April 29th, 2013

4/29/13
 
In Class:
Journal--  Describe your ideal birthday celebration. You have unlimited financial resources, but only 24 hours. Who would come? What would you do?

GMX--  Run-ons, Comma Splices, Fragments, and Complete Sentences
Reviewed definitions of run-ons, comma splices, and fragments and methods for correcting these errors.
Mini-quiz as a class:
Identify and correct the sentence structure errors in the following paragraph (from “Boulder homeless overflow shelter sets record for guests” by Joe Rubino. Daily Camera. 23 April 2013. Web. 28 April 2013.)  :

     This month's heavy snowfall -- combined with the schedule at the Boulder Shelter for the Homeless -- prompted Boulder Outreach for Homeless Overflow to set a record of its own. The nonprofit organization, better known as BOHO. It has partnered with various faith communities in Boulder since 2009, these partners offer emergency overnight shelters for homeless people on nights with freezing temperatures or when it rains or snows. The overflow shelters were established to support people who could not find space at the Boulder Shelter, which has 120 beds at its winter shelter on Thursday, BOHO set a record. This shelter at Congregation Har Hashem took in 162 guests. The Boulder Shelter typically closes its overnight shelter April 15 each year. After a large storm brought more snow to Boulder early last week. It stayed open a few extra nights before closing Thursday.

Reviewed "stoplight" formula construction of paragraphs.

Discussed Miranda Rights and the U.S. Constitution's Bill of Rights, then screened “Weak Constitution." In stop-light format, each student wrote a paragraph in response to the prompt: Should suspects in extreme terrorist acts be afforded the same rights as other criminals? 

Homework:
Finish reading "The Rich Brother" by Wednesday.
Finish the paragraph you wrote today if you didn't finish in class.
Catch up on any missing work.   

April 24th, 2013

4/24/13

In Class:
 -->Journal--  Imagine you are in the midst of an apocalypse-esque event. You are allowed to bring one item from your bedroom with you. It can be of practical, sentimental, or artistic value. What do you bring and why?

GMX--  Run-ons, Comma Splices, Fragments, and Complete Sentences
Turn the following sentence fragments into complete sentences by adding information or changing the structure.
    1) Raced down the street.
    2) Landed in the cornfield.
    3) Got out of the large gray van.
    4) Whenever she smokes a cigarette.
    5) Gary, on the bass guitar and kazoo.

As a class, reviewed thesis statements and then studied the "stoplight" method of paragraph construction:
    Stop              Topic Sentence (T3, O/P, etc.)
    Slow              Main Point #1
      Go               Detail/explanation
                         Main Point #2
                         Detail/explanation
                         Main Point #3
                         Detail/explanation
                         Wrap-up sentence (re-state thesis) OR Transition to next paragraph

Students worked independently on midterms, missing work, or missing journal prompts.




Exit ticket: "If I do one thing to be more successful during the second half of the block, it will be..."
Homework:
Submit journals by 9:00 AM Thursday morning!
Catch up on missing work.

April 22nd, 2013

4/22/13

In Class:
Journal--  Respond to the following quote: "When one tugs at a single thing in nature, he finds it attached to the rest of the world." - John Muir

GMX--  Run-Ons, Comma Splices, Fragments, and Complete Sentences
How to Correct a Run-On or Comma Splice
Ex.: Tuna fish sandwiches are disgusting I prefer PB&J.
1) Make the two independent clauses into two sentences.
Tuna fish sandwiches are disgusting. I prefer PB&J.
2) Use a colon (:) or a semi-colon (;) -- whichever is appropriate.
Tuna fish sandwiches are disgusting; I prefer PB&J.
3) Coordination (Conjunction: FANBOYS)
Tuna fish sandwiches are disgusting so I prefer PB&J.
4) Subordination (Conjunction: independent becomes dependent).
Because tuna fish sandwiches are disgusting, I prefer PB&J.

Instruction in the use of thesis statements: T3 format.
T: General topic, position, idea, or argument
3: Lay out three related but separate support ideas or dimensions.
Ex.: T: Wool sweaters are the best 3: fuzzy, warm, and super hip. T3: Wool sweaters are the best because they are fuzzy, warm, and super hip. Alternatively, Wool sweaters are the best because they are comfortable and fashionable, or Wool sweaters are the best because they make me feel good and look good.

Students worked independently on midterms, missing work, or homework.

Exit ticket: Approximately what percentage of your midterm have you completed?

Homework:
Midterm!
Missing work?
Missing journals?
Read "The Rich Brother" by Tobias Wolff by May 1st.

April 17th, 2013

4/17/13
 
In Class:
Journal--  Respond to the following quote: “Conformity is the jailer of freedom and the enemy of growth.” - John F. Kennedy

GMX--  Run-Ons, Comma Splices, Fragments, and Complete Sentences 
What is a run-on sentence? What is a comma splice? What is a fragment?
Identify the following sentences as run-ons (R/O), comma splices (C/S), fragments (F), or complete sentences (Comp.). Fix those errors which you identify.
__ 1) By 4 o’clock yesterday, Boulder had received over a foot of snow.
__ 2) More snow than we’ve had in any other storm this year.
__ 3) However, we needed the precipitation, the summer drought can be dangerous.
__ 4) The roads were icy school was not canceled or delayed.
__ 5) At least the skiing will be good this weekend.
Reviewed questions on midterm assignment.

Timed Writing #3: "Just Walk on By: A Black Man Ponders His Power to Alter Public Space" by Brent Staples
Applying the six traits of writing, each student will wrote an essay in 30 minutes in response to the following prompt:

Brent Staples’ essay, “Just Walk on By: A Black Man Ponders His Power to Alter Public Space,” describes how the author experiences racial profiling in his day-to-day life. Reflect on this exploration and your own experiences by responding to one of the following prompts:
      a) Staples originally published this essay in 1986. Do you think racism and racial profiling are still a problem in our contemporary society? How is racism different from/similar to the racism of the previous centuries?
      b) Reflect on a time you were profiled by someone else based on a singular trait, like age, race, gender, weight, socioeconomic status, etc. What does this experience reflect about that person? About our society?
                  OR
      c) If young black men are disproportionately represented in the population of ‘muggers,’ as Staples suggests, is it okay for other people to protect themselves by avoiding threats, like potential muggers? What factors might contribute to the black, male youth population becoming involved in crime at a different rate than other demographics?
Your response does not need to reflect any particular stance on race or ethnicity, but write with conviction, thoughtfulness and consider your personal experiences.


Students worked independently on midterm research.

Exit ticket: List three careers you’re considering for your midterm project.

Homework:
Work on your midterm project, and bring that work to class with you on Monday.
Catch up on any missing work.

April 15th, 2013

4/15/13

In Class:
Journal--  Imagine someone who has been homeschooled for his/her entire life. Describe to him/her what to expect on his/her first day at Boulder Prep.

GMX--  Run-on Sentences, Comma Splices, Fragments, and Complete Sentences
Review of independent and dependent clauses.
Defined run-on sentence, comma splice, sentence fragment, and complete sentence.
Identify what each clause combination creates:
   independent. = _____
   dependent. = _____
   independent + independent. = _____
   dependent + , + independent. = _____
   independent + , + independent. = _____
   independent + dependent. = _____

Instruction on the use of thesis statements and essay organization, specifically focusing on the use of occasion/position statements.
Occasion: circumstance, topic, problem, or event that prompts your writing
   -> Begins with a subordinating conjunction (see separate sheet) 
Position: consequence, statement, solution, or reaction – what you’re trying to present, explain, or prove.
   -> Directly, explicitly identifies that point or message

As a class, we read Point-Counterpoint articles (Pro, Con) on gun control. Then, we constructed an occasion/position statement for each side of the debate.

Reviewed midterm assignment (see separate post).

Exit ticket: What was the best vacation you've ever had?

Homework:
On a topic of your choice, write an occasion/position statement in the style we studied today.
Read and annotate "Just Walk On By" by Brent Staples.
Begin thinking about midterm topics.

Midterm Writing Assignment

Elements of Language Arts – Midterm

Due April 24^th, 2013

In order to explore the significance that reading, writing, speaking, and listening will hold in your life outside of school, you will complete a brief research project on a career of your choice. Additionally, this assignment will allow you to demonstrate your growing competence in the fields of writing and communication.

Assignment: Your task is to identify the styles and uses of literacy in a career field of your choice. (Keep in mind: literacy refers to reading, writing, speaking, and listening.) You should ask yourself the following questions while investigating:

· What sort of texts does one encounter in this career?

· What sort of language is used by the people in this occupation?
· What specific literary strengths must one have to be successful in this field?
· What educational background do people of this occupation have? What standards of literacy does it require?
· What is the practical application of literacy in this job field?

In order to answer these questions (and others that you may have), you will have to do independent research. You may use any reliable resource, including books, the Internet, and people directly involved with the career field. However, all your research must be documented. Any information that you gather from any source outside of your own knowledge needs to be properly cited. The citations should be in MLA format: consult Shane or Purdue OWL (http://owl.english.purdue.edu/owl/resource/747/01/) for information on proper citations.

Your paper should be typed in 12-point font, double-spaced, with one-inch margins. It should be no fewer than two pages.

Tips for success on this project:

·      Start early. The more time you allow yourself, the better your research and writing will be.

·      Ask questions. I’m here to support you throughout this project—you are absolutely welcome to ask for help, to bounce ideas off me, or to just chat.

·      Choose a career that really matters to you; not only will it make this project more relevant, but it will make your writing more meaningful and lively.

April 10th, 2013

4/10/13

In Class:
Journal--  Picture your bedroom/living space at home. Describe each artifact in detail; reflect on what it says about your identity, personality, or interests.

GMX--  Complete and Incomplete Sentences

Identify whether the following sentences are complete or incomplete thoughts; edit the incomplete thoughts to be complete.
    __ 1) Josue, drawing in his notebook.
    __ 2) Karl, who wears a black hoodie, loves reading.
    __ 3) Listening to music on his iPod.
    __ 4) When Slyker is on time for class.
    __ 5) Because Seth likes to dirt bike.

To follow up on critical reading annotation techniques from last class, we identified important questions to ask before, during, and after reading:

• What words and expressions do I not understand yet?
• What messages and ideas is the author trying to express? What is the author saying?
• Where is the author coming from? (What gives her the right to write?) 
• Do I agree with the author? 
• What evidence/argument does the author use? (pathos, logos, ethos)

Timed Writing #2: "Salvation" by Langston Hughes
Applying the six traits of writing, each student wrote an essay in 30 minutes in response to the following prompt:

In “Salvation,” Langston Hughes reflects on a specific encounter with religion from his childhood. Reflect on your own interactions with religion in response to one of the following:
    a) Hughes repeats the expression “bring the young lambs to the fold;” what does this imply about conformity, particularly in religious institutions?
    b) Describe an experience in which you’ve had to confront the idea of ‘faith’ (as opposed to ‘fact’ or ‘knowledge’).
    c) Hughes explains that his family and church tried to “save” him at age twelve. When should children be introduced to the ideas of religion, God, and salvation? How should complex and didactic topics like this be approached? 
          OR
   d) Voltaire once said, "If God did not exist, it would be necessary to invent him." How do you see this concept of invention applied in Hughes' memoir? What does this story say about creating religion, God, and salvation?
 
Your response does not need to reflect any particular stance on any particular religion, but write with conviction and consider your personal experiences. 


Exit Ticket: List the six traits of writing.


Homework:
Read and annotate "Stonehenge and the Louvre Were Cool" by Carol Lucci Wisner. Answer the critical reading questions we identified in class.
Catch up on any missing work.

April 8th, 2013

3/8/13

In Class:
Journal--  Describe the image using vivid detail.

GMX--  Independent and Dependent Clauses
Define the following terms:
subject:
   Example:
verb:
   Example: 

independent clause:
   Example: 

dependent clause:
   Example:

In small groups, students read "Reading Processes" to explore active, critical reading techniques and approaches. Discussed the difference between critical reading and casual reading and practiced annotation on "What Meets the Eye" by Daniel Anskt.

Exit Ticket: If you could ask one historical figure one question, who would it be and what would you ask?

Homework:
Read and annotate "Salvation" by Langston Hughes.

April 3rd, 2013

4/3/13

In Class:
Journal--  Respond to the following quote:
“Take advantage of every opportunity to practice your communication skills so that when important occasions arise, you will have the gift, the style, the sharpness, the clarity, and the emotions to affect other people.” -Jim Rohn


Instruction in Six Traits of Writing: Ideas/Content, Diction (word-level), Flow (sentence-level), Organization (comprehensive-level), Grammar/Mechanics, and Voice.

 
Independently, students read “Superman and Me: The Joy of Reading and Writing” by Sherman Alexie. Then, applying the six traits, each student wrote an essay in 30 minutes in response to the following prompt:
In the story “Superman and Me,” Sherman Alexie tells the story of how he began to understanding reading and writing as significant influences in his life. Using your own experiences with literacy, describe:
     a) one particular experience with reading/writing that you consider significant,
     b) your own journey to becoming a literate person,
                 OR
     c) the role that reading/writing have played in your life.

Exit Ticket: What is your favorite place to be?

Homework:
Decorate notebook/folder by Tuesday.
Define "complete."

April 1st, 2013

4/1/13

In Class:
Welcome and journal set-up.

Journal-- What does it mean to be a “reader” or “writer?” Do you consider yourself either (or both)? What contexts in life would you need to know how to read and/or write? 

Screened and discussed "The Power of Words" in regards to communication and sympathy.

Reviewed class syllabus, expectations, and overall structure.

GMX--  Diagnostic pre-test.

Homework:
Read "Reading is Fundamental" and complete guided notes.
Finish GMX written response.
Decorate journal/notebook by Monday.

Syllabus - The Elements of Language Arts

The Elements of Language Arts

April 1^st – May 22^nd, 2013

MW 1:00 - 2:30, Room 1

http://boulderprepreadwrite.blogspot.com/

Shane Abrams

shaneabrams@boulderprep.org

Course Texts

The Bedford Guide for College Writers, 8^th ed. Ed. X.J. Kennedy, Dorothy M. Kennedy, and Marcia F. Muth. Boston: Bedford, 2008. Print.

Note: the vast majority of course texts will be provided in handouts; a folder, binder, or other organizational system will be necessary.

The following blog will also serve as a resource for disseminating materials and texts: 

http://boulderprepreadwrite.blogspot.com/

Course Description

The aim of this course is to help students transition from rudimentary language skills to proficiency in reading, writing, speaking, and listening. The curriculum is designed to prepare students for high school and college level writing experiences through frequent practice of reader-response, individual analysis, and class discussion.

Learning Outcomes and Essential Questions

During this course, students will develop the ability to…

·       write both brief and extended responses to a variety of texts and media.

·       demonstrate growth in expressive and receptive capabilities through reading, writing, speaking, and listening.

·       explain the characteristics of a variety of writing and speaking styles.

·       demonstrate the ability to utilize different styles for different purposes and audiences.

We will aim to explore—perhaps even answer—some of the following questions:

·       How are reading, writing, speech, and listening related and independent?

·       What importance do reading and writing hold in society?

·       Why are reading, writing, speaking, and listening essential to all lifestyles, careers, and experiences?

Outcomes Assessment

The following assignments will be used to assess students’ progress toward learning outcomes: participation & attendance (graded daily); daily in-class journals (graded twice per block); in-class and out-of-class assignments; a mid-term writing assignment; and a final portfolio. Additionally, other artistic or academic assignments will be collected and assessed when the instructor sees appropriate.

Classroom Policy – Grading, Attendance, and Comportment

Grades for The Elements of Language Arts will be calculated on a points-based scale; i.e., each assignment, including long-term projects and daily participation grades, will be valued at a certain number of points possible. Over the 8-week course, points possible will amount to roughly 1200-1400 points. At any time, a student may request his or her grade, and I will do my best to provide a response in a timely fashion.

Extra credit will not be provided, barring unforeseen, extenuating circumstances; therefore, students are expected to complete each and every assignment to the best of their respective abilities. Opportunity for success will not be withheld: each student will have the chance to excel, in terms of grades and personal growth. However, the burden lies upon the student to optimize these opportunities.

Students should attend all classes as possible. There will be only 16 sessions of The Elements of Language Arts; each absence is detrimental to learning potential. I will not deduct points for absences, whether they are excused or unexcused. However, students are always responsible for information, work, and cumulative assignments which they miss when absent: missing multiple classes will unforgivingly hinder a student’s academic success. If a student misses class, I advise visiting the course blog – http://boulderprepreadwrite.blogspot.com/— to see what she or he missed and what she or he needs in order to catch up. If you know in advance that you will miss a class, please consult with me beforehand.

Students are expected to arrive to class on time. This means that each student should be sitting at a desk with all necessary materials, including any assigned reading for the class, ready to begin working at 1:00. This does not mean walking from the Commons to the classroom at 1:00; this does not mean arriving at 12:59 and leaving to use the bathroom until 1:05. In regards to breaks: there will be no out-of-class breaks. You should think of yourselves as adults during this class: leave the classroom only when you must and only when it is appropriate. At the maximum, only one student should be out of the classroom at any given time.

My classroom is a place for personal growth, be it intellectual, emotional, or otherwise. I expect all students to help me maintain an environment conducive to such growth. All students are entitled to the right to improve and evolve, and no person should infringe upon this right in any manner. My classroom will be a safe and respectful environment for my students to exercise their right to learn.

Course Specific Grades:

Daily participation – 10 pts. / day

Daily journals – 160 pts.

General assignments – approx. 300 pts.

Weekly time writing assignments – 240 pts.

Mid-term writing project – 200 pts.

Final portfolio – 300 pts.

                  * see particular assignment sheets for specific breakdown and expectations

Academic Honesty

Plagiarism and cheating, whether intentional or unintentional, shall not be tolerated. Every student is expected to follow any and all codes of academic honesty endorsed by Boulder Preparatory High School.

Electronic Devices

In order to facilitate the development of a respectful and focused classroom environment, students are asked to refrain from the use of cell phones and other unnecessary and/or distracting devices during class time. When you are in class, regardless of the nature of the activity, your cell phone should be put away, your music device shut off, and any other devices out of sight. Devices that seem to be distracting any student will be impounded for the remainder of the period.

Materials Needed

Please bring these things to class every day:

Writing materials (pen/pencil, paper)

Course texts (handouts, assignments, etc.)

Writing notebook

Binder, folder, or other organizational system for hand-out readings

Approximate Schedule of Study and Curriculum

This schedule is a rough estimate and is subject to change.

Week one (4/1 - 4/3) –	Reading and Reading Critically Annotation, analysis, and reflection
Week two (4/8 - 4/10) –	Constructing Meaningful Writing Thesis, paragraph, and essay construction and organization
Week three (4/15 - 4/17) –	Integrating Reading and Writing Reading and writing as dialogue
Week four (4/22 - 4/24) –	Developing the Writer’s Process Inspiration, response, and drafting
Week five (4/29 - 5/1) –	Developing the Writer’s Process Revision, editing, and proofreading
Week six (5/6 - 5/8) –	Writing for Particular Situations Styles and audiences
Week seven (5/13 - 5/15) –	Using Reading and Writing for Critical Thinking Literary and social analysis
Week eight (5/20 - 5/22) –	Portfolio Preparation

Miscellaneous

I reserve the right to amend or alter this syllabus; please note that any changes are made in an effort to create the best possible academic environment. I will notify students of any such changes as promptly as possible.

I wholeheartedly welcome feedback. Please do not hesitate to provide response to my teaching practices, assignments, etc.—but please provide this feedback while class is not in session.

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[Please detach and return this section.]

I, _______________________________, hereby acknowledge that I have received and reviewed this

(print name)

syllabus. Any questions or concerns that have arisen have been addressed adequately.

I recognize that I am a student: I am capable of anything I encounter in this course, though it may be challenging—and it should be challenging. I will not state that I “can’t” do something, but that I “can’t yet.” I will ask for help when I need it, whether assistance is from Shane, from my peers, or from another responsible individual.

I will contribute to a classroom environment which is healthy, fun, welcoming, intellectual, emotional, and safe, among other things.

I will respect everyone’s educational opportunities; I will respect our building; I will respect my peers’ and instructors’ belongings; I will respect everyone’s right to make amends.

I will be the best person—intellectually, socially, and otherwise—that I can be.

_____________________________________                                            __________________

    (signature)                                                                                                                                                   (date)