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.