Here are several provided links for background information on various topics -
http://www.sac.edu/students/library/nealley/websites/controversial.htm - Large list of "pros" and "cons" for many issues.
http://en.wikipedia.org/wiki/Wikipedia:List_of_controversial_issues - Wikipedia page listing controversial issues. Only usable as very basic background information; will not accept as a cited source.
http://www.bcps.org/offices/lis/models/persuasion/issues.html - Another large list of "starter links" to potential issues.
http://www.multcolib.org/homework/sochc.html - List of social issue resources from Mulnomath Library in Portland.
You are allowed to use one-page of handwritten notes of the final exam -
you must also write down WHAT SOURCES you are using on the final when you take it!
Wednesday, June 8, 2011
June 6th-10th - Last Week of Classes
I've decided to just compress this week into one post.
9th Grade - Monday and Tuesday were focused on the final draft of the "Romeo and Juliet" essay. Students had the laptop cart to work on editing for their final draft on Monday, and the entire essay was due at the beginning of the class period Tuesday (Entire essay means final draft+peer editing sheet+rough draft+outline).
Tuesday was an opportunity for extra credit for students who had their essays completed on time. After turning them in to me, the essays were redistributed along with a copy of the rubric. Students were asked to grade each other's essays according to the rubric, and then to staple the rubric they completed to the back of the essay.
After I grade the final drafts, I will look back at the students' grades, to gauge their understanding of the rubric. The closer the grade the student gave is to mine, the more points of extra credit they receive.
Wednesday-Thursday-Friday are focused on preparing for the final, which is based around the idea of perspective. While working on this last "Romeo and Juliet" essay, many students had a difficult time seeing from the eyes of an audience that does not have the same ideas/opinions as the students, so we are doing a small activity to work on building up this skill.
Students must pick a controversial issue off a list, and then will spend two days researching it. For the final, they will need to write about their issue, but I will not tell them whether they are writing persuasively FOR or AGAINST it until the test itself - students will have to think about their issue and research it from multiple perspectives.
10th Grade - Sophomores have been working on finishing A Separate Peace, finishing an additional chapter per day until we finish the book tomorrow. We have had one informal quiz and our final formal discussion this week, and any notes taken during these formal discussions are usable on the final exam. We also played a game on Tuesday, based on details from the novel.
The last formal discussion was very much based in the novel, and focused on these questions -
1) Is Gene reliable as a narrator? We know he lies, so is he also lying to the reader?
2) Why is Finny unable to ever really stay mad at Gene? Or do you think that he actually does get angry at Gene?
3) Why did Gene push him off the tree? What leads you to this conclusion?
4) Why do the boys call this tribunal/court into session? What purpose does it serve?
4b) How does this mirror the war around them?
5) Why doesn't Gene cry at the end of CH 12?
6) If we look at these characters as symbols, what is Finny symbolic of? Gene? Leper?
The final exam will require short essay responses (approx. one paragraph in length) to questions based on the three class discussions.
9th Grade - Monday and Tuesday were focused on the final draft of the "Romeo and Juliet" essay. Students had the laptop cart to work on editing for their final draft on Monday, and the entire essay was due at the beginning of the class period Tuesday (Entire essay means final draft+peer editing sheet+rough draft+outline).
Tuesday was an opportunity for extra credit for students who had their essays completed on time. After turning them in to me, the essays were redistributed along with a copy of the rubric. Students were asked to grade each other's essays according to the rubric, and then to staple the rubric they completed to the back of the essay.
After I grade the final drafts, I will look back at the students' grades, to gauge their understanding of the rubric. The closer the grade the student gave is to mine, the more points of extra credit they receive.
Wednesday-Thursday-Friday are focused on preparing for the final, which is based around the idea of perspective. While working on this last "Romeo and Juliet" essay, many students had a difficult time seeing from the eyes of an audience that does not have the same ideas/opinions as the students, so we are doing a small activity to work on building up this skill.
Students must pick a controversial issue off a list, and then will spend two days researching it. For the final, they will need to write about their issue, but I will not tell them whether they are writing persuasively FOR or AGAINST it until the test itself - students will have to think about their issue and research it from multiple perspectives.
10th Grade - Sophomores have been working on finishing A Separate Peace, finishing an additional chapter per day until we finish the book tomorrow. We have had one informal quiz and our final formal discussion this week, and any notes taken during these formal discussions are usable on the final exam. We also played a game on Tuesday, based on details from the novel.
The last formal discussion was very much based in the novel, and focused on these questions -
1) Is Gene reliable as a narrator? We know he lies, so is he also lying to the reader?
2) Why is Finny unable to ever really stay mad at Gene? Or do you think that he actually does get angry at Gene?
3) Why did Gene push him off the tree? What leads you to this conclusion?
4) Why do the boys call this tribunal/court into session? What purpose does it serve?
4b) How does this mirror the war around them?
5) Why doesn't Gene cry at the end of CH 12?
6) If we look at these characters as symbols, what is Finny symbolic of? Gene? Leper?
The final exam will require short essay responses (approx. one paragraph in length) to questions based on the three class discussions.
Monday, June 6, 2011
June 3rd Daily Plan
9th Grade - Freshmen had today to peer edit their drafts for the "Romeo and Juliet" essay. I provided a peer review worksheet that is primarily focused on content. For students that missed this class, you can have a friend, family member, or other adult read through your essay as well. The main points to focus on are -
1) Does the argument make sense? Would an audience that has not read the play be able to understand what you are saying, or are there sections that need to be clarified?
2) Do you use quotes, and do the quotes actually connect to your ideas?
3) Is there a clear thesis? Does the thesis reflect the content of the essay?
4) Proofreading - are there run-on sentences, fragments, punctuation errors, etc? This is the last step in editing - if the other parts do not all fit together, perfect punctuation won't help too much.
FINAL DRAFT DUE TUESDAY, 6/7.
10th Grade - We had our second formal discussion surrounding A Separate Peace today, and then students were given the last 15 minutes of class to begin the next chapters in the book.
The main questions for this discussion are listed in the previous entry.
A final note with the discussion credit - most classes have enough students where everyone will have participated before the 3rd formal discussion. People who are the active participants in the 3rd discussion will have credit added to their score, but I will reserve those slots for people that did not participate well enough or scored low first.
Homework - Read Chapters 9 and 10.
1) Does the argument make sense? Would an audience that has not read the play be able to understand what you are saying, or are there sections that need to be clarified?
2) Do you use quotes, and do the quotes actually connect to your ideas?
3) Is there a clear thesis? Does the thesis reflect the content of the essay?
4) Proofreading - are there run-on sentences, fragments, punctuation errors, etc? This is the last step in editing - if the other parts do not all fit together, perfect punctuation won't help too much.
FINAL DRAFT DUE TUESDAY, 6/7.
10th Grade - We had our second formal discussion surrounding A Separate Peace today, and then students were given the last 15 minutes of class to begin the next chapters in the book.
The main questions for this discussion are listed in the previous entry.
A final note with the discussion credit - most classes have enough students where everyone will have participated before the 3rd formal discussion. People who are the active participants in the 3rd discussion will have credit added to their score, but I will reserve those slots for people that did not participate well enough or scored low first.
Homework - Read Chapters 9 and 10.
Friday, June 3, 2011
June 2nd Daily Plan
9th Grade - Today was the last in-class day to develop the rough draft for the final "Romeo and Juliet" essay. Students were given the majority of the class period to work on their drafts, and Ms. Dobell and I worked with individual students on their writing.
I also modeled how to embed quotes into a paragraph, so that the evidence (quotes) flows smoothly into the anaysis (commentary). The class practiced with a sample paragraph, and then were allowed to continue to work on their individual essays.
Goals for tomorrow - since we will be peer editing the rough drafts today, everyone needs a PRINTED OUT, COMPETE ROUGH DRAFT when them come in to class today. The peer editing is only valuable if you have enough of an essay to edit!
HOMEWORK - If you do not have a draft complete, you will need to finish it at home.
10th Grade - We discussed the concept of rationing during wartime, and the differences between the national mood during WWII and today. Since the three sophomore classes are at slightly different points due to the scheduling of MAP testing last week, today's schedule was also slightly different for periods 1, 4, and 5.
All three classes were given some time to read in A Separate Peace, and all three classes watched a section of the documentary we had started last week about the war in Iraq. However, since Period 5 was MAP testing last week while the other two classes were able to start the documentary, we have only just started watching it in Period 5.
Students were also provided the discussion questions for tomorrow's FORMAL IN-CLASS DISCUSSION. If you were on the outer circle yesterday, you will definitely be in the INNER CIRCLE ON FRIDAY.
Main Questions -
1) Why would we ration supplies during WW2, but not today?
2) What qualities make someone influential? Can you choose who influences you or is it beyond your control?
3) How do poor decisions gain traction? Why do people follow along with an idea they disagree with?
4) Are you more likely to become like your friends, or are your friends more likely to become like you?
HOMEWORK - Read through CH8.
I also modeled how to embed quotes into a paragraph, so that the evidence (quotes) flows smoothly into the anaysis (commentary). The class practiced with a sample paragraph, and then were allowed to continue to work on their individual essays.
Goals for tomorrow - since we will be peer editing the rough drafts today, everyone needs a PRINTED OUT, COMPETE ROUGH DRAFT when them come in to class today. The peer editing is only valuable if you have enough of an essay to edit!
HOMEWORK - If you do not have a draft complete, you will need to finish it at home.
10th Grade - We discussed the concept of rationing during wartime, and the differences between the national mood during WWII and today. Since the three sophomore classes are at slightly different points due to the scheduling of MAP testing last week, today's schedule was also slightly different for periods 1, 4, and 5.
All three classes were given some time to read in A Separate Peace, and all three classes watched a section of the documentary we had started last week about the war in Iraq. However, since Period 5 was MAP testing last week while the other two classes were able to start the documentary, we have only just started watching it in Period 5.
Students were also provided the discussion questions for tomorrow's FORMAL IN-CLASS DISCUSSION. If you were on the outer circle yesterday, you will definitely be in the INNER CIRCLE ON FRIDAY.
Main Questions -
1) Why would we ration supplies during WW2, but not today?
2) What qualities make someone influential? Can you choose who influences you or is it beyond your control?
3) How do poor decisions gain traction? Why do people follow along with an idea they disagree with?
4) Are you more likely to become like your friends, or are your friends more likely to become like you?
HOMEWORK - Read through CH8.
Thursday, June 2, 2011
May 31st and June 1st
9th Grade - Freshmen have been working on their final essays for our unit on "Romeo and Juliet" this week. Both days have been dedicated to outlining and/or writing the first draft, depending on the student.
In-class, we have been discussing and practicing writing strategies as students work through this essay. We have looked at how to develop ideas, create an outline, and strategies for creating a solid first draft.
Students are encouraged to work on the body of the essay first, since it is entirely developed based on evidence from the text, and analysis of that evidence. The conclusion needs to summarize and connect the body to some greater ideas, and the introduction needs to get the reader's attention and contain a thesis. Without having a full body, both the introduction and conclusion are much harder to develop.
10th Grade - Sophomores are working on reading A Separate Peace over this week and next. The grading for this unit will be based on three formal, in-class discussions and a final exam based on A Separate Peace AND the in-class discussions.
Students receive credit for these discussions based on
1) Active Participation for those involved (each discussion involves about 1/3 of the class)
2) Active Observation for those watching (everyone else is expected to be taking notes and developing questions to pose to those discussing).
Everyone should be taking notes during these discussions, and those notes will be allowed to be used on the final test.
HOMEWORK - for 6/3, everyone should have read through CH 8.
***For students that miss discussion days***
Since the credit for this unit is based on participation, if you miss a discussion day, you will need to complete a short writing assignment over the same topics.
In-class, we have been discussing and practicing writing strategies as students work through this essay. We have looked at how to develop ideas, create an outline, and strategies for creating a solid first draft.
Students are encouraged to work on the body of the essay first, since it is entirely developed based on evidence from the text, and analysis of that evidence. The conclusion needs to summarize and connect the body to some greater ideas, and the introduction needs to get the reader's attention and contain a thesis. Without having a full body, both the introduction and conclusion are much harder to develop.
10th Grade - Sophomores are working on reading A Separate Peace over this week and next. The grading for this unit will be based on three formal, in-class discussions and a final exam based on A Separate Peace AND the in-class discussions.
Students receive credit for these discussions based on
1) Active Participation for those involved (each discussion involves about 1/3 of the class)
2) Active Observation for those watching (everyone else is expected to be taking notes and developing questions to pose to those discussing).
Everyone should be taking notes during these discussions, and those notes will be allowed to be used on the final test.
HOMEWORK - for 6/3, everyone should have read through CH 8.
***For students that miss discussion days***
Since the credit for this unit is based on participation, if you miss a discussion day, you will need to complete a short writing assignment over the same topics.
Tuesday, May 31, 2011
May 27th Daily Plan
9th Grade - One freshmen class did not meet today, as there was a film for all freshmen in honor of Memorial Day.
The other freshmen class (7th period) that did meet got an extra day to begin the outlining process for the final Romeo and Juliet essay.
10th Grade - Many students needed to retake the last B.O.E. exam, but had not made progress with scheduling a time to do so with me. So I decided that this would just be required in class, and that is what many students did on the 27th.
The B.O.E. took up approximately 1/2 of the class period, and the rest of the class essentially had a work day. They could either read ahead in A Separate Peace through CH 5, which was homework for monday, or work on their S.S.R. project due before June 10th!
The other freshmen class (7th period) that did meet got an extra day to begin the outlining process for the final Romeo and Juliet essay.
10th Grade - Many students needed to retake the last B.O.E. exam, but had not made progress with scheduling a time to do so with me. So I decided that this would just be required in class, and that is what many students did on the 27th.
The B.O.E. took up approximately 1/2 of the class period, and the rest of the class essentially had a work day. They could either read ahead in A Separate Peace through CH 5, which was homework for monday, or work on their S.S.R. project due before June 10th!
Friday, May 27, 2011
May 26th Daily Plan
9th Grade - We finished the 1996 version of "Romeo to Juliet" to start, and had a brief discussion over some of the changes bade between the 1968 film and what the class just completed. There are scenes in each play that are eliminated, scenes that are extended, or events that play out slightly differently, which are at the director's discretion.
After watching the conclusion, students were assigned the final writing assignment for "Romeo and Juliet." The details of this assingment are under "ASSIGNMENTS AND PROJECTS" on this blog (visible in the top right-hand quandrant of the main screen).
10th Grade - We started reading A Separate Peace in class, and read through Chapter 1 as a full group. The rationale behind this is that I want to make sure that all students are very clearly on the same page as we start the novel. I explained that many times the first few chapters in a book may not have a clear conflict, and are used to develop the setting and preliminary characterization (this is clearly the case with this novel).
After reading Chapter 1, we did a short activity based around descriptive writing and establishing a setting. Students had to write down a few sites in Jackson, WY, on a piece of scratch paper, which were then put into a hat. Each student would randomly pull out a site, and have to describe how to get there from the school without using any proper nouns, or describing the final destination (i.e. no street names, business names, etc). This activity requires that students think of a geographic area in terms of descriptive landmarks and detail.
Homework - Read Chapter 2.
After watching the conclusion, students were assigned the final writing assignment for "Romeo and Juliet." The details of this assingment are under "ASSIGNMENTS AND PROJECTS" on this blog (visible in the top right-hand quandrant of the main screen).
10th Grade - We started reading A Separate Peace in class, and read through Chapter 1 as a full group. The rationale behind this is that I want to make sure that all students are very clearly on the same page as we start the novel. I explained that many times the first few chapters in a book may not have a clear conflict, and are used to develop the setting and preliminary characterization (this is clearly the case with this novel).
After reading Chapter 1, we did a short activity based around descriptive writing and establishing a setting. Students had to write down a few sites in Jackson, WY, on a piece of scratch paper, which were then put into a hat. Each student would randomly pull out a site, and have to describe how to get there from the school without using any proper nouns, or describing the final destination (i.e. no street names, business names, etc). This activity requires that students think of a geographic area in terms of descriptive landmarks and detail.
Homework - Read Chapter 2.
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