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)
Thursday, May 31, 2007
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.
Tuesday, May 15, 2007
Saturday, May 12, 2007
SATURDAY POSTING
Friday's class was devoted to working on note cards. Some of you were seriously devoted to said task, are well on your way to 70 cards by Thursday, and may consider yourselves free of homework. However, quite a few of you chatted, sat quietly but with a pristine desk in front of you, wandered away from intended computer uses, or formed the audience for D's amazing demonstration of keyboard virtuosity. . . you must do outside of class what you've been neglecting during your allotted time.
Remember that we are NOT doing vocabulary this coming week. It's certainly OK if you work ahead, but it's not homework this week-end. Focus on debate notecards. Use your brain to see what kind of coverage you're getting for the topic--success doesn't lie in merely having the required number of cards.
Friday's class was devoted to working on note cards. Some of you were seriously devoted to said task, are well on your way to 70 cards by Thursday, and may consider yourselves free of homework. However, quite a few of you chatted, sat quietly but with a pristine desk in front of you, wandered away from intended computer uses, or formed the audience for D's amazing demonstration of keyboard virtuosity. . . you must do outside of class what you've been neglecting during your allotted time.
Remember that we are NOT doing vocabulary this coming week. It's certainly OK if you work ahead, but it's not homework this week-end. Focus on debate notecards. Use your brain to see what kind of coverage you're getting for the topic--success doesn't lie in merely having the required number of cards.
Thursday, May 10, 2007
TODAY IN CLASS
Essays turned in.
Reminder: POST BEFORE MIDNIGHT to turnitin.com
There was time to work on notecards--some folks used it well, some did not. Be sure to come prepared tomorrow with your notecards and print-outs or books to work on. I'm out of notecards, by the way--you were to have bought your own or arranged to split a big package with someone else.
IN CLASS TOMORROW
More worktime. Remember that next Thursday is the deadline for your 70 cards (cards due at the beginning of class). Not all of every period will be time to work. We will have a teaching session on citation format, and further instruction on the next partnership step; most groups will want to get started on the next step earlier than the official "due date" for all of the notecards. So you need to take full advantage of a day like tomorrow, totally devoted to your own work time.
Essays turned in.
Reminder: POST BEFORE MIDNIGHT to turnitin.com
There was time to work on notecards--some folks used it well, some did not. Be sure to come prepared tomorrow with your notecards and print-outs or books to work on. I'm out of notecards, by the way--you were to have bought your own or arranged to split a big package with someone else.
IN CLASS TOMORROW
More worktime. Remember that next Thursday is the deadline for your 70 cards (cards due at the beginning of class). Not all of every period will be time to work. We will have a teaching session on citation format, and further instruction on the next partnership step; most groups will want to get started on the next step earlier than the official "due date" for all of the notecards. So you need to take full advantage of a day like tomorrow, totally devoted to your own work time.
Wednesday, May 09, 2007
TODAY IN CLASS
Vocab Quiz for Unit 13
Went over debate hand-out
TOMORROW
To Kill a Mockingbird Essay is due
(Underline the title. I didn't because I can't on blogger.com)
Turn in Final Draft, First Draft, and Self-Edit Sheet
Also post to turnitin.com
In Class Tomorrow--
Work time on note cards. Some of you will get computer access time, but come prepared with some print-outs or print materials (books!) to take notes from.
Vocab Quiz for Unit 13
Went over debate hand-out
TOMORROW
To Kill a Mockingbird Essay is due
(Underline the title. I didn't because I can't on blogger.com)
Turn in Final Draft, First Draft, and Self-Edit Sheet
Also post to turnitin.com
In Class Tomorrow--
Work time on note cards. Some of you will get computer access time, but come prepared with some print-outs or print materials (books!) to take notes from.
Tuesday, May 08, 2007
TODAY IN CLASS
Two things were stamped: Vocab Unit 13 and the first draft of the essay
We went over vocab--QUIZ ON WEDNESDAY
First draft: the self-edit handout hopefully pointed out any shortcomings in the paper. Don't feel bad if you misunderstood part of the earlier directions; lots of things were coming your way pretty fast. However, you had the original hand-out, plus two additional hand-outs, and if you read all three things should have been pretty clear. In any case, you have two days to fix things up.
HOMEWORK
Review Vocab 13.
Finish the self-edit sheet; start working on revisions.
Remember that the final draft must be in MLA format. The Works Cited (since it's only one work) does NOT have to be on a separate page. Leave extra space, center Works Cited, and write the correct entry for the text we used. Check the Purdue OWL if you don't remember a single-book citation, or look in your Debate Packet for a single-book citation. (Note that many college teachers don't require a Works Cited for single-source papers, especially if you're all using the same edition. But since we're about to do lots of citations, this is good practice.) The first in-text citation can say (Lee 53) or whatever page, but after that, just use the page in ( ) as today's hand-out said to do.
Two things were stamped: Vocab Unit 13 and the first draft of the essay
We went over vocab--QUIZ ON WEDNESDAY
First draft: the self-edit handout hopefully pointed out any shortcomings in the paper. Don't feel bad if you misunderstood part of the earlier directions; lots of things were coming your way pretty fast. However, you had the original hand-out, plus two additional hand-outs, and if you read all three things should have been pretty clear. In any case, you have two days to fix things up.
HOMEWORK
Review Vocab 13.
Finish the self-edit sheet; start working on revisions.
Remember that the final draft must be in MLA format. The Works Cited (since it's only one work) does NOT have to be on a separate page. Leave extra space, center Works Cited, and write the correct entry for the text we used. Check the Purdue OWL if you don't remember a single-book citation, or look in your Debate Packet for a single-book citation. (Note that many college teachers don't require a Works Cited for single-source papers, especially if you're all using the same edition. But since we're about to do lots of citations, this is good practice.) The first in-text citation can say (Lee 53) or whatever page, but after that, just use the page in ( ) as today's hand-out said to do.
Monday, May 07, 2007
TODAY IN CLASS
We went over most of the Debate packet. Write down (so you'll remember) any further questions you might have on the first several pages (except for exact format of citations--we will do more with that for sure).
We did NOT get to Vocab 13. Hope you did it anyway, because there's plenty more to be doing tonight. We will check it on Tuesday.
FOR TOMORROW
Typed draft of the essay on To Kill a Mockingbird. If you run short of time, focus the MOST on the three body paragraphs. Look back at the last section of the blog for Thursday, May 3. That list of requirements is the core of what we will be checking for tomorrow. Use it now to make sure your draft is on the right track.
We went over most of the Debate packet. Write down (so you'll remember) any further questions you might have on the first several pages (except for exact format of citations--we will do more with that for sure).
We did NOT get to Vocab 13. Hope you did it anyway, because there's plenty more to be doing tonight. We will check it on Tuesday.
FOR TOMORROW
Typed draft of the essay on To Kill a Mockingbird. If you run short of time, focus the MOST on the three body paragraphs. Look back at the last section of the blog for Thursday, May 3. That list of requirements is the core of what we will be checking for tomorrow. Use it now to make sure your draft is on the right track.
Thursday, May 03, 2007
TODAY IN CLASS
I know you're stressing about the debate project. It's all new. I have found, though, that my talking about it for two full days first is a) boring and b) most folks don't listen well even if they're quiet. However, if you get straight into the project, you know exactly what sorts of things ARE important to figure out--and fast. Some of that material was what I highlighted in today's hand-out. If you didn't read it at the start of class, read it now. And note that part of the instructions are to read the packet, esp. pp. 3-13. Do that, please. I'm posting the complete hand-out here on the blog, but I'm not posting the debate packet itself. Have it with you in class tomorrow, and get notecards tonight if you can. (If you can't, bring properly--and neatly--cut paper as a 3 x 5 substitute.)
Here's the hand-out in case you didn't get home with yours. Please read the whole thing (both sides):
The Debate Side
You will need to get your own 3 x 5 notecards or buy enough to be split among several people. Each person needs a minimum of 70, and some students will use more.
Stay in your seats until I have distributed the topic assignment. NOTE THAT THE NUMBERING IS DIFFERENT FROM THIS YEAR’S PACKET! You must go by what is on the sheet I hand you.
Today’s work in the library
1. Write your name plainly on the FRONT COVER of your debate packet.
2. Within your group of four, decide on partner pairings. These partners—not the group as a whole—will work most closely together. You and your partner together are responsible for 140 notecards—yes, you should probably have nearly equal amounts, but sometimes one person does wind up doing more cards than the other person for one reason or another.
3. No one knows now whether you will be on the Affirmative or Negative side on the day of the debate. You need to collect evidence for both sides, and your partnership will be responsible for written components from both sides. It is UNWISE to have partners split up (affirmative vs. negative) on the data collection. Instead, split articles and/or specific components of your issue.
4. We can only have the library today and tomorrow; after that it will be closed because of AP testing. As a result, be sure to focus on things that you NEED to do in the library. Find appropriate books, if available, and access anything that is available only through the IHS server. Note, however, that many sources can be accessed from elsewhere if you use the correct passwords. (Hand-out provided)
5. There WILL be some further time provided in class, using the class computers on a shared/rotating basis, but a large percentage of the sophomore debate research needs to be conducted on your own from home, from the King County library (just down the street and around the corner), or in my room after school (or the school library if/when it’s available).
6. You should not waste class time working on the format of your source cards (they are the ones containing the information for the Works Cited). Get the material down on paper as you did for class on Tuesday. Change it to the proper format later.
7. Remember that only ONE FACT should go on each notecard. Put the author and page (or whatever the identifying info will be) in the TOP LEFT of the card. In the TOP MIDDLE, write a brief identifying phrase for the exact topic of the note on that card. See pages 3-4 (actually the first two pages) of the packet. Do not worry right now about what goes in the upper right corner of the card.
8. Read the RESEARCH: Source Requirements paragraph on page 3. Many students like to use a general encyclopedia to get started, and that’s fine SO LONG AS YOU DON’T COUNT IT AS ONE OF YOUR SEVEN. If you have 8 or more sources (the best papers usually have around ten—sometimes more!), than using an encyclopedia as one source is OK. (I will make one modification, but it shouldn’t concern you today.)
9. Use class time today in productive research.
10. Debate homework tonight is
1) read the entire packet, if you did not get to it last night, and write down any questions you have from pp. 3-13
2) do five more notecards at home tonight
3) get notecards tonight, or bring pre-cut paper with you for the library tomorrow. HAVE NOTECARDS FOR SURE BY MONDAY
The Rest of English Class Side
To Kill a Mockingbird Essays
There will be a first draft due on Tuesday, May 8. I will be giving you something tomorrow that will be required as well as the actual typed, MLA-formatted draft. It will be different from the familiar “shaping sheets.” If you want to use those as well, of course, you are totally free to download them from the school web site; you can also type up a similar format yourself. However, what I’m going to require is more of a check that you’ve done what you KNOW is necessary, either in general or for the instructions provided for this essay.
Clear thesis that controls the main idea for the essay
For each body paragraph, a clear Topic Sentence (“body thesis”) that specifies both
the character and the nature of the lesson Scout (or Scout and Jem) learn
Supporting context to provide appropriately clear lead-ins and commentary for your
CD’s:
• At least one quotation per paragraph from the character you are discussing
• At least one other CD (may be paraphrased) to something that character says/does
that makes part of the lesson the children learn
• An optional further CD per paragraph, either quoted or paraphrased. Make sure that
no quotes are left “floating” (stranded, orphaned, naked. . . .)
Your essay will of course also need appropriate introductory and concluding paragraphs, but they are not part of the written check-off template.
So you should be working on this essay outside of class. Again, the draft is due on Tuesday.
Vocabulary
We will check Unit 13 on Monday, May 7. The quiz will be Wednesday, May 9.
I know you're stressing about the debate project. It's all new. I have found, though, that my talking about it for two full days first is a) boring and b) most folks don't listen well even if they're quiet. However, if you get straight into the project, you know exactly what sorts of things ARE important to figure out--and fast. Some of that material was what I highlighted in today's hand-out. If you didn't read it at the start of class, read it now. And note that part of the instructions are to read the packet, esp. pp. 3-13. Do that, please. I'm posting the complete hand-out here on the blog, but I'm not posting the debate packet itself. Have it with you in class tomorrow, and get notecards tonight if you can. (If you can't, bring properly--and neatly--cut paper as a 3 x 5 substitute.)
Here's the hand-out in case you didn't get home with yours. Please read the whole thing (both sides):
The Debate Side
You will need to get your own 3 x 5 notecards or buy enough to be split among several people. Each person needs a minimum of 70, and some students will use more.
Stay in your seats until I have distributed the topic assignment. NOTE THAT THE NUMBERING IS DIFFERENT FROM THIS YEAR’S PACKET! You must go by what is on the sheet I hand you.
Today’s work in the library
1. Write your name plainly on the FRONT COVER of your debate packet.
2. Within your group of four, decide on partner pairings. These partners—not the group as a whole—will work most closely together. You and your partner together are responsible for 140 notecards—yes, you should probably have nearly equal amounts, but sometimes one person does wind up doing more cards than the other person for one reason or another.
3. No one knows now whether you will be on the Affirmative or Negative side on the day of the debate. You need to collect evidence for both sides, and your partnership will be responsible for written components from both sides. It is UNWISE to have partners split up (affirmative vs. negative) on the data collection. Instead, split articles and/or specific components of your issue.
4. We can only have the library today and tomorrow; after that it will be closed because of AP testing. As a result, be sure to focus on things that you NEED to do in the library. Find appropriate books, if available, and access anything that is available only through the IHS server. Note, however, that many sources can be accessed from elsewhere if you use the correct passwords. (Hand-out provided)
5. There WILL be some further time provided in class, using the class computers on a shared/rotating basis, but a large percentage of the sophomore debate research needs to be conducted on your own from home, from the King County library (just down the street and around the corner), or in my room after school (or the school library if/when it’s available).
6. You should not waste class time working on the format of your source cards (they are the ones containing the information for the Works Cited). Get the material down on paper as you did for class on Tuesday. Change it to the proper format later.
7. Remember that only ONE FACT should go on each notecard. Put the author and page (or whatever the identifying info will be) in the TOP LEFT of the card. In the TOP MIDDLE, write a brief identifying phrase for the exact topic of the note on that card. See pages 3-4 (actually the first two pages) of the packet. Do not worry right now about what goes in the upper right corner of the card.
8. Read the RESEARCH: Source Requirements paragraph on page 3. Many students like to use a general encyclopedia to get started, and that’s fine SO LONG AS YOU DON’T COUNT IT AS ONE OF YOUR SEVEN. If you have 8 or more sources (the best papers usually have around ten—sometimes more!), than using an encyclopedia as one source is OK. (I will make one modification, but it shouldn’t concern you today.)
9. Use class time today in productive research.
10. Debate homework tonight is
1) read the entire packet, if you did not get to it last night, and write down any questions you have from pp. 3-13
2) do five more notecards at home tonight
3) get notecards tonight, or bring pre-cut paper with you for the library tomorrow. HAVE NOTECARDS FOR SURE BY MONDAY
The Rest of English Class Side
To Kill a Mockingbird Essays
There will be a first draft due on Tuesday, May 8. I will be giving you something tomorrow that will be required as well as the actual typed, MLA-formatted draft. It will be different from the familiar “shaping sheets.” If you want to use those as well, of course, you are totally free to download them from the school web site; you can also type up a similar format yourself. However, what I’m going to require is more of a check that you’ve done what you KNOW is necessary, either in general or for the instructions provided for this essay.
Clear thesis that controls the main idea for the essay
For each body paragraph, a clear Topic Sentence (“body thesis”) that specifies both
the character and the nature of the lesson Scout (or Scout and Jem) learn
Supporting context to provide appropriately clear lead-ins and commentary for your
CD’s:
• At least one quotation per paragraph from the character you are discussing
• At least one other CD (may be paraphrased) to something that character says/does
that makes part of the lesson the children learn
• An optional further CD per paragraph, either quoted or paraphrased. Make sure that
no quotes are left “floating” (stranded, orphaned, naked. . . .)
Your essay will of course also need appropriate introductory and concluding paragraphs, but they are not part of the written check-off template.
So you should be working on this essay outside of class. Again, the draft is due on Tuesday.
Vocabulary
We will check Unit 13 on Monday, May 7. The quiz will be Wednesday, May 9.
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