3/5/14
In Class:
Journal-- "It is good to have an end to journey toward, but it is the journey that matters in the end." - Ursula K. LeGuin. What has your journey been for the past 8 weeks?
Course feedback survey.
Students worked independently on the following tasks:
* Work on final project:
- Read/interpret texts.
- Write/create responses.
* Complete GMX worksheets.
* Make up missing assignments.
* Make up any missing journal entries.
* Compile and submit 7 journal entries: 3/5, 3/3, 2/26, 2/24, 2/19, 2/12, 2/10.
Exit ticket: What grade do you think you have earned in this class and why?
Homework:
Finish up and submit any missing assignments by 5:00 PM!
Have a spectacular break.
Wednesday, March 5, 2014
March 3rd, 2014
3/3/14
In Class:
Journal-- Reflect on the following quote: "We delight in the beauty of the butterfly, but rarely admit the changes it has gone through to achieve such beauty." - Maya Angelou
Students worked independently on the following tasks:
* Work on final project:
- Read/interpret texts.
- Write/create responses.
* Complete GMX worksheets.
* Make up missing assignments.
* Make up missing journal entries (to be collected on Wednesday, March 5th.)
Final check-in:
* What did you accomplish in class today?
* What do you still have left to do for your final?
* When will you next work on your final?
* What are your biggest obstacles/concerns about the final project?
Exit ticket: Name one thing/person for which you are grateful.
Homework:
Work on final!
Complete any missing work ASAP.
In Class:
Journal-- Reflect on the following quote: "We delight in the beauty of the butterfly, but rarely admit the changes it has gone through to achieve such beauty." - Maya Angelou
Students worked independently on the following tasks:
* Work on final project:
- Read/interpret texts.
- Write/create responses.
* Complete GMX worksheets.
* Make up missing assignments.
* Make up missing journal entries (to be collected on Wednesday, March 5th.)
Final check-in:
* What did you accomplish in class today?
* What do you still have left to do for your final?
* When will you next work on your final?
* What are your biggest obstacles/concerns about the final project?
Exit ticket: Name one thing/person for which you are grateful.
Homework:
Work on final!
Complete any missing work ASAP.
Thursday, February 27, 2014
February 26th, 2014
2/26/14
In Class:
Journal-- What does one have to do to earn your respect and trust? What characteristics do you value in other people?
Lesson on Literary Analysis:
Using the iceberg analogy, discussed literature as a reader-informed process. Although the author can control what we literally see on the page (above water), most of the content is shaped by the community of readers and their various life experiences & beliefs. Therefore, things like theme, meaning, tone, etc. (below water) are created by a transaction between the author and the readers.
literary analysis: an 'underwater' exploration of a piece of literature.
Read and discussed "The Lottery" by Shirley Jackson, using supplementary materials from The Bedford Guide to College Writing to guide literary analysis.
Students worked independently on the following tasks:
* GMX.
* TW #5 on "So the Mexicans Are Taking Jobs from Americans?" by Jimmy Santiago Baca and "In Response to Executive Order 9066" by Dwight Okita (see prompts to the right).
* Final project.
* Missing assignments/journals.
Exit ticket: Identify one way that you can kick butt next week for finals.
Homework:
Work on final project!
Finish TW #5.
In Class:
Journal-- What does one have to do to earn your respect and trust? What characteristics do you value in other people?
Lesson on Literary Analysis:
literary analysis: an 'underwater' exploration of a piece of literature.
Read and discussed "The Lottery" by Shirley Jackson, using supplementary materials from The Bedford Guide to College Writing to guide literary analysis.
Students worked independently on the following tasks:* GMX.
* TW #5 on "So the Mexicans Are Taking Jobs from Americans?" by Jimmy Santiago Baca and "In Response to Executive Order 9066" by Dwight Okita (see prompts to the right).
* Final project.
* Missing assignments/journals.
Exit ticket: Identify one way that you can kick butt next week for finals.
Homework:
Work on final project!
Finish TW #5.
Monday, February 24, 2014
February 24th, 2014
2/24/14
In Class:
Journal-- What are you looking forward to in life? How do you plan to accomplish this?
10 minutes of guided, independent GMX work.
Lesson on Synopsis:
(See summary lesson, also.)
synopsis: a summary which includes your reactions, questions, and beliefs.
Practiced synopsis using Kate Chopin's "The Story of an Hour."
Students worked independently for the remainder of class on the following tasks:
* Read for final.
* Write for final.
* Catch up on missing assignments and journals.
* Read poems ("So the Mexicans Are Taking Jobs from Americans?" and "In Response to Executive Order 9066") for TW #5.
* GMX/Independent Reading.
Exit ticket: Name one person toward whom you will express gratitude today.
Homework:
Work on final!
Catch up on missing work.
In Class:
Journal-- What are you looking forward to in life? How do you plan to accomplish this?
10 minutes of guided, independent GMX work.
Lesson on Synopsis:
(See summary lesson, also.)
synopsis: a summary which includes your reactions, questions, and beliefs.
Practiced synopsis using Kate Chopin's "The Story of an Hour."
Students worked independently for the remainder of class on the following tasks:
* Read for final.
* Write for final.
* Catch up on missing assignments and journals.
* Read poems ("So the Mexicans Are Taking Jobs from Americans?" and "In Response to Executive Order 9066") for TW #5.
* GMX/Independent Reading.
Exit ticket: Name one person toward whom you will express gratitude today.
Homework:
Work on final!
Catch up on missing work.
Wednesday, February 19, 2014
February 19th, 2014
2/19/14
In Class:
Journal-- Using the photo as a jumping-off point, free-write a story or poem. Imagine all the details!
10 minutes of independent, guided GMX work.
Lesson on Summary:
summary: a condensed version of a larger text.*
* a text can be any vehicle of communication (e.g., books, poetry, film, music, etc.)
To summarize, 1) annotate, 2) re-think, and 3) re-tell.
- Title & author
- Who, what, when, where, and why?
- Important supporting details and quotes
As a class, we practiced summary using "High school senior's mission: Educate about autism" by Cindy Sutter. (See example summary to the right.)
Independently, each student found an article from a local news source and, using the techniques we learned in class, wrote ~1/2 page summary of it.
Introduced and discussed final project. Be sure to ask any and all questions you have on the project!
Distributed "So Mexicans Are Taking Jobs from Americans?" by Jimmy Santiago Baca and "In Response to Executive Order 9066" by Dwight Okita for Timed Writing #5, next Wednesday.
Exit ticket: Name one thing you are proud of.
Homework:
Finish your article summary.
Start working on final project.
Read Baca & Okita poems for next Wednesday.
Catch up on missing work!
In Class:
Journal-- Using the photo as a jumping-off point, free-write a story or poem. Imagine all the details!
10 minutes of independent, guided GMX work.
Lesson on Summary:
summary: a condensed version of a larger text.*
* a text can be any vehicle of communication (e.g., books, poetry, film, music, etc.)To summarize, 1) annotate, 2) re-think, and 3) re-tell.
- Title & author
- Who, what, when, where, and why?
- Important supporting details and quotes
As a class, we practiced summary using "High school senior's mission: Educate about autism" by Cindy Sutter. (See example summary to the right.)
Independently, each student found an article from a local news source and, using the techniques we learned in class, wrote ~1/2 page summary of it.
Introduced and discussed final project. Be sure to ask any and all questions you have on the project!
Distributed "So Mexicans Are Taking Jobs from Americans?" by Jimmy Santiago Baca and "In Response to Executive Order 9066" by Dwight Okita for Timed Writing #5, next Wednesday.
Exit ticket: Name one thing you are proud of.
Homework:
Finish your article summary.
Start working on final project.
Read Baca & Okita poems for next Wednesday.
Catch up on missing work!
Wednesday, February 12, 2014
February 12th, 2014
2/12/14
In Class:
Journal-- Describe the person who a) taught you how to tie your shoes, or b) taught you how to ride a bike.
Note: School will not be in session on Monday, February 17th, 2014. This class will meet again on Wednesday, February 19th.
10 minutes of independent, guided GMX work time.
Reminder on the importance of starting a paper by composing a working thesis statement.
Played "City Don't Sleep" by Macklemore.
Exit ticket: Name three things you want to accomplish over the long weekend.
Homework:
Finish TW #4.
Catch up on missing work.
In Class:
Journal-- Describe the person who a) taught you how to tie your shoes, or b) taught you how to ride a bike.
Note: School will not be in session on Monday, February 17th, 2014. This class will meet again on Wednesday, February 19th.
10 minutes of independent, guided GMX work time.
Reminder on the importance of starting a paper by composing a working thesis statement.
Played "City Don't Sleep" by Macklemore.
Exit ticket: Name three things you want to accomplish over the long weekend.
Homework:
Finish TW #4.
Catch up on missing work.
Monday, February 10, 2014
February 10th, 2014
2/10/14
In Class:
Journal-- In detail, explain:
1) how to fail a class.
2) how to cook your favorite food.
or
3) how to tell someone something he or she doesn't want to hear.
10 minutes of independent, guided GMX work time.
Lesson in Expository Writing:
expository writing: writing that clearly and directly explains how to do something or how something is done.
-> e.g., recipes, persuasive writing, giving advice, instruction manuals, career writing, etc.
* Clearly identify your purpose or objective.
* Use specific, descriptive language, particularly verbs
* Use strong, clear transition words (first, then, next, last) or sequencing cues (1, 2, 3)
* Use diagrams, if appropriate.
* Provide important context/background information.
* Most importantly, explain to death. Always try to add one more sentence of explanation (one more red light).
Reviewed an excerpt of Malcolm Gladwell's "The Trouble with Fries" and Shane Abrams' "Nine Steps for Getting Over Someone."
To practice expository writing techniques, students began a board game assignment in pairs. Each pair chose and played a game at least five times through in order to become 'experts.' For their pair's game, they wrote a set of rules and strategies based on their gameplay experience.
Exit ticket: Copy the following statement--"I promise to be on time to class and to only take a five minute break."
Homework:
Finish Game Rules Graphic Organizer.
Read Bill Krauth profile for TW #4 on Wednesday.
Catch up on missing work.
In Class:
Journal-- In detail, explain:
1) how to fail a class.
2) how to cook your favorite food.
or
3) how to tell someone something he or she doesn't want to hear.
10 minutes of independent, guided GMX work time.
Lesson in Expository Writing:
expository writing: writing that clearly and directly explains how to do something or how something is done.
-> e.g., recipes, persuasive writing, giving advice, instruction manuals, career writing, etc.
* Clearly identify your purpose or objective.
* Use specific, descriptive language, particularly verbs
* Use strong, clear transition words (first, then, next, last) or sequencing cues (1, 2, 3)
* Use diagrams, if appropriate.
* Provide important context/background information.
* Most importantly, explain to death. Always try to add one more sentence of explanation (one more red light).
Reviewed an excerpt of Malcolm Gladwell's "The Trouble with Fries" and Shane Abrams' "Nine Steps for Getting Over Someone."To practice expository writing techniques, students began a board game assignment in pairs. Each pair chose and played a game at least five times through in order to become 'experts.' For their pair's game, they wrote a set of rules and strategies based on their gameplay experience.
Exit ticket: Copy the following statement--"I promise to be on time to class and to only take a five minute break."
Homework:
Finish Game Rules Graphic Organizer.
Read Bill Krauth profile for TW #4 on Wednesday.
Catch up on missing work.
Wednesday, February 5, 2014
February 5th, 2014
2/5/14
In Class:
Journal-- Reflect on the first half of the block so far. What went well? What are you proud of? What will you do better in the second half of the block?
10 minutes of independent, guided GMX work.
Lesson on The Listening Process:
~ Receiving, Attending, Understanding, Remembering ~
Receiving
* Most communication falls flat here because the listener isn't "tuned in"
* "Hearing is the reception of sound; listening is the attachment of meaning."
Attending (Attention)
* At any given time, dozens of stimuli are competing for our attention. Therefore, we must either consciously or unconsciously choose which to attend to. This depends on the following aspects of attention:
- selectivity
- strength
- span
Understanding/Interpreting
* This step requires you to interpret what the stimulus means, using prior knowledge, verbal cues, and body language.
Remembering
* With all listening, remembering is a selective but significant aspect.
* By committing our understanding to memory, we open up doors for future listening, speaking, reading, and writing.
Students worked independently on midterm projects and missing work.
Exit ticket: What did you accomplish in class today?
Homework:
Finish midterm ASAP.
Compile and submit journals.
Complete any missing work.
In Class:
Journal-- Reflect on the first half of the block so far. What went well? What are you proud of? What will you do better in the second half of the block?
10 minutes of independent, guided GMX work.
Lesson on The Listening Process:
~ Receiving, Attending, Understanding, Remembering ~
Receiving
* Most communication falls flat here because the listener isn't "tuned in"
* "Hearing is the reception of sound; listening is the attachment of meaning."
Attending (Attention)
* At any given time, dozens of stimuli are competing for our attention. Therefore, we must either consciously or unconsciously choose which to attend to. This depends on the following aspects of attention:
- selectivity
- strength
- span
Understanding/Interpreting
* This step requires you to interpret what the stimulus means, using prior knowledge, verbal cues, and body language.
Remembering
* With all listening, remembering is a selective but significant aspect.
* By committing our understanding to memory, we open up doors for future listening, speaking, reading, and writing.
Students worked independently on midterm projects and missing work.
Exit ticket: What did you accomplish in class today?
Homework:
Finish midterm ASAP.
Compile and submit journals.
Complete any missing work.
Monday, February 3, 2014
February 3rd, 2014
2/3/14
In Class:
Journal-- Write a letter to yourself five years from now (or) five years ago.
*Note: journals will be collected on Wednesday. If you have been late or absent, be sure to make up the journal entry.
10 minutes of guided, independent GMX work.
Discussed and reviewed midterm project -- due February 6th, 2014.
Students worked independently on research for the midterm or homework assignment.
Exit ticket: If you could have any one animal as a pet, what would it be?
Homework:
Work on midterm.
Read "Listening Skills" and complete guided notes.
Catch up on any missing work or journal entries.
In Class:
Journal-- Write a letter to yourself five years from now (or) five years ago.
*Note: journals will be collected on Wednesday. If you have been late or absent, be sure to make up the journal entry.
10 minutes of guided, independent GMX work.
Discussed and reviewed midterm project -- due February 6th, 2014.
Students worked independently on research for the midterm or homework assignment.
Exit ticket: If you could have any one animal as a pet, what would it be?
Homework:
Work on midterm.
Read "Listening Skills" and complete guided notes.
Catch up on any missing work or journal entries.
Midterm -- Elements of Language Arts
Elements
of Language Arts – Midterm
Due February 6th,
2014 by 1:00 PM
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. This assignment will provide you an opportunity 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?
· How is communication important in this profession?
|
· 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 of 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. See back of this page for examples.
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.
Works Cited
Author’s Last Name,
First Name. “Title of Page.” Title of
Website. Publishing organization or institution. Date published. Web. Date
accessed.
Phillips, Mark. “5
Myths that Sabotage Our Love of Teaching.” Edutopia.
George Lucas Educational Foundation. 13 January 2014. Web. 2 February 2014.
Fey, Tina. Bossypants. New York: Little, Brown and
Co., 2011. Print.
Interviewee’s Last
Name, First Name. Personal interview. Date of interview.
Adeli, Andre.
Personal interview. 10 December 2012.
Thursday, January 30, 2014
January 29th, 2014
1/29/14
In Class:
Journal-- Describe your ideal birthday celebration, imagining that you have infinite resources and human abilities.
Distributed and reviewed missing work reports. Midterm grades close next Thursday, so be sure to make up any assignments and journal entries you've missed!
10 minutes of independent, guided GMX work.
Lesson on Planning:
When writing an essay, you will see much stronger results if you plan before writing. Take, as an analogy, a puzzle: if you start putting your puzzle together before you have all the pieces, the process will be much more arduous and less effective. Planning before you write increases the number of puzzle pieces you have access to.
* Planning always starts with a working thesis statement. (See prior lessons on constructing thesis statements.
While there are many different methods for planning, three common methods are the mind-map, the outline, and the flowchart.
Ex. Thesis: Tacos are an ideal meal because they are nutritious, delicious, and customizable.
* Mind-map (web): graphically represents ideas and connects related thoughts. Center 'bubble' should be the topic with supporting information branching off to the edges. Works best for those with strong spatial reasoning skills.
* Outline: linearly represents ideas in numerical order. First paragraph should be an introduction (including your thesis) and the last paragraph should be a conclusion (including a re-phrased thesis). Each body paragraph should follow a 'stoplight' style organization, connecting back to the thesis in the last sentence. Works best for those with strong mathematical/quantitative reasoning skills.
* Flowchart: graphically represents ideas in a sequence (hybrid of mind-map and outline). All body paragraphs should tie back to the thesis and build toward a conclusion.
Timed Writing #3:
In “The M-Word: Why It Matters to Me,” Andrew Sullivan discusses the separation of ‘marriage’ and ‘gay marriage.’ In “Love is All You Need?,” writers K. Rocco Shields and David Tillman invert standards of heteronormativity*. In an organized and thoughtful essay, respond to one of the following prompts about sexuality in today’s society:
a) Describe an experience in which you witnessed prejudiced behavior regarding sexuality or gender identity. What caused this situation? What does it reflect about our culture as a whole?
b) By comparing “The M-Word,” “Love is All You Need?,” and the following quote, reflect on standards of sexual normalcy in our culture. “It always seemed to me a bit pointless to disapprove of homosexuality. It’s like disapproving of rain.” - Francis Maude
c) How important is sexuality or gender to a person’s identity? In what circumstances might sexuality be considered more or less significant? How does a heteronormative culture affect identity?
OR
d) Using examples from “The M-Word” and “Love is All You Need?,” discuss the emotional impact of growing up outside of the standards of ‘normalcy.’
*heteronormativity: a prejudiced worldview that considers heterosexuality to be the standard or normalcy by which sexuality and gender are measured. Includes distinct and specific ideas about sex, sexuality, gender identity, and gender roles.
Exit ticket: What is one thing you're looking forward to?
Homework:
Finish TW #3.
Catch up on missing work and journal entries.
In Class:
Journal-- Describe your ideal birthday celebration, imagining that you have infinite resources and human abilities.
Distributed and reviewed missing work reports. Midterm grades close next Thursday, so be sure to make up any assignments and journal entries you've missed!
10 minutes of independent, guided GMX work.
Lesson on Planning:
When writing an essay, you will see much stronger results if you plan before writing. Take, as an analogy, a puzzle: if you start putting your puzzle together before you have all the pieces, the process will be much more arduous and less effective. Planning before you write increases the number of puzzle pieces you have access to.
* Planning always starts with a working thesis statement. (See prior lessons on constructing thesis statements.
While there are many different methods for planning, three common methods are the mind-map, the outline, and the flowchart.
Ex. Thesis: Tacos are an ideal meal because they are nutritious, delicious, and customizable.
* Mind-map (web): graphically represents ideas and connects related thoughts. Center 'bubble' should be the topic with supporting information branching off to the edges. Works best for those with strong spatial reasoning skills.
* Outline: linearly represents ideas in numerical order. First paragraph should be an introduction (including your thesis) and the last paragraph should be a conclusion (including a re-phrased thesis). Each body paragraph should follow a 'stoplight' style organization, connecting back to the thesis in the last sentence. Works best for those with strong mathematical/quantitative reasoning skills. * Flowchart: graphically represents ideas in a sequence (hybrid of mind-map and outline). All body paragraphs should tie back to the thesis and build toward a conclusion.
Timed Writing #3:
In “The M-Word: Why It Matters to Me,” Andrew Sullivan discusses the separation of ‘marriage’ and ‘gay marriage.’ In “Love is All You Need?,” writers K. Rocco Shields and David Tillman invert standards of heteronormativity*. In an organized and thoughtful essay, respond to one of the following prompts about sexuality in today’s society:
a) Describe an experience in which you witnessed prejudiced behavior regarding sexuality or gender identity. What caused this situation? What does it reflect about our culture as a whole?
b) By comparing “The M-Word,” “Love is All You Need?,” and the following quote, reflect on standards of sexual normalcy in our culture. “It always seemed to me a bit pointless to disapprove of homosexuality. It’s like disapproving of rain.” - Francis Maude
c) How important is sexuality or gender to a person’s identity? In what circumstances might sexuality be considered more or less significant? How does a heteronormative culture affect identity?
OR
d) Using examples from “The M-Word” and “Love is All You Need?,” discuss the emotional impact of growing up outside of the standards of ‘normalcy.’
*heteronormativity: a prejudiced worldview that considers heterosexuality to be the standard or normalcy by which sexuality and gender are measured. Includes distinct and specific ideas about sex, sexuality, gender identity, and gender roles.
Exit ticket: What is one thing you're looking forward to?
Homework:
Finish TW #3.
Catch up on missing work and journal entries.
Monday, January 27, 2014
January 27th, 2014
1/27/14
In Class:
In Class:
Journal-- Free-write, using the following quote as a jumping off point: “Success is not final; failure is not fatal. It is the courage to continue that counts.” - Winston Churchill
10 minutes of independent, guided GMX work time.
Lesson on Thesis Statements:
Reminder--thesis statement: one to three sentences which expresses your main point, argument, or idea.
While there are many different ways to construct a thesis statement, another strategy we will learn is the T3 Statement.
T: General topic, position, idea, or argument
3: Three independent but related support ideas or "breakdown points."
Ex.: T: Wool sweaters are the best. 3: Wool sweaters are fuzzy, warm, and super hip.
T3: Wool sweaters are the best because they are fuzzy, warm, and super hip.
[Alternatively, you can combine or revise your "3" to be more or fewer than 3. Consider 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.]
Lesson on Paragraph Organization:
Using a T3 statement to outline our paragraph, we can use the "stoplight" method.
Stop -- Evidence, Topic Sentence (T3, O/P, etc.)
detail, or explanation Main Point #1
Slow -- Breakdown Detail/explanation
point Main Point #2
Go -- Topic Detail/explanation
sentence or thesis Main Point #3
Detail/explanation
Wrap-up sentence (re-state thesis) OR Transition to next paragraph
Ex: Wool sweaters are the best because they are fuzzy, warm, and super hip. Wool sweaters are fun to wear because they are fuzzy and comfortable. They might be itchy sometimes, but they are worth the risk. I also love them for their warmth. Even on a snowy day like today, I stay nice and toasty. Furthermore, they are very fashionable. Everybody knows I look good in a wool sweater. In conclusion, wool sweaters are my favorite because of their comfortable and fashionable attributes.
Preparation for Timed Writing #3. Defined and discussed heteronormativity: a prejudiced worldview that considers heterosexuality to be the standard or normalcy by which sexuality and gender are measured. Includes distinct and specific ideas about sex, sexuality, gender identity, and gender roles.
Screened the first 9 minutes of "All You Need is Love?" and distributed "The M-Word: Why It Matters to Me" by Andrew Sullivan.
Exit ticket: Name one person toward whom you will express gratitude today.
Homework:
Read "The M-Word" and prepare for TW #3.
Reminder--thesis statement: one to three sentences which expresses your main point, argument, or idea.
While there are many different ways to construct a thesis statement, another strategy we will learn is the T3 Statement.
T: General topic, position, idea, or argument
3: Three independent but related support ideas or "breakdown points."
Ex.: T: Wool sweaters are the best. 3: Wool sweaters are fuzzy, warm, and super hip.
T3: Wool sweaters are the best because they are fuzzy, warm, and super hip.
[Alternatively, you can combine or revise your "3" to be more or fewer than 3. Consider 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.]
Lesson on Paragraph Organization:
Using a T3 statement to outline our paragraph, we can use the "stoplight" method.
Stop -- Evidence, Topic Sentence (T3, O/P, etc.)
detail, or explanation Main Point #1
Slow -- Breakdown Detail/explanation
point Main Point #2
Go -- Topic Detail/explanation
sentence or thesis Main Point #3
Detail/explanation
Wrap-up sentence (re-state thesis) OR Transition to next paragraph
Ex: Wool sweaters are the best because they are fuzzy, warm, and super hip. Wool sweaters are fun to wear because they are fuzzy and comfortable. They might be itchy sometimes, but they are worth the risk. I also love them for their warmth. Even on a snowy day like today, I stay nice and toasty. Furthermore, they are very fashionable. Everybody knows I look good in a wool sweater. In conclusion, wool sweaters are my favorite because of their comfortable and fashionable attributes.
Preparation for Timed Writing #3. Defined and discussed heteronormativity: a prejudiced worldview that considers heterosexuality to be the standard or normalcy by which sexuality and gender are measured. Includes distinct and specific ideas about sex, sexuality, gender identity, and gender roles.
Screened the first 9 minutes of "All You Need is Love?" and distributed "The M-Word: Why It Matters to Me" by Andrew Sullivan.
Exit ticket: Name one person toward whom you will express gratitude today.
Homework:
Read "The M-Word" and prepare for TW #3.
Sunday, January 26, 2014
January 24th, 2014
1/24/14
In Class:
Journal-- Describe the photo in vivid detail. Imagine yourself in the scene!
10 minutes of independent, guided GMX work.
Lesson on Thesis Statements:
thesis statement: one to three sentences which expresses your main point, argument, or idea.
Topic + Stance = Thesis
* You can consider your thesis your "So What?" statement. For example, if your topic is snack food, ask yourself, "So what about snack food?" "Cheez-its are the best snack food because they are salty, crunchy, and cheesy."
* If your essay is a human body, then the thesis is the spine: it supports the functionality of the entire piece, and ultimately, everything connects back to it.
While there are many different ways to construct a thesis statement, one strategy we will learn is the Occasion-Position Statement.
occasion (O): the circumstance, topic, problem, or event that prompts your writing.
position (P): the statement, solution, reaction, or message you are trying to convey.
-> A position directly, explicitly identifies your point or message. Be clear!
Occasion-Position Statement = [Subordinating Conjunction (see handout)] + [O] + [,] + [P]
Timed Writing #2 - "Salvation" by Langston Hughes
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) Read "Sunday Morning Prophecy" by Langston Hughes (handout). How does the mentality of the minister compare to the overall tone of "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: What is your current favorite song?
Homework:
Read Thesis Statement handout and complete the back side on a topic of your choice.
Finish TW #2 by Monday at 10:40.
Catch up on any missing work.
In Class:
Journal-- Describe the photo in vivid detail. Imagine yourself in the scene!
10 minutes of independent, guided GMX work.
Lesson on Thesis Statements:
thesis statement: one to three sentences which expresses your main point, argument, or idea.
Topic + Stance = Thesis
* You can consider your thesis your "So What?" statement. For example, if your topic is snack food, ask yourself, "So what about snack food?" "Cheez-its are the best snack food because they are salty, crunchy, and cheesy."
* If your essay is a human body, then the thesis is the spine: it supports the functionality of the entire piece, and ultimately, everything connects back to it.
While there are many different ways to construct a thesis statement, one strategy we will learn is the Occasion-Position Statement.
occasion (O): the circumstance, topic, problem, or event that prompts your writing.
position (P): the statement, solution, reaction, or message you are trying to convey.
-> A position directly, explicitly identifies your point or message. Be clear!
Occasion-Position Statement = [Subordinating Conjunction (see handout)] + [O] + [,] + [P]
Timed Writing #2 - "Salvation" by Langston Hughes
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) Read "Sunday Morning Prophecy" by Langston Hughes (handout). How does the mentality of the minister compare to the overall tone of "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: What is your current favorite song?
Homework:
Read Thesis Statement handout and complete the back side on a topic of your choice.
Finish TW #2 by Monday at 10:40.
Catch up on any missing work.
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