and split the roles, during the debate as both members must speak.

Everyone has been working very hard to get information and organize their debate that classes have asked to extend the time for preparation... sooo,

you've got it:  you will be able to work Today, Wednesday, and Friday in preparation for the first debates Tuesday and Wednesday.

IF YOU NEED TO CHANGE TOPICS-- PLEASE DO THIS BY FRIDAY.  I CAN EXTEND OUR TIME ONLY FOR SO LONG.



25 THURSDAY

Get Daily Self Tracking Sheet and note today’s learning goal: Accountable Independent Reading 

What are your Personal Learning Goals?  What do you need practice in?

Begin by determining the following based on the five weeks you have to complete the reading and the final project.

#1 How long you have to read the text and how long it will take you to read the text (take the number of pages you read in 10minutes and determine how many minutes it will take to read based on the number of pages).

#2 What skill would you like to focus on-- on grade level  here ?  All work proposed MUST have Evidence Based Claims as part of the final project.

#3 What steps will you need to take to complete the published product for your project?  Will you have to take notes as you read?  Will you need to keep a journal with page # citation?  How long to create that video?   How many drafts (from brainstorming to final draft) will you write and include in your final project?  Will you finally learn how to cite and complete an awesome Works Cited page????  What steps in the writing process will you focus on???

#4 What will you need to accomplish in order to complete the required writing and book talk?


Student Brainstorm Project Ideas to share with the class and we discuss how to ensure EBC are incorporated.


As you are working on this independent project, keep in mind we will be covering other material in class!



26 FRIDAY

Get Daily Self Tracking Sheet and note today’s learning goal:   Evidence Based Claims in Debate

How is your use of time?  Be sure to maximize the impact, and split the roles, during the debate as both members must speak.

Everyone has been working very hard to get information and organize their debate that classes have asked to extend the time for preparation... sooo,

you've got it:  you will be able to work Today, Wednesday, and Friday in preparation for the first debates Tuesday and Wednesday.

 

IF YOU NEED TO CHANGE TOPICS-- PLEASE DO THIS BY FRIDAY.  I CAN EXTEND OUR TIME ONLY FOR SO LONG.

Final Book Approval--

All texts and projects must be approved by your parents as part of your proposal.   On Monday we will meet in the computer lab to type up your formal proposal worth 10% of the project grade. 

 

YOU MUST INCLUDE THE FOLLOWING AT THE BOTTOM OF YOUR PROPOSAL:

 

As not all books are taken out of the High School Library.  I, the parent / guardian of (student) ________________________________, approve the student selected book (title)_________________________________ for use on this Independent Reading Project due Thursday May 23rd: additionally, that the subject of, and research for, any self designed project must be appropriate for classroom display.

I AGREE Signed _____________________________________     I AGREE  Student______________________________

 

 

 

 

 

Monday we meet in the computer lab for the last time before we begin debates in class.  It is a chance for you to nail down all of your details.  If you are done... Bring your selected book and begin working on the independent reading assignment.




BACK TO TOP

WEEK TWO

WEEK THREE
29 MONDAY

Monday, Apr 29, 2013  Period 1, room 1102 Period 3, room 2120 Periods 7, 8, 9 room 1211

Complete any final preparation for debate.  All participants should be prepared to go EACH DAY from now until the debates are complete.

Done?  Type up your proposal for Accountable Independent Reading  (Self-select text to respond and develop innovative perspectives. Establish and use criteria to classify, select, and evaluate texts to make informed judgments about the quality of the pieces).

Reading and work on   Project Proposal 10%

Project Ideas we generated: Here

YOU MUST INCLUDE THE FOLLOWING AT THE BOTTOM OF YOUR PROPOSAL:

 

As not all books are taken out of the High School Library.  I, the parent / guardian of (student) ________________________________, approve the student selected book (title)_________________________________ for use on this Independent Reading Project due Thursday May 24th: additionally, that the subject of, and research for, any self designed project must be appropriate for classroom display.

I AGREE Signed _____________________________________     I AGREE  Student______________________________

Print two copies of your proposal, have a parent or guardian sign and return it to me TUESDAY.

 

30 TUESDAY
Update Daily Self Tracking Sheet:    Computer lab AIR Proposal #11  #12 Debate.


Recall, each part of the AIR project must be completed:

The proposal, the book talk with an adult you live with, an essay (critical lens) or SAT, and your final project following your proposal.  All due before Memorial Day weekend.

 

Complete a debate score sheet.  Rehearse for Debate Dates Listed:

Debate Schedule:

Period 7

May 7 Universal Health Care

8th School Uniforms    

9th Gun Laws

10th "Gay Marriage"

13th "Gay" Civil Rights

14th Death Penalty

15th Animal Testing

16th AIR

17th Abortion

Debate Schedule:

Period 8

May 7th Women's roles in society

8th Bloomberg's Soda Law

9th Money or Happiness

10th AIR  Reading

13th Drinking Age

14th Airport Security



MAY1 WEDNESDAY

Update Daily Self Tracking Sheet:   SEE ME IF YOU HAVE NOT SCHEDULED A DEBATE--  THE LOWEST SCORE POSSIBLE FOR THIS QUARTER IS AN ACTUAL ZERO.  AIR PROJECT/ Reading and notes for project.

Recall, each part of the AIR project must be completed:

The proposal, the book talk with an adult you live with, an essay (critical lens) or SAT, and your final project following your proposal.  All due before Memorial Day weekend.





2 THURSDAY

Thursday, May 2, 2013

Periods 1, 3, 7, 8, 9 in room 1211

Senior Memory Book Assignment.  Show me anytime from 31st-June 6th.  Each page worth 1 H.W. assignment.

 

3 FRIDAY

Friday, May 3, 2013

 

Choose:  AIR / Debate / Senior Memory Book

 

Periods 1, 3, 7, 8, 9 in room 1211

 

 

 

BACK TO TOP

WEEK THREE

WEEK FOUR
6 MONDAY

Monday, May 6, 2013

 

 

Choose:  AIR / Debate / Senior Memory Book

Senior Memory Book Assignment.  Show me anytime from 31st-June 6th.  Each page worth 1 H.W. assignment.

 

 

Periods 1, 3 in room 1102, 7, 8, 9 in room 1211

Debate Schedule:

Period 7

May 7 Universal Health Care

8th School Uniforms    

9th Gun Laws

10th "Gay Marriage"

13th "Gay" Civil Rights

14th Death Penalty

15th Animal Testing

16th AIR

17th Abortion

Debate Schedule:

Period 8

May 7th Women's roles in society

8th Bloomberg's Soda Law

9th Money or Happiness

10th AIR  Reading

13th Drinking Age

14th Airport Security

17th Gun Rights

7 TUESDAY
Daily Self Tracking-- DEBATE!

Adding interest to the debate--  The Victor as demined by scores voted on individual sheets.  We will collect sheets divided into two piles and have students record their votes on the board by tally all sheets must be completed or their vote will not count.    Reward: receive a 100% on any H.W. / Test / Quiz / excluding Projects and Final Exam

SET UP DESKS AND PODIUM

Debate Schedule:

Period 7

May 7 Universal Health Care

8th School Uniforms    

9th Gun Laws

10th "Gay Marriage"

13th "Gay" Civil Rights

14th Death Penalty

15th Animal Testing

16th AIR

17th Abortion

Debate Schedule:

Period 8

May 7th Women's roles in society

8th Bloomberg's Soda Law

9th Money or Happiness

10th AIR  Reading

13th Drinking Age

14th Airport Security

17th Gun Rights

8 WEDNESDAY Daily Self Tracking-- DEBATE!

Logical Fallacies and the Art of Debate

Watch for this in your evaluation:

When a topic is not well prepared a person might resort to the following error  (we need to subtract points for each attack and response to this attack by the same):

Argumentum ad hominem (argument directed at the person). This is the error of attacking the character or motives of a person who has stated an idea, rather than the idea itself. Even friends who tease each other may be given a penalty for this.  You are the judge!

 

The most obvious example of this fallacy is when one debater maligns the character of another debater (e.g, "The members of the opposition are a couple of fascists!"), but this is actually not that common. A more typical manifestation of argumentum ad hominem is attacking a source of information -- for example, responding to a quotation from Richard Nixon on the subject of free trade with China by saying, "We all know Nixon was a liar and a cheat, so why should we believe anything he says?" Argumentum ad hominem also occurs when someone's arguments are discounted merely because they stand to benefit from the policy they advocate -- such as Bill Gates arguing against antitrust, rich people arguing for lower taxes, white people arguing against affirmative action, minorities arguing for affirmative action, etc. In all of these cases, the relevant question is not who makes the argument, but whether the argument is valid.


 


Use the times and format information found in Debate Procedure Here.




Adding interest to the debate--  The Victor as demined by scores voted on individual sheets.  We will collect sheets divided into two piles and have students record their votes on the board by tally all sheets must be completed or their vote will not count.    Reward: receive a 100% on any H.W. / Test / Quiz / excluding Projects and Final Exam

SET UP DESKS AND PODIUM


Debate Schedule:

Period 7

8th School Uniforms    

9th Gun Laws

10th "Gay Marriage"

13th "Gay" Civil Rights

14th Death Penalty

15th Animal Testing

16th AIR

17th Abortion

Debate Schedule:

Period 8

8th Bloomberg's Soda Law

9th Money or Happiness

10th AIR  Reading

13th Drinking Age

14th Airport Security

17th Gun Rights

9 THURSDAY Daily Self Tracking-- DEBATE!


Reminder:
Watch for this in your evaluation:

When a topic is not well prepared a person might resort to the following error  (we need to subtract points for each attack and response to this attack by the same):

Argumentum ad hominem (argument directed at the person). This is the error of attacking the character or motives of a person who has stated an idea, rather than the idea itself.  Even friends who tease each other may be given a penalty for this.  You are the judge!





Adding interest to the debate--  The Victor as demined by scores voted on individual sheets.  We will collect sheets divided into two piles and have students record their votes on the board by tally all sheets must be completed or their vote will not count.    Reward: receive a 100% on any H.W. / Test / Quiz / excluding Projects and Final Exam

Logical Fallacies and the Art of Debate


Use the times and format information found in Debate Procedure Here.






SET UP DESKS AND PODIUM


Debate Schedule:

Period 7

9th Gun Laws

10th "Gay Marriage"

13th "Gay" Civil Rights

14th Death Penalty

15th Animal Testing

16th AIR

17th Abortion

Debate Schedule:

Period 8

9th Money or Happiness

10th AIR  Reading bring book!

13th Drinking Age

14th Airport Security

17th Gun Rights

10 FRIDAY
Daily Self Tracking-- DEBATE!


Adding interest to the debate--  The Victor as demined by scores voted on individual sheets.  We will collect sheets divided into two piles and have students record their votes on the board by tally all sheets must be completed or their vote will not count.    Reward: receive a 100% on any H.W. / Test / Quiz / excluding Projects and Final Exam

Logical Fallacies and the Art of Debate


Use the times and format information found in Debate Procedure Here.



SET UP DESKS AND PODIUM

Debate Schedule:

Period 7

10th "Gay Marriage"

13th "Gay" Civil Rights

14th Death Penalty

15th Animal Testing

16th AIR

17th Abortion

Debate Schedule:

Period 8

10th AIR  Reading bring book!

13th Drinking Age

14th Airport Security

17th Gun Rights

BACK TO TOP

WEEK FOUR

WEEK FIVE  
13 MONDAY

Reminder:
Watch for this in your evaluation:

When a topic is not well prepared a person might resort to the following error  (we need to subtract points for each attack and response to this attack by the same):

Argumentum ad hominem (argument directed at the person). This is the error of attacking the character or motives of a person who has stated an idea, rather than the idea itself. Even friends who tease each other may be given a penalty for this.  You are the judge!



Logical Fallacies and the Art of Debate


Use the times and format information found in Debate Procedure Here.


Debate Schedule:

Period 7

13th "Gay" Civil Rights

14th Death Penalty

15th Animal Testing

16th AIR

17th Abortion

Debate Schedule:

Period 8

13th Drinking Age

14th Airport Security

17th Gun Rights

14 TUESDAY


Logical Fallacies and the Art of Debate


Use the times and format information found in Debate Procedure Here.


Debate Schedule:

Period 7

14th Death Penalty

15th Animal Testing

16th AIR

17th Abortion

Debate Schedule:

Period 8

14th Airport Security

17th Gun Rights

15 WEDNESDAY

Logical Fallacies and the Art of Debate


Use the times and format information found in Debate Procedure Here.




Debate Schedule:

Period 7

15th Animal Testing

16th AIR bring book

17th Abortion

Debate Schedule:

Period 8

AIR  Reading

17th Gun Rights


16 THURSDAY


Logical Fallacies and the Art of Debate


Use the times and format information found in Debate Procedure Here.


Debate Schedule:

Period 7

16th Senior Reflections Book / AIR

17th Abortion

Debate Schedule:

Period 8

Senior Reflections Book / AIR

17th Gun Rights

17 FRIDAY

Debate Schedule:

Period 7

17th Abortion

Debate Schedule:

Period 8

Senior Reflections Book / AIR

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WEEK FIVE

WEEK SIX  
20 MONDAY   ALL LATE WORK IS DUE BEFORE FRIDAY

 Sports can be seen as an expression of culture and a transmitter of values. Discuss what about American culture is expressed at the popular sporting events? What American values are conveyed through such experiences?  Are their differences?

Kokoyakyu - High School Baseball  (http://www.hulu.com/#!watch/78682) 


As you view Kokoyakyu - High School Baseball take notes on things that allow these students to overcome adversity for their goals?  Look HERE.

Based on what you have seen or read, what can be learned about Japanese culture from the way baseball is played in Japan? What values are transmitted?

21 TUESDAY As you view Kokoyakyu - High School Baseball take notes on things that allow these students to overcome adversity for their goals?  Look HERE.

As part of your final exam review:  Based on what you have seen or read, what can be learned about Japanese culture from the way baseball is played in Japan? What values are transmitted?
22 WEDNESDAY
Topic selection and brainstorming for one on one fun debates.  You must have an approved outline transferred to index cards to debate.



23 THURSDAY

Thursday, May 23, 2013  AIR Project

Periods 1, 3, 7, 8, 9 in room 1211

24 FRIDAY

Friday, May 24, 2013   AIR PROJECT DUE TODAY  All Late work is due today.

Periods 1, 3, 7, 8, 9 in room 1211

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WEEK SIX

 

WEEK SEVEN  
27 MONDAY OFF  for Holiday       Memorial Day 
28 TUESDAY

 

Work on Senior Memory Book Assignment.  Show me anytime from 31st-June 6th.  Each page worth 1 H.W. assignment.

 

Tuesday, May 28, 2013 

Periods 1, 3, 7, 8, 9 in room 1211

29 WEDNESDAY FINAL EXAM REVIEW
As an alternative to the film study-- Students still electing to do the fun debate must see me to be sure you can debate!  Today is a chance to organize your one on one debate.  It will be scheduled for Tuesday and Friday of next week.    Some have elected to debate and that's great! 

30 THURSDAY
Film and The American Dream  A Film Study  The Challenges of Writing about Film
31 FRIDAY
Film and The American Dream  A Film Study The Challenges of Writing about Film

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WEEK SEVEN

WEEK EIGHT IN CLASS FINAL EXAMS
JUNE 3  MONDAY Film and The American Dream  A Film Study  The Challenges of Writing about Film
Show me the Senior Memory Book Assignment this week!
4 TUESDAY Fun debate or alternative. TBA
5 WEDNESDAY FINAL EXAM                              

         If you arrive late or unprepared (without a pen) you may have to take the Final Exam on a make up day.
6 THURSDAY FINAL MAKE UP                                       If you arrive late or unprepared (without a pen) you may have to take the Final Exam on a make up day.
Senior Memory Book Assignment

Fun debate or alternative.
7 FRIDAY
Fun debate or alternative. TBA

LAST DAY OF CLASS  HAPPY AND SAFE PROM!

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WEEK EIGHT

WEEK NINE
10 MONDAY  
11 TUESDAY  
12 WEDNESDAY  
13 THURSDAY  
14 FRIDAY  

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WEEK NINE

WEEK TEN  
17 MONDAY  
18 TUESDAY  
19 WEDNESDAY  
20 THURSDAY END OF FOURTH QUARTER
21 FRIDAY Conference Day    /  GRADUATION! THIS WEEKEND!

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