April 29, 2008
Just playing with the template. . . not a live blog right now.
Tuesday, April 29, 2008
Sunday, June 03, 2007
SUNDAY
If you have been reading the blog and listening in class, you know that the early reading schedule for Lord of the Flies was as follows: Chapter 1 by Wednesday, 5/30; Chapter 2 by Thursday, 5/31; and Chapter 3 by Friday, June 1. I did not specifically assign Ch. 4 for Monday, although I hope some of you were reading ahead. If you are NOT finished with the first three chapters, though, you are behind, and you must catch up as fast as possible. The rest of the reading schedule is as follows:
Monday, June 4 -- Chapter 4 is homework; be sure that it is read BEFORE class on Tuesday.
For the rest of the days, the chapter listed should be read by the start of class on that day:
Chapter 5--Wednesday, June 6
Chapter 6--Thursday, June 7
Reading Breather Day and DEBATE--Friday, June 8 (also a take-home 1-6 quiz)
Chapter 7--Monday, June 11 (original final debate)
Chapter 8--Tuesday, June 12 (also the debate rescheduled from last week)
Chapter 9--Wednesday, June 13
Chapter 10--Thursday, June 14
Chapter 11--Friday, June 15
Chapter 12--Monday, June 18
I will be in Ashland, Oregon, chaperoning a student trip to the Oregon Shakespeare Festival on June 4-7. You will check vocabulary Unit 15 on Monday and have the quiz on Wednesday; otherwise, you will have lots of reading time in class. I expect you to use it.
If you have been reading the blog and listening in class, you know that the early reading schedule for Lord of the Flies was as follows: Chapter 1 by Wednesday, 5/30; Chapter 2 by Thursday, 5/31; and Chapter 3 by Friday, June 1. I did not specifically assign Ch. 4 for Monday, although I hope some of you were reading ahead. If you are NOT finished with the first three chapters, though, you are behind, and you must catch up as fast as possible. The rest of the reading schedule is as follows:
Monday, June 4 -- Chapter 4 is homework; be sure that it is read BEFORE class on Tuesday.
For the rest of the days, the chapter listed should be read by the start of class on that day:
Chapter 5--Wednesday, June 6
Chapter 6--Thursday, June 7
Reading Breather Day and DEBATE--Friday, June 8 (also a take-home 1-6 quiz)
Chapter 7--Monday, June 11 (original final debate)
Chapter 8--Tuesday, June 12 (also the debate rescheduled from last week)
Chapter 9--Wednesday, June 13
Chapter 10--Thursday, June 14
Chapter 11--Friday, June 15
Chapter 12--Monday, June 18
I will be in Ashland, Oregon, chaperoning a student trip to the Oregon Shakespeare Festival on June 4-7. You will check vocabulary Unit 15 on Monday and have the quiz on Wednesday; otherwise, you will have lots of reading time in class. I expect you to use it.
Thursday, May 31, 2007
TODAY IN CLASS
Debate topic: Medical insurance
Tomorrow's topic: required drug-testing for student athletes
Next debate: Friday, June 8
LORD OF THE FLIES
We discussed Chapter 1 yesterday. You should have read Chapter 2 for today and Chapter 3 by tomorrow.
UPCOMING
Prepare Unit 15 vocabulary work for Monday; your final regular unit quiz will be on Wednesday, June 6. Remember that there is a final test over units 8-15 (during the week of June 11)
Debate topic: Medical insurance
Tomorrow's topic: required drug-testing for student athletes
Next debate: Friday, June 8
LORD OF THE FLIES
We discussed Chapter 1 yesterday. You should have read Chapter 2 for today and Chapter 3 by tomorrow.
UPCOMING
Prepare Unit 15 vocabulary work for Monday; your final regular unit quiz will be on Wednesday, June 6. Remember that there is a final test over units 8-15 (during the week of June 11)
Tuesday, May 29, 2007
TODAY IN CLASS
Third Debate: SUV "gaz-guzzler" tax
Students received Lord of the Flies
Tomorrow's debate has been rescheduled for June 12--adjust your calendar.
HOMEWORK
Read Chapter 1: "The Sound of the Shell"
1) Be absolutely clear about how the boys became stranded alone.
2) Know exactly what the title refers to and what some early expectations might be about the significance of the shell
3) Which character that we meet in Chapter 1 seems to you to be the most intriguing? Why?
Third Debate: SUV "gaz-guzzler" tax
Students received Lord of the Flies
Tomorrow's debate has been rescheduled for June 12--adjust your calendar.
HOMEWORK
Read Chapter 1: "The Sound of the Shell"
1) Be absolutely clear about how the boys became stranded alone.
2) Know exactly what the title refers to and what some early expectations might be about the significance of the shell
3) Which character that we meet in Chapter 1 seems to you to be the most intriguing? Why?
Monday, May 28, 2007
Monday, May 21, 2007
TODAY IN CLASS
Congratulations to all of you who have been using your calendars provided in class. Both the original debate calendar and the revision passed out on Friday showed that Vocab Unit 14 was due today. So we stamped it on schedule, and the quiz will be on Wednesday. The same calendar shows that we do NOT have vocab next week (Monday is the Memorial Day holiday). Unit 15 will be due on Monday, June 4, with the unit quiz on June 6. There will be no "review quiz" for Units 13-15, though you will obviously need to study them yourself. There will be a test--counted as part of your final exam--on units 8-15 scheduled for after all the debates have concluded.
The ongoing struggle for debate is "What do I write?" The only format provided is for the first Affirmative and Negative Plans--see your debate packet. But even that "format" is somewhat vague, because the actual cases depend on YOUR subject and YOUR research and YOUR framing of the argument. That is what debate is all about. And although many groups have assigned one person to Affirmative and one person to Negative, let me remind you that you DON"T KNOW which side you will actually be on the day of the debate. However, as partners, you'll both be the same thing, so you had both better know your case inside out. SO here is what I suggest: if you write the main affirmative and negative plans separately, then either SWITCH for the rebuttals, or both of your work jointly on the rebuttals. The 2nd Affirmative and 2nd Negatives continue to present documented support, but they are aimed at what you imagine the counter-arguments to be. The final rebuttals are much shorter, usually have less documentation, and do in fact represent only "your best guess"--the other side (the opposing team, the ones who are writing their own Affirmative and Negative cases) might surprise you completely.
Remember, your homework is to do lots of this outside class. Tuesday is really the last day to work on your writing. I'm not expecting typing to get done in class; that's on-going homework. The library is open (finally!) now that AP testing is over, and if you need to come into the classroom after school to work this week, that's OK too.
Everyone's written work is due on Thursday (see revised schedule!!) regardless of when you actually debate. However, you can certainly hang on to your box of notecards until you actually debate. You will want to review them carefully the couple of days before your debate. Remember that the copies you hand in to me will not be returned until after the debates are over--you and your partner need to have copies of your own to review and have available during the actual debate. i will NOT be returning my copy to you for you to use during the debate.
Congratulations to all of you who have been using your calendars provided in class. Both the original debate calendar and the revision passed out on Friday showed that Vocab Unit 14 was due today. So we stamped it on schedule, and the quiz will be on Wednesday. The same calendar shows that we do NOT have vocab next week (Monday is the Memorial Day holiday). Unit 15 will be due on Monday, June 4, with the unit quiz on June 6. There will be no "review quiz" for Units 13-15, though you will obviously need to study them yourself. There will be a test--counted as part of your final exam--on units 8-15 scheduled for after all the debates have concluded.
The ongoing struggle for debate is "What do I write?" The only format provided is for the first Affirmative and Negative Plans--see your debate packet. But even that "format" is somewhat vague, because the actual cases depend on YOUR subject and YOUR research and YOUR framing of the argument. That is what debate is all about. And although many groups have assigned one person to Affirmative and one person to Negative, let me remind you that you DON"T KNOW which side you will actually be on the day of the debate. However, as partners, you'll both be the same thing, so you had both better know your case inside out. SO here is what I suggest: if you write the main affirmative and negative plans separately, then either SWITCH for the rebuttals, or both of your work jointly on the rebuttals. The 2nd Affirmative and 2nd Negatives continue to present documented support, but they are aimed at what you imagine the counter-arguments to be. The final rebuttals are much shorter, usually have less documentation, and do in fact represent only "your best guess"--the other side (the opposing team, the ones who are writing their own Affirmative and Negative cases) might surprise you completely.
Remember, your homework is to do lots of this outside class. Tuesday is really the last day to work on your writing. I'm not expecting typing to get done in class; that's on-going homework. The library is open (finally!) now that AP testing is over, and if you need to come into the classroom after school to work this week, that's OK too.
Everyone's written work is due on Thursday (see revised schedule!!) regardless of when you actually debate. However, you can certainly hang on to your box of notecards until you actually debate. You will want to review them carefully the couple of days before your debate. Remember that the copies you hand in to me will not be returned until after the debates are over--you and your partner need to have copies of your own to review and have available during the actual debate. i will NOT be returning my copy to you for you to use during the debate.
Subscribe to:
Posts (Atom)
