ESSAY QUESTIONS TO CONSIDER FOR THE EXAM

• What results when you allow someone else to define who you are?
• Is having a sense of belonging worth what it costs?
• How does power affect relationships?
• Is conformity always bad?
• How do corrupt systems of power corrupt relationships within those systems?
• What does it take to build a genuine, healthy sense of community and connection?
• Who deserves to have power?
• 
  

 Limited by culture (discrimination, customs and traditions within a community prevent personal growth)

- Pai, Zoo Island, New African, Efrafa

 The importance of belonging to a community

- Zoo Island, New African, Whale Rider, Watership Down

- Example thesis: Having a sense of belonging within a community is essential because the growth of a community is essential to the development of the individual, it’s easier to accomplish goals with help of others, and because giving up resources to benefit the community benefits the individual too

o Teamwork

- “While belonging to a community involves sacrifice for the individual, ultimately the benefits to the individual as well as the community make it worthwhile. In Tomas Rivera’s ‘Zoo Island’ and Richard Adams’s Watership Down”

o Zoo Island: all the workers had to do a good job in order to be recommended elsewhere (evidence)

Don simon sacrifices being with everyone  safety for everyone

o Miriam: Proves the point  in this story, isolation leads to distress and despair (idea)

o Watership Down:

Hazel is willing to sacrifice himself for his people  protection for his people

o SACRIFICE  Safety/Protection

 Who deserves power?

DAY 02 - CYCLE 12 - SEMESTER 01: 12-09-09

HANDOUTS FROM TODAY:

Bagels. I can't post any here, but wish I could.

IN CLASS TODAY:

You indicated that you would like a number of practice sentences to diagram.  Voila:

1. Miriam is nuts.
2. Fiver is also nuts, but he is also smart.
3. Do you remember his visions?
4. You should remember them.
5. Don't worry.
6. You will remember.
7. Studying is very important.
8. Do not forget that.
9. Thinking, memorizing, and reviewing are absolutely essential.
10. Listen, boys and girls!
11. This is a very important and essential truth!
12. Are you listening?
13. Excellent studying is reviewing and imagining.
14. Do not just review.
15. You must really think creatively.
16. This will help you enormously.
17. I am not kidding.
18. Don't you believe me?
19. Why are you laughing and rolling your eyes?
20. Stop mocking me!

We need to go over themes in preparation for the essay.  In talking about "Miriam" today, we decided that repressing fundamental aspects of yourself leads to instability and isolation. You could certainly say the same is true of Woundwort's warren.  From just this connection, we might ask, "What leads to instability in people and communities?" That's a useful question to ask of Antigone as well.  This is the sort of questioning we need to do to arrive at a list of potential essay topics for the exam.

To effectively do this, you need to refamiliarize yourself with key elements of the plot and character, and start asking why characters start taking the actions they do.  Tomorrow needs to be a really productive day in class, so come prepared to focus, think and elaborate.

CLASS NOTES:

Notes for today may be found here.

HOMEWORK & EXAM PREP
Prepare for review tomorrow and add to the study guides on the wikispace.

We've gone as far as we are going to go with sentence diagramming today - we're up through adverbs. READ ALL THE TYPED STUFF in the diagramming book. It really does help. Then, we started recitations--not as easy as they look, are they? Practice it in the mirror, or better in front of someone else. We'll continue these tomorrow.

A number of you have yet to post anything on the studyguides on the wikispace. What gives?

See syllabus for what you were to have done by now. I won't chase you down to remind you (you're old enough not to need that), but I am checking your work.

DAY 04 - CYCLE 11 - SEMESTER 01: 12-04-09

We went over Unit 5 words, and then discussed and viewed a performance of the poem "Facing It." For Monday, you must be ready to give a recitation of your poem to the class. Like the performance we saw, your recitation must go beyond technical accuracy to present the poem in a way that pays homage to its meaning and allows the listener to understand it better than he/she would if just reading it on the page.

DAY 03 - CYCLE 11 - SEMESTER 01: 12-02-09

Today, we reviewed a few sentence diagramming principles. Clearly, a few practice sheets would help you before the exam. I'll throw some together. Meanwhile, READ the typed portions of the book; they'll help! Afterward, I had you translate your poems into your own words so that you would have a better idea of what they were REALLY about. Homework is on the syllabus distributed in class. Don't forget your vocabulary books!

DAY 02 - CYCLE 11 - SEMESTER 01: 12-01-09

HANDOUTS FROM TODAY:
You received two handouts:
Tone list
Color map

IN CLASS TODAY:

We completed the vocabulary words for unit 4 in the vocabulary book.

I distributed the tone list and color map, and had you assign tones to colors (just to get your creative juices going), and then assign tones to the voice in your poem.

It may have seemed like a bit of self-indulgent silliness to proceed this way, but the thing to understand about poems is that they tend to be intense emotional snapshots more than they are simply ploy driven.  Because they have that different agenda, you have to pay careful attention to emotional subtleties going on in the poem, and small shifts in the speaker's attitude.  We'll be doing closer analysis of your poems tomorrow to make sure you really know what the poems are saying, and can present them with the seriousness of purpose and depth of understanding they deserve.


CLASS NOTES:

No class notes for today.
HOMEWORK & EXAM PREP
* Memorize 5-10 lines of your poem
* On the wikispace, add your entries to ONE of the study guides linked to under “EXAM PREP PAGES,” following the instructions at the top of the page. You may not add material that duplicates others’ submissions.
==RECOMMENDED EXAM PREP==
*Review Junior Great Books stories using the Exam Review Guide, Part II
*Review Unit 1 vocab

DAY 01 - CYCLE 11 - SEMESTER 01: 11-30-09

HANDOUTS FROM TODAY:
You received two exam review guides:

• PART I: Contains information about what is covered on the exam, the skills on which you will be tested, and the format of the exam.
• PART II: Tips for how to study the stories and prepare for vocabulary.
• You also received a syllabus to take us through the end of the semester.
  

IN CLASS TODAY:

We continued with sentence diagramming, looking at articles, direct objects and attributive adjectives.



We covered introductory material for Poetry Out Loud.

WHAT:

Poetry Out Loud is a nationwide competition in which high school students recite (from memory) anthologized poems and are judged on their performances. The competition is run in a pyramid formation; after winning classroom competitions, students compete against other classroom winners of the sophomore class until three remain. These three sophomores will compete against the top three juniors. Two winners from this group of six may go one to represent USM in the regional competition. Each region will select three winners to go on to the state competition.

Winners at all levels are eligible for prizes.

SCHOOL PRIZES: To be determined.
STATE PRIZES: Each winner at the state level will receive $200 and an all-expenses-paid trip to Washington (with an adult chaperone) to compete for the national championship. The state winner's school will receive a $500 stipend for the purchase of poetry books. One runner-up in each state will receive $100; his or her school will receive $200 for the purchase of poetry books.
NATIONAL PRIZES: A total of $50,000 in scholarship awards and school stipends will be awarded at the Poetry Out Loud National Finals, with a $20,000 college scholarship award for the National Champion.

HOW MANY POEMS MUST YOU MEMORIZE?
To recite in the classroom and to the sophomore class 1 (this is the one that counts toward your English grade)
If you are one of the winners of the soph. class competition 2
If you are the winner of the school competition 3
State and national contestants will recite their poems in rounds, not consecutively, with each student reciting one poem in each round.

WHEN WILL POETRY RECITATIONS TAKE PLACE?
You must be prepared to recite before your class by December 7.

Sophomore class recitations will be done on January 6
The recitation assembly will take place in the middle of January.
Regional contests will take place in mid to late February
The State contest will take place on Saturday, March 13th in Madison.
The National contest will take place on April 26th and 27th in Washington D.C.

WHERE MUST I FIND A POEM?
All poems MUST come from the online anthology at the Poetry Out Loud website: http://www.poetryoutloud.org/poems/

HOW WILL I BE JUDGED?
In the classroom, you will be judged by your peers and your teacher. You will be evaluated on the following elements:

• Physical Presence
• Voice and Articulation
• Appropriateness of Dramatization
• Level of Difficulty
• Evidence of Understanding
• Overall Performance
• Accuracy

Please visit the following web address for full details about each of these criteria: http://www.poetryoutloud.org/students/checklist.html

********************END OVERVIEW*******************
After we discussed the overview of the Poetry Out Loud project, we looked at a video so you could see the contest in action.

CLASS NOTES:

No class notes for today.

HOMEWORK FOR NEXT CLASS:

1. Find a poem to memorize on the Poetry Out Loud website
2. Print it out
3. Join the class wikispace.  There is a link at the top of this page.

DAY 05 - CYCLE 10 - SEMESTER 01: 11-24-09

HANDOUTS FROM TODAY:
No handouts today.

IN CLASS TODAY:

You wrote an in-class essay.

CLASS NOTES:

No class notes for today.

HOMEWORK FOR NEXT CLASS:

None.

Hard to believe, huh?

DAY 04 - CYCLE 10 - SEMESTER 01: 11-23-09

HANDOUTS FROM TODAY:
We looked at the collected elements of your proposed rubrics.  Ali pointed out a mistake, and that has been corrected in the version posted here.

IN CLASS TODAY:

We covered the words incarcerate, incumbent, jocular, ludicrous, mordant.

CLASS NOTES:
Incumbent as an adjective can be a bit tricky. Note the following examples to get a better understanding of it in action:
• It is incumbent upon all members to attend the Spanish Honor Society meeting tomorrow.
• It is incumbent for a batter to have great eyesight.
• It is a duty incumbent upon me, and I accept the obligation gladly.
• To follow the Common Trust is incumbent upon us all.

We split up into two groups and created a final rubric with the traits of A and B followers and leaders.

We came up with the following possible questions/topics for tomorrow’s in-class essay about Watership Down.  You will be given ONE of these tomorrow in the computer lab.  You should report directly to the computer lab tomorrow.  You may bring your book, but that is all.

• Who is the most valuable team member and why?
• Whose style of leadership is more effective: Hazel’s or Woundwort’s?
• Why is Cowslip’s Warren unappealing, even though they get everything they want?

Notes for today's class may be found above.

HOMEWORK FOR NEXT CLASS:

Prepare for tomorrow's in-class essay.  You may bring your book, but nothing else.  Please report directly to the computer lab.

DAY 03 - CYCLE 10 - SEMESTER 01: 11-19-09

HANDOUTS FROM TODAY:
There were no new handouts for today.  We spoke about the articles about followership.

IN CLASS TODAY:

We talked about what it means to be a good leader and follower in the classroom setting.  What are the defining features of A level followership and A level leadership?  According to you, it's the following:

LEADER

• Gives direction
• Motivates
• Trusts and is trustworthy
• Inclusive
• Selfless
• Courage
• Quick thinker
• Fair

FOLLOWER

• Independent thinker
• Voices opinion
• Asks questions
• Comes prepared and ready to go
• Dissents when appropriate
• Listens attentively
• Takes notes
• Understands what he/she is doing
• Fosters good chemistry
• Knows when to talk and when to shut up

 At the very tail end of class, AND THIS IS THE IMPORTANT PART, I tried to point out to you that just by looking at the criteria you offered, you could see that good leadership is a lot about showing deference to others, and good followership is a lot about showing initiative and strength.  Is this paradoxical? It may seem so at first, but it isn't once you think about it--not in the classroom and not in Watership Down.  However, it also means that your success is very much pegged to the success of others in the classroom with you.  We habitually see leadership as something we show as individuals, demonstrating our very own initiative apart from those around us, allowing us to stand out from the crowd.  Given that you all feel you earn your grades on your very own, you probably think about leadership in this way, too.  But that is worth a grain of doubt.  Look again at how good leaders should be assessed, according to your discussion today.  Does an A+ leader take total charge, seek to escape the pack, and set him/herself obviously apart?  Absolutely not. Instead, and according to you, they are those who find ways to let others rise to the occasion by orchestrating opportunities, calling on others' strengths, and giving others room for a bit of glory.  So what do you really need to do to improve your skills and grade in the class?  Invest in assuring everyone's success, not just your own.  It seems counter-intuitive, but I guarantee that if you demonstrate true  leadership as you have defined it above, in and out out of the classroom, you, like Hazel, will be worthy of having a "-rah" tacked on to your name.

CLASS NOTES:
Notes for today's class may be found above.

HOMEWORK FOR NEXT CLASS:
1. READ THE ABOVE POST IN FULL AND THINK ABOUT IT CAREFULLY.
2. Add a comment to this blog post identifying what YOU see as the chief traits of an A and B leader and follower - they should be measurable.

On Monday, you will work together as a group to develop THREE possible questions to answer in a 12-sentence paragraph in the computer lab on Tuesday.  As you will be writing a 12-sentence paragraph for the exam as well, doing so under timed consitions will be good practice for that.

DAY 02 - CYCLE 10 - SEMESTER 01: 11-18-09

HANDOUTS FROM TODAY:

Today's handout was the full study guide for Watership Down.  The reading schedule, leader assignments, and all study guides are in there. We led ourselves, thank you very much.

IN CLASS TODAY:

We learned how to diagram DEFINITE ARTICLES, INDEFINITE ARTICLES and PREDICATE NOMINATIVES.

We also spoke about a flower from mathematical, scientific, cultural, aesthetic and language-based perspectives to talk about why we do a lot of the stuff we do in school.  It's all intellectual dribbling drills for later games, but ultimately all so you can make meaning of your time on earth.  No kidding.

We learned the words teleological and deplorable.

We started to talk about the end of the novel, which we will continue tomorrow.

CLASS NOTES:
Notes for today's class may be found here.

HOMEWORK FOR NEXT CLASS:
1. READ the following articles about followership.
2. Arrive to class with proposed criteria for a rubric to judge leadership and followership in the classroom.

DAY 01 - CYCLE 10 - SEMESTER 01: 11-17-09

HANDOUTS FROM TODAY:

Today's handout was the full study guide for Watership Down.  The reading schedule, leader assignments, and all study guides are in there. Maddie was our leader for the day.

IN CLASS TODAY:

You discussed pages 421-456. Maddie was our leader for the day.

You coined the term consummate (I don't know how to do the accent over the e).
Your discussion about psychological and physical effects of fear was absolutely gorgeous.  Well-substantiated, evolving, recursive and insightful, you produced one of the finest discussions I have seen in years.  Thank you.
CLASS NOTES:
Notes for today's class may be found here.

HOMEWORK FOR NEXT CLASS:
1. Finish the novel.
2. Complete the 12 sentence paragraph assigned on page 36.  This will be due on Wednesday, November 18th.
3. Tomorrow, bring your grammar book.

DAY 05 - CYCLE 09 - SEMESTER 01: 11-16-09

HANDOUTS FROM TODAY:

Today's handout was the full study guide for Watership Down.  The reading schedule, leader assignments, and all study guides are in there. Lonnisha was our leader for the day.

IN CLASS TODAY:

You discussed pages 394-421. Lonnisha was our leader for the day, and she shared really good vanilla Oreos.

In class, Lonnisha had us address discussion questions, and added one of her one: Why does Woundwort pursue the Watership Down rabbits? Why not just let them go?

Today, while most participated, listening was a problem.  Many of you tuned out, or listened just long enough to start thinking about your reply, at which point, you stopped listening.  Speakers, sometimes you mumbled in monotone down into your lap, which really is nature's way of saying "Don't pay attention to me."  Though everyone encountered words he or she did not know in last night's reading, no one looked the words up.  In short, you folks are treading water, but no one is looking to swim. Given how bright and capable you are, there's no reason not to expect more from yourselves.

You should review the following.
WHAT ARE THE BEHAVIORS WE ASSOCIATE WITH A-LEVEL STUDENTS?


• They bring materials to class, and have them out and ready to go right away
• They wait until they are dismissed to pack up
• They initiate, moderate, and pay keen attention to discussion
-----o They offer ideas, grounded in text
-----o They ask follow up and clarification questions
-----o They invite others to join the discussion
-----o They are aware of how much they are speaking
-----o They LISTEN.
• They sit up at the table, at attention
• Their book is open
• They re-read as necessary
• They take notes in their books
• They take notes on discussion in class
• They demonstrate excitement and engagement in the world of ideas
• They write with mastery
-----o Their arguments are sound, focused, and deep
-----o Their support is well-selected, well-organized, and well-introduced
-----o They write with their reader in mind
-----o They transition between ideas
-----o They edit carefully for standard grammar and usage conventions
-----o Their phrasing is fluid and interesting
• They self-advocate
-----o They seek clarification on assignments
-----o They seek help in skill-development
-----o They seek to recognize what they have not yet mastered
-----o They develop strategies for building those skills
-----o They follow up on absences without being reminded
• They continue practicing the skills they have mastered
• They seek to expand their own knowledge without prompting (looking up terms, researching concepts, etc.)
• They read and follow directions carefully and consistently
• They review material on a regular basis
• They plan projects and papers well in advance
-----o They break larger tasks down into smaller ones
-----o They stick to a plan for completing those tasks
• They plan for contingencies
• They plan around athletic events and other responsibilities

WHAT ARE THE ABILITIES ASSOCIATED WITH AN A-LEVEL STUDENT?
• They think abstractly
• They have informed, nuanced opinions about the material
• They can read for detailed comprehension
• They can make inferences
• Their writing reflects a developed sense of style and voice

Think about this. Reflect on it.  Above all, ACT ON IT!

CLASS NOTES:
Notes for today's class may be found here.

HOMEWORK FOR NEXT CLASS:
1. Read 422-454.  Maddie will be our next leader.
2. Complete the 12 sentence paragraph assigned on page 36.  This will be due on Wednesday, November 18th.
3. Tomorrow, bring your vocabulary book.

DAY 04 - CYCLE 09 - SEMESTER 01: 11-11-09

HANDOUTS FROM TODAY:

Today's handout was the full study guide for Watership Down.  The reading schedule, leader assignments, and all study guides are in there. Marsalis was our leader for the day.

IN CLASS TODAY:

You discussed pages 369-394. Marsalis was our leader for the day.

CLASS NOTES:
Notes for today's class may be found here.

HOMEWORK FOR NEXT CLASS:
1. Read 394-421.  Lonnisha will be our next leader.

DAY 03 - CYCLE 09 - SEMESTER 01: 11-09-09

HANDOUTS FROM TODAY:

Today's handout was the full study guide for Watership Down.  The reading schedule, leader assignments, and all study guides are in there. Zach was our leader for the day.

IN CLASS TODAY:

You discussed pages 336-365. Zach was our leader.  He had us break into teams to answer questions that came from the study guide or that you wrote.

CLASS NOTES:
Notes for today's class may be found here.

HOMEWORK FOR NEXT CLASS:
1. Read 369-394 in Watership Down. Marsalis will be our leader on the next day.
2. Your written assignment will be due on Wednesday by 3:15.  You will be writing a well-developed 12-sentence paragraph on the assignment found on page 24 of the Watership Down study guide, or on page 32.

DAY 02 - CYCLE 09 - SEMESTER 01: 11-06-09

HANDOUTS FROM TODAY:

Today's handout was the full study guide for Watership Down.  The reading schedule, leader assignments, and all study guides are in there. Nathan was our leader for the day.

IN CLASS TODAY:

We reviewed ACTIVE and PASSIVE voice again, and we did a few exercises converting passive sentences to active sentences, and justifying the use of passive voice in certain circumstances.

We welcomed three visiting eighth graders to the classroom.

You discussed pages 312-336. Nathan was our leader.  He presented a worksheet that inspired ribaldry (look it up) among you, but not much substance.  However, the large group discussion in the last 15 minutes of the class was quite productive.

CLASS NOTES:
Notes for today's class may be found here.

HOMEWORK FOR NEXT CLASS:
1. Read 336-365 in Watership Down. Zach S. will be our leader tomorrow.
2. You written assignment will be due on Wednesday by 3:15.  You will be writing a well-developed 12-sentence paragraph on the assignment found on page 24 of the Watership Down study guide, or on page 32.

DAY 01 - CYCLE 09 - SEMESTER 01: 11-05-09

HANDOUTS FROM TODAY:

Today's handout was the full study guide for Watership Down.  The reading schedule, leader assignments, and all study guides are in there. Sara was our leader for the day.

IN CLASS TODAY:

We reviewed ACTIVE and PASSIVE voice.

We talked about helping verbs (all the verbs that help establish tense) and modal auxiliaries (words that help indicate possibility or obligation: can, could, would, should, might, shall, and may).  So the verb in "She would have been frightened" is "would have been frightened."

You discussed pages 289-312.  Sara was our leader.

CLASS NOTES:
Notes for today's class may be found here on Friday.  Every time I try to upload the notes to the wikispace, I get this: "Wikispaces - Internal Error: An unrecoverable error has occurred. The problem has been logged and the Wikispaces staff has been notified."  Alas, the notification does not seem to have invoked in them the desire to rectify the problem.

HOMEWORK FOR NEXT CLASS:
1. Read 312-336 in Watership Down. Nathan B. will be our leader tomorrow.
2.Tomorrow, I will speak to the issue of the 12-sentence paragraph. You do not need to write it tonight.

DAY 05 - CYCLE 08 - SEMESTER 01: 11-04-09

HANDOUTS FROM TODAY:

Today's handout was the full study guide for Watership Down.  The reading schedule, leader assignments, and all study guides are in there. Charlie was our leader for the day.

IN CLASS TODAY:

You took a quick vocabulary quiz.

You started covering the study guide for last night's reading until I couldn't stand it any more and jumped in.  The study guide is a STARTING POINT for understanding.  The vast majority of questions in there, and the tips for reading and reviewing, are there just so you can make sure that you independently get what's going on in the book.  By resorting to just these in class, you are reducing what could be fantastic, rich, rewarding discussions to silly busywork and a waste of 45 minutes that you'll never get back.

Please, come with questions that help MAKE MEANING out of what you're exposed to.  Once you started moving in that direction, you were off and running.  Huzzah!

We spoke about VERISIMILITUDE: having the appearance of reality/truth.

Please, please, please--look deeper into what's going on.  You're missing all the fun!

CLASS NOTES:
Notes for today's class may be found here.

HOMEWORK FOR NEXT CLASS:
1. Read 290-312 in Watership Down.
2. Develop a worthwhile question to bring to class that gets to the deeper aspects of this book.  Can't think of what to ask? Look again at this incredibly valuable document that you really should be consulting all the time in this class.
3. Hold off on writing the 12-sentence paragraph.  I don't think you yet have all that much to say on the topic yet, making it a hard assignment to do and a rotten one to read, but I am hopeful that by the end of tomorrow's discussion, you have a better sense of what you could say on the topic.

DAY 04 - CYCLE 08 - SEMESTER 01: 11-03-09

HANDOUTS FROM TODAY:

Today's handout was the full study guide for Watership Down.  The reading schedule, leader assignments, and all study guides are in there. Kayleigh was our leader for the day.

IN CLASS TODAY:

We started sentence diagramming, looking at subjects and verbs.

We skimmed the surface of 229-257 of Watership Down. Kayleigh was our leader for the day, and together with her, you decided you would break up into two teams to go over the initial study guide questions: boys v. girls.

Adams had lots to say in last night's reading--presenting a new structure to society worthy of commentary.  What kind of critique might he have been making on governments in the world around him?

Why wasn't Holly angry that Hazel had gone to Nuthangar Farm?  What does that say about diplomacy and consensus-minded thinking?

Are the two does Hazel brought back turning out to be assets or liabilities?

It's a pity we did not get to more.

CLASS NOTES:
Notes for today's class may be found here.

HOMEWORK FOR NEXT CLASS:
1. Read 261-289 in Watership Down.  Charlie Hauske will be our next leader.
2. Bring your grammar book with you to class on Thursday.
3. Look ahead to the 12-sentence paragraph due THURSDAY. (Change from Wednesday.) You can find the assignment on page 24 of the study guide.
4. Study for the vocab quiz on unit 3 tomorrow. There will be TEN sentence matching problems.

DAY 03 - CYCLE 08 - SEMESTER 01: 10-29-09

HANDOUTS FROM TODAY:

Today's handout was the full study guide for Watership Down.  The reading schedule, leader assignments, and all study guides are in there. Ali was our leader for the day.

IN CLASS TODAY:

We discussed 205-229 in Watership Down. Ali was our leader and deviated from the study guide, seeking more questions from the group. How'd you do in terms of having them to offer?

CLASS NOTES:
Notes for today's class may be found here.

HOMEWORK FOR NEXT CLASS:
1. Read 229-257 in Watership Down.  Kayleigh Potokar will be our next leader.
2. Bring your grammar book with you to class on Tuesday.
3. Look ahead to the 12-sentence paragraph due Wednesday.

DAY 02 - CYCLE 08 - SEMESTER 01: 10-28-09

HANDOUTS FROM TODAY:

Today's handout was the full study guide for Watership Down.  The reading schedule, leader assignments, and all study guides are in there. Catie was our leader for the day (see? I CAN spell it!).

IN CLASS TODAY:

We discussed 179-205 in Watership Down. Catie was our leader, and had us work on two small group projects before re-convening into a larger group.

The new activities were quite welcome.

Overall, there still needs to be closer interpretation of the text itself, but you were definitely headed in that direction by the end of class. 

Are you getting better at this? What are your thoughts about how the classroom leadership experiments are going? Is it easier than you thought? Harder than you thought? How has this changed you as a student?  Post a comment and let us know your thoughts!

CLASS NOTES:
Notes for today's class may be found here.

HOMEWORK FOR NEXT CLASS:
1. Read 205-229. PREPARE. Ali will be our next leader.

DAY 01 - CYCLE 08 - SEMESTER 02: 10-28-09

HANDOUTS FROM TODAY:

Today's handout was the full study guide for Watership Down.  The reading schedule, leader assignments, and all study guides are in there. Kelly was our leader for the day.

IN CLASS TODAY:

We discussed 150-178 in Watership Down. Kelly was our leader and worked well to keep us on task and focused in our efforts.

Your conversations generated some good ideas for an exam essay. Be sure to check the notes.

Others arrived unprepared, unwilling or unable to participate. That's a problem, and we spoke about possible solutions.  Success depends on your communication, and much on your preparedness.

Conversation was MUCH, MUCH better when you dove into the text and let a specific passage drive the main ideas.

Listen to each other more carefully.

• Ask, "Were your questions answered?"
• Clarify, "I think you are saying... Am I right?"

You are skipping ahead to what you want to talk about and not necessarily always taking in what others have to say.

CLASS NOTES:
Notes for today's class may be found here.

HOMEWORK FOR NEXT CLASS:
1. Read 178-205. PREPARE. Catie will be our next leader, and man, she's got plans for YOU!

DAY 05 - CYCLE 07 - SEMESTER 01: 10-26-09

No one was really in a position to discuss rabbits or vocabulary today. Class has been pushed back a day.  Tomorrow, we will pick up where we would have today.  Kelly will be our leader, and we will help each other through the rocky spots in the days ahead.  For now, I offer a poem that is a favorite of mine.  A dear friend gave it to me when my mom passed away, and it teaches me often.

A Poem
in time of daffodils(who know

in time of daffodils(who know

the goal of living is to grow)

forgetting why,remember how


in time of lilacs who proclaim

the aim of waking is to dream,

remember so(forgetting seem)


in time of roses(who amaze

our now and here with paradise)

forgetting if,remember yes


in time of all sweet things beyond

whatever mind may comprehend,

remember seek(forgetting find)



and in a mystery to be

(when time from time shall set us free)

forgetting me,remember me
 
e.e. cummings

DAY 04 - CYCLE 07 - SEMESTER 01: 10-23-09

HANDOUTS FROM TODAY:

Today's handout was the full study guide for Watership Down.  The reading schedule, leader assignments, and all study guides are in there. Forrest was our leader for the day.

IN CLASS TODAY:

We finished the word for Unit 3 vocabulary.  Your quiz qill be late next week.

We discussed 121-149 in Watership Down.

You decided that simply using the study guide as a basis was not particularly satisfying, and wanted a debate, but had a hard time moving in that direction.  However, by the end of class, you had discussed which rabbit should have MVP status (a debatable point) and had created a football analogy that worked pretty well.

CLASS NOTES:
Notes for today's class may be found here.

HOMEWORK FOR NEXT CLASS:
1. Read 150-178. Complete ONE of the journal entries found at the end of the study guide for 121-149 OR 150-178.  Be ready to turn it in.  Kelly will be our next leader.

DAY 03 - CYCLE 07 - SEMESTER 01: 10-21-09

HANDOUTS FROM TODAY:

Today's handout was the full study guide for Watership Down.  The reading schedule, leader assignments, and all study guides are in there. Ellie was our leader for the day.

IN CLASS TODAY:

You locked me out of the room and hid under the table.  Alarming at first glance, the act had me nonetheless charmed to see the community spirit forming!

We went over the next 5 words of vocabulary in Unit 3 of the vocabulary book.

We discussed pages 93-118.

Debates are developing and that is good to see.  More folks are bringing the book into discussion.  I'd like to see references to specific pages start making it into the notes.

CLASS NOTES:
Notes for today's class may be found here.

HOMEWORK FOR NEXT CLASS:
1. Read 121-149 and complete the totally mislabeled study guide.  Forrest will be our next leader.

DAY 02 - CYCLE 07 - SEMESTER 01: 10-20-09

HANDOUTS FROM TODAY:

Today's handout was the full study guide for Watership Down.  The reading schedule, leader assignments, and all study guides are in there. Claire was our leader for the day.

IN CLASS TODAY:

We went over the next 5 words of vocabulary in Unit 3 of the vocabulary book.

We discussed pages 70-92.

Getting sick of simply discussing the study guides? Leaders, here are some ideas:
- Dissect a particular passage for deeper meaning.
- Develop a debate topic an assign people to a side.
- Bring in an outside poem or reading that connects to the reading and discuss it.
- Break folks up into small groups and give them tasks to report back to the larger group

CLASS NOTES:
Notes for today's class may be found here.

HOMEWORK FOR NEXT CLASS:
1. Read 93-118 and complete the totally mislabeled study guide.  The one linked to above is correct!  Ellie will be our next leader.

DAY 01 - CYCLE 07 - SEMESTER 01: 10-19-09

HANDOUTS FROM TODAY:

Today's handout was the full study guide for Watership Down.  The reading schedule, leader assignments, and all study guides are in there. Margot was our leader for the day.

IN CLASS TODAY:

We went over the first 5 words of vocabulary in Unit 3 of the vocabulary book.

We discussed pages 45-70.
We started making more overt connections to our own behavior as a group and that of the Watership Down rabbits.  Please see class notes for assessments of the novel.

Please consider:

• You are annoyed by Fiver's unwillingness to go along with the group when it is clear that the group is headed in a particular direction.  You fault him for having a bad attitude or simply not pulling his weight. To what extent do you contribute to the class dynamic? Are you a Hazel, a Bigwig, a Fiver or Pipkin?
• What help do leaders need to be successful? Are you providing it?
• What traits must a leader exhibit to find success?
• What common goals are the rabbits working toward?
• What common goals should WE be working toward?

Such considerations should be a part of our discussions.

CLASS NOTES:
Notes for today's class may be found here.

HOMEWORK FOR NEXT CLASS:
1. Read 71-92 in the book and be prepared for class by doing the study guide. 
2. Claire will be our next leader.

Leaders are not required to use the study guide as the basis of their activities.  They may come up with other activities and questions.  However, leaders should be able to rely on the fact that everyone will be as prepared as possible with the help of the studyguide.

DAY 05 - CYCLE 06 - SEMESTER 01: 10-16-09

HANDOUTS FROM TODAY:

Today's handout was the full study guide for Watership Down.  The reading schedule, leader assignments, and all study guides are in there. Alex was our leader for the day.

IN CLASS TODAY:

You took a vocabulary quiz on Unit II.

We discussed pages 22-44.

Those who were unprepared (I know, lots of tests today), be aware of your effect on the dynamic. 

CLASS NOTES:
Notes for today's class may be found here.

HOMEWORK FOR NEXT CLASS:
1. Read 45-70

2. Your homework for the weekend is a journal: Type a 12-sentence paragraph that answers either of the questions: Is Hazel a good leader? Or, is Fiver a good team member? You should type and double space it, edit carefully, use MLA format, and be prepared to hand it in. Remember, check for use of literary present tense, and any other issues peculiar to your writing. If you have questions, see me or contact me via email.

3. Your completed homework will form the basis for our discussion in the next class, where we will focus on what it means to be a good leader and a good follower. (You yourselves are trying to form a better team in discussing this book!) First, let’s review the first 75 pages and cite specific examples of the following:
a. Good teamwork
b. Good leadership
c. Challenges to both
d. Ways those challenges are addressed



3. Please write your own question Margo will be our next leader.

DAY 04 - CYCLE 06 - SEMESTER 01: 10-15-09

HANDOUTS FROM TODAY:

Today's handout was the full study guide for Watership Down.  The reading schedule, leader assignments, and all study guides are in there. Chris was our leader for the day.

IN CLASS TODAY:

REMINDER: YOUR QUIZ ON UNIT II WORDS WILL BE TOMORROW.  IT WILL INCLUDE WORDS FROM UNIT I. There will be 15 sentence matching questions.

We discussed pages 1-22.

CLASS NOTES:
Notes for today's class may be found here.

HOMEWORK FOR NEXT CLASS:
This information is also in the study guide.  Read pages 22-44 in Watership Down and use the study guide.  Prepare for discussion. Alex will be our next leader.

DAY 03 - CYCLE 06 - SEMESTER 01: 10-13-09

HANDOUTS FROM TODAY:

Today's handout was the full study guide for Watership Down.  The reading schedule, leader assignments, and all study guides are in there.

IN CLASS TODAY:

REMINDER: YOUR QUIZ ON UNIT II WORDS WILL BE ON FRIDAY, OCTOBER 15th.  IT WILL INCLUDE WORDS FROM UNIT I.

We discussed the large study guide packet and the roles.  Maddie, you'll want to make an appointment to come in so I can explain it to you, too.

You turned in your journal entries.

You started reading pages 1-22 in Watership Down.  You may also find it helpful to scan the introduction.

Chris will be the class leader for Thursday.

CLASS NOTES:
There were no notes for today

HOMEWORK FOR NEXT CLASS:
This information is also in the study guide.  Read pages 1-22 in Watership Down and use the study guide.  Prepare for discussion.

DAY 02 - CYCLE 06 - SEMESTER 01: 10-09-09

HANDOUTS FROM TODAY:

I gave you discussion questions for today, which are available by clicking on the class notes for today.

IN CLASS TODAY:

We covered words 15-20 in Unit II of the vocabulary book: sacrilege, summarily, suppliant, talisman and undulate.

I ANNOUNCED THAT YOUR QUIZ ON UNIT II WORDS WILL BE ON FRIDAY, OCTOBER 15th.  IT WILL INCLUDE WORDS FROM UNIT I.

We discussed 107-128 in Antigone.

Conversation is improving.  Four or five of you are still holding back. Two or three of you need to limit yourselves so that others may speak.

CLASS NOTES:
You may download the notes for today's class by clicking here.

HOMEWORK FOR NEXT CLASS:
HOMEWORK: Due Tuesday!

CHOOSE ONE:

• In a minimum 12 sentences (you may write more), explain how the closing lines of the play apply to Whale Rider.
• In a minimum 12 sentences (you may write more), compare/contrast Pai to Antigone.

 Toward this end, you might find the following scenes helpful to re-watch:

 

DAY 01 - CYCLE 06 - SEMESTER 01: 10-08-09

HANDOUTS FROM TODAY:

I gave you discussion questions for today, which are available by clicking on the class notes for today.

IN CLASS TODAY:

We covered words 11-15 in Unit II of the vocabulary book: maelstrom, myopic, overt, pejorative, and propriety.

We discussed 85-107 in Antigone.

Here is the Odeipus family tree:

I was impressed by what many of you had to say in class.  Clearly, you are reading in a more engaged fashion.  Delightful!  Please, keep it up.  Those of you who really stepped it up today, it showed, I noticed, and we're all the better for it.  Those who didn't, keep trying.  I've read enough of your writing to know you all can reach a high standard.

CLASS NOTES:
You may download the notes for today's class by clicking here.

HOMEWORK FOR NEXT CLASS:
Please complete the play (up through page 128).  The discussion format simply works better, so we'll stick with that.  You'll have a writing assignment over the weekend, drawing comparisons between Whale Rider and Antigone.

DAY 05 - CYCLE 05 - SEMESTER 01:10-07-09

HANDOUTS FROM TODAY:

There were no handouts today

IN CLASS TODAY:

You took an open book reading quiz.

We covered words 6-10 in Unit II of the vocabulary book: devious, gambit, halcyon, histrionic, and incendiary.

We dug a lot deeper into 60-86 in Antigone.

Clearly, many of you were better prepared.  Others, you're still being far too passive.
CLASS NOTES:
You may download the notes for today's class by clicking here.

HOMEWORK FOR NEXT CLASS:
Read from where we stopped on the middle of page 85 through the end of 107.  Your pages should be well-annotated, unfamiliar words should be researched, motives and actions questioned, indirect characterizations carefully considered, etc.  Please come ready to discuss these pages in depth, to listen carefully to what your peers are saying, and to join in the conversation.

DAY 04 - CYCLE 02 - SEMESTER 01: 10-06-09

HANDOUTS FROM TODAY:

There were no handouts today

IN CLASS TODAY:

We barely scratched the surface of 60-86 in Antigone.

What was obvious:

• Few readers had practiced.
• Were you reading this for the first time? It showed.
• No one had looked up words they did not know.
• People settled for vague familiarity in place of genuine understanding.

I blame Homecoming and the Packer game.

CLASS NOTES:
There were no notes taken in class, except for those which you took in your book as we read aloud. Tomorrow will be a notes intensive day.

HOMEWORK FOR NEXT CLASS:
Reread 60-86.  Look up words.  Figure out what people are talking about.  DO THE READING AND STRUGGLE WITH IT A BIT. Mere familiarity simply will not cut it in this class. I am deeply concerned about the signals of passivity I am seeing.  You're all clearly very smart, but that shouldn't be a motivation to wing it.  You should expect a quiz tomorrow, and you should bring your vocabulary book.

DAY 03 - CYCLE 05 - SEMESTER 01: 10-02-09

HANDOUTS FROM TODAY:

You received a handout describing two options to approaching Antigone in class: as reader and as writer.  Both require astute attention, thoughtful reflection, and careful articulation of insights.

IN CLASS TODAY:

We read sample sentences for the first five words of Unit 2 in the vocabulary book.  Remember that providing adequate context is critical!

We finished watching Whale Rider and discussed why Paikea was able to be so tolerant of her Grandfather Koro's intolerance of her.  If you cannot explain why to yourself now, you should remember to ask again when class resumes on Tuesday (we don't meet on Monday).

We began Antigone in class with a conversation between Antigone and Ismene.  Questions you should be able to answer before moving on are these (these are the very same questions with which we will begin on Tuesday, so you should all be able to answer them!):

• Where are they?
• What recent circumstances are affecting them?
• What are their attitudes toward Creon's decree?
• What does Antigone want to do?
  
• What is Ismene's response?
• Why do they want to pursue the actions they do?
  
• What are the emotional states of each character?

We selected readers for Tuesday's class. 

Students who are not readers were also asked to read and develop questions for Tuesday's discussion.

CLASS NOTES:
There were no notes taken in class, except for those which you were to write down on your study guide.

HOMEWORK FOR NEXT CLASS:

Those who want to demonstrate better engagement in class will read the above post in full. If you cannot answer the above questions, re-read 59-60.

Read pages 61-86 (up until Ismene enters) in Antigone.  

Readers, you will be performing your parts on Tuesday.  Read all of 61-86 and work to understand how all of the characters interact.  Then, go back and decide who you are within that context. You should give very careful thought to what words you will emphasize, where you will pause, what your volume of voice will be, where you will speak rapidly, what gestures and facial expressions will accompany your reading, and why your choices make sense.  Remember that all characters experience more than one emotion, even if only one value drives their choices.

Students who are not reading aloud, you should develop questions for each of the characters about why they are the way they are, why they act as they do, how the demonstrate their traits through speech and action.  Remember the value of indirect characterization in determining the essence of a character.  Have an idea about how you think the parts should be performed.  Think of larger questions you would like the characters to speak to, e.g. Why is ____X_____ such a priority for you?  Readers, as their characters, will need to be able to answer these questions.  Your questions should demonstrate that you have given careful thought to the characters, the issues they raise, and the choices your peers make in their interpretations of those characters.

Your level of engagement in these tasks will have a direct correlation to how engaging class is over the next week.  Take your work seriously.

DAY 02 - CYCLE 05 - SEMESTER 02: 10-01-09

HANDOUTS FROM TODAY:

There were no handouts today

IN CLASS TODAY:

I looked at your notes about the introduction to Antigone.

Dismayed, I explained my expectations and grading scale.
A: Pushing personal limits to achieve mastery
C: Treading water, doing enough to be left alone, remaining passive/silent
F: Everything from body language to quality of work, when it's even done, clearly demonstrates disdain.

We moved on, still friends.

We continued to watch the film and take notes on our study guides.

CLASS NOTES: There were no notes taken in class, except for those which you were to write down on your study guide.

HOMEWORK FOR NEXT CLASS:

READ THE DARN INTRODUCTION IF YOU HAVEN'T! Write a sample sentence for each of the first five words in unit two of the vocabulary book. No, we have not covered them in class. Yes, you should write out your sentences.  Yes, they should be ORIGINAL, not taken from any other source. Yes, I will be checking them.

DAY 01 - CYCLE 05 - SEMESTER 01: 09-29-09

HANDOUTS FROM TODAY:

There were no handouts today

IN CLASS TODAY:

We talked briefly about the introduction to Antigone and the stories about Oedipus and his family on which it is based. 

We continued to watch the film and take notes on our study guides.

CLASS NOTES: There were no notes taken in class, except for those which you were to write down on your study guide.

HOMEWORK FOR NEXT CLASS:

You are to re-read the introduction to Antigone in your Sophocles: The Three Theban Plays book. You will find it on pages 35-53.  You are to take notes on the introduction.  You are looking for key issues that the play investigates, and specific ideas about the principal characters.

DAY 05 - CYCLE 04 - SEMESTER 01: 09-29-09

HANDOUTS FROM TODAY:

There were no handouts today

IN CLASS TODAY:

I checked your homework.

We identified the central conflicts in the movie thus far, and made predictions about how/if they'll be resolved.

We continued to watch the film and take notes on our study guides.

CLASS NOTES: There were no notes taken in class, except for those which you were to write down on your study guide.

HOMEWORK FOR NEXT CLASS:

You are to read the introduction to Antigone in your Sophocles: The Three Theban Plays book. You will find it on pages 35-53.  You may or may not be quizzed on this material.

DAY 04 - CYCLE 04 - SEMESTER 01: 09-28-09

HANDOUTS FROM TODAY:

You received the "Whale Rider" Study Guide

IN CLASS TODAY:

Today, you turned in your 12-sentence paragraph on "New African."  At the top of your paragraph, you were to say on which skill you want to be graded for mastery, and which two should be considered developing.  I had you do a final edit for MLA format, use of literary present tense, and avoidance of second person voice (i.e. no use of the word "you").

We then began viewing "Whale Rider."

CLASS NOTES: There were no notes taken in class, except for those which you were to write down on your study guide.

HOMEWORK FOR NEXT CLASS:
Tonight, you are to write a journal entry in which you answer the following questions to the best of your ability.  The first question may be done in bullet point

• Identify ALL of the specific conflicts established in the movie so far (to help you identify them, consider the following common types of conflict: human against human, human against nature, human against society, human against self.  Your examples should be more specific than that.)
• DEFEND the following proposition, even if you disagree with it, using examples from your own experience and/or knowledge: The needs of the community must always supercede the needs of the individual because... 

DAY 02 - CYCLE 04 - SEMESTER 01: 09-23-09

HANDOUTS FROM TODAY:

You were given the assignment to write on the short story "New African"

IN CLASS TODAY:

Today, we spoke about the Civil Rights movement, the nature of what equal rights really means, and the key ingredients to developing values & self-determination.

Though we did not get this far, the question I wanted to get to was this: "Why doesn't Sarah join the New African church community?"

Your assignment will be to come up with your own interpretive question AND answer it in a 12-sentence paragraph.  Your paragraph will be due Monday.

CLASS NOTES:
Click here for a copy of today's notes.

HOMEWORK FOR NEXT CLASS:

1. Prepare to take advantage of the work day being provided to you tomorrow in room 4110.
   

DAY 04 - CYCLE 03 - SEMESTER 01: 09-18-09

HANDOUTS FROM TODAY:

There were no handouts for today.

IN CLASS TODAY:

Today, we defined what excellent effort is.

You graded your effort on the ten sentences of the paragraph that you've written so far.

I asked you to self-identify your strenths in regard to the three sets of skills we have been working on: thesis writing and sub-claims, finding and integrating sentences, and crafting commentary sentences.

Based on the self-selection of your strengths, you then edits several other papers written by your peers, evaluating that particular skill. Effort was NOT part of your consideration.

I had you assess yourself on a graph which you can find in today's notes. Please look those over.

CLASS NOTES:
Click here for a copy of today's notes.

HOMEWORK FOR NEXT CLASS:

1. Type up your paragraph, editing accordingly based on the feedback you were given today.  I will ask you to hand in BOTH the draft from today and your finished product on Wednesday.
2. Also, I asked you to read "New African" for next Wednesday.  This is a longer story, so don't put it off.  Break it up over time, and annotate like crazy!
   

DAY 03 - CYCLE 02 - SEMESTER 01: 09-16-09

HANDOUTS FROM TODAY:

Writing Commentary Sentences Worksheet


IN CLASS TODAY:

Today, you worked with a partner to assess how effectively you included your evidence to substantiate your claims.

We then worked on a worksheet whereby you wrote commentary sentences that explained how evidence demonstrated a claim AND transitioned into the new claim. You got the idea, but struggled with getting the phrasing right.  Look at the example to the right to see how minor tweaking can lead to big improvements.

CLASS NOTES:
There are no class notes for today.

HOMEWORK FOR NEXT CLASS:

1. Type up everything you have so far, and add commentary sentences to your paragraph.  Look to the worksheet from class for practice if you need it.  Bring the ten sentences you have, in as polished a form as you can possibly get them, with you on Friday.  I will anticipate that what you bring with you on Friday demonstrates the very best of what you have to offer.
2. Also, I asked you to read "New African" for next Wednesday.  This is a longer story, so don't put it off.  Break it up over time, and annotate like crazy!
   

DAY 02 - CYCLE 03 - SEMESTER 01: 09-15-09

HANDOUTS FROM TODAY:

How to integrate quotations


IN CLASS TODAY:

Today, you took your first vocabulary quiz of the year.

We reviewed a handout demonstrating several ways of integrating quotations.  We noted that when ANY quote is given, the paper MUST identify the following: the speaker, what the speaker is talking about (if the quote does not make it clear), and how the speaker says it.

We talked about three different ways of introducing quotes:

• Dab - A brief introduction to a long quote
• Dollop - A longer discussion of a briefer quote
• Lotsa Sauce - A lengthy discussion of a short phrase or word
  

We started to make sample introductions for a particular argument and quote.

CLASS NOTES:
There notes today are so short as to be not particularly helpful. If I get a chance to add to them, I shall, and will link to them here.

HOMEWORK FOR NEXT CLASS:
You now have a thesis, three sub-claims, and three pieces of evidence.  You are to connect those sub-claims to your chosen evidence.  You should introduce one of your pieces of evidence with a "dab," another with a "dollop," and another with "lotsa sauce."  In other words, you will have every part of a 12 sentence paragraph except for the first and last sentences, and the commentary sentences, which we will talk about tomorrow.

DAY 01 - CYCLE 03 - SEMESTER 01: 09-14-09

HANDOUTS FROM TODAY:

Assessing claims and sub-claims


IN CLASS TODAY:

THE FIRST VOCABULARY QUIZ WILL BE TOMORROW, SEPTEMBER 15th.

Today, you discussed your thesis statements (aka claims) and the sub-claims for "Zoo Island."

You noted that coming up with an independent idea about the story was difficult, and that figuring out the architecture of your argument was difficult.

You looked at a so-so sample and we discussed that.

CLASS NOTES:
There were no notes for today's class

HOMEWORK FOR NEXT CLASS:

1. Correct/Improve your THESIS STATEMENT and THREE SUBCLAIMS on any aspect of "Zoo Island." If your original was awful, start from the beginning.  Still having problems? Create an interpretive questions and answer it.  Some questions to get you started: Is Don Simon a good citizen of his community?   Is "Zoo Island" a well-suited name for their community?  You'll notice that these questions require a "yes" or "no" answer, but the must also be defended.
2. Find and write down the evidence for each of your sub-claims.
3. Study for tomorrow's vocabulary quiz.
   

DAY 05 - CYCLE 02 - SEMESTER 01: 09-11-09

HANDOUTS FROM TODAY:

Class Participation Self-Assessment

IN CLASS TODAY:

We continued with the last five words of vocabulary unit 1: reconnaissance, substantiate, taciturn, temporize, and tenable.  THE FIRST VOCABULARY QUIZ WILL BE ON TUESDAY, SEPTEMBER 15th.

Today, you discussed "Zoo Island."  Some of you were designated as question askers.  The rest could comment as they saw fit.  You kept the conversation humming along, for the most part. 

While you touched on many of the story's major themes, there are two significant areas on which we will need to work:

1. CLOSE READING.  Often, when one of you would make reference to the text, you would hedge by saying things like, "Well, I can't remember exactly where it is, but..." or would make vague reference to the book without actually looking for evidence.  Similarly, even when ideas were being refuted, no one brought up evidence that contradicted the claim being considered.
2. FOLLOW-UP QUESTIONING. Questioners remained largely silent during discussion, but the role of questioner is absolutely critical in getting a conversation to go deeper into the text, and to build a larger understanding.  An excellent question which should be asked in every discussion is "How do you know?"  Questioners also draw together themes from the conversation: e.g. If A is true and B is true, then doesn't this imply C?  Instead, questioners clearly saw their role as solely to keep the conversation moving if it stalled.  You can bet we will be talking about this role in specific terms, since it is one everyone must practice.
   

CLASS NOTES:
Click here for a copy of today's class notes.

HOMEWORK FOR NEXT CLASS:
Write a THESIS STATEMENT and THREE SUBCLAIMS on any aspect of "Zoo Island." Your choice as to topic.  Remember the five elements of a good thesis statement: refer to your handout from 09-10-09.

DAY 04 - CYCLE 02 - SEMESTER 01: 09-10-09

HANDOUTS FROM TODAY:

What makes a good claim?

IN CLASS TODAY:

We continued with vocabulary, continuing with the next five words of unit 1: germane, insatiable, intransigent, invidious, and largesse.

We discussed the issues you had with your journal entries.  What worked well? What did not?

We discussed the handout, "What makes a good claim?"

After discussion, you had the opportunity to write edits onto your journals before turning them in. 

We began reading "Zoo Island" in class.
CLASS NOTES:
There were no official notes for today, though you should study the handout and make additions to it.

HOMEWORK FOR NEXT CLASS:
Finish reading the story "Zoo Island" in Junior Great Books for tomorrow.  You should bring a written, interpretive question with you.  We will begin with the question, "How does the census affect the residents?"

DAY 03 - CYCLE 02 - SEMESTER 01: 09-08-09

HANDOUTS FROM TODAY:

Sample journal on "Miriam."

IN CLASS TODAY:

I returned journals and quizzes from the Count of Monte Cristo unit.  The lowest reading quiz score each quarter will be dropped.

We reviewed a sample journal entry on "Miriam." This is a model for you to use on all subsequent journal entries.

We spoke about the journal entries thus far and about the 12-sentence paragraph in general--what are you comfortable doing and what poses problems?

We discussed if Miriam is a flat or round character, and if she is a dynamic or static character, and we generated a list of dominant character traits for both Mrs. Miller and Miriam.

CLASS NOTES:
Click here for a copy of today's class notes.

HOMEWORK FOR NEXT CLASS:
Write a journal on the following prompt: Why does Miriam break the vase and why does Mrs. Miller allow the moment to pass without a word?  You should use your understanding of both Miriam and Mrs. Miller's dominant traits to inform your answer, and the sample journal entry provided to you as a model for how in depth your final product should be.

DAY 02 - CYCLE 02 - SEMESTER 01: 09-04-09

HANDOUTS FROM TODAY:

Literary Terms
"Miriam" and Characterization
"Miriam" Discussion Questions

IN CLASS TODAY:

We continued with vicabulary, continuing with the next five words of unit 1: coherent, congeal, emulate. encomium, and eschew.

We spent five minutes figuring out what the totem pole might signify in "The Village Watchman."

We looked at the introduction to Junior Great Books.

We discussed Miriam, using your questions.  We counted off, with students whose chosen numbers were multiples of five being discussion leaders, which meant that they had to keep discussion going, and could only ask questions, not answer them.

We briefly looked at the literary terms sheet and the "Miriam" and Characterization worksheet.

CLASS NOTES:
Click here for a copy of today's class notes.

HOMEWORK FOR NEXT CLASS:
Complete the "Miriam" and Characterization worksheet.

DAY 01 - CYCLE 02 - SEMESTER 01: 09-03-09

HANDOUTS FROM TODAY:

Assessing Discussion
Annotating Literature
Generating Discussion Questions

IN CLASS TODAY:

We began our work with vocabulary, studying the first five words of unit 1: acquisitive, arrogate, banal, belabor and carping.

We had a discussion on "The Village Watchman" wherein each of you had a proscribed role to play.  See "Assessing Discussion" for those roles.

We spoke about the importance of having good questions to discuss.

CLASS NOTES:
Today's notes were taken by hand.  Click below for scanned images.
Notetaker #1
Notetaker #2
Notetaker #3
Notetaker #4

HOMEWORK FOR NEXT CLASS:
In your Junior Great Books, read "Miriam," which is the first story, and write TWO interpretive questions for the story and email them to me by 10:00 PM tonight. Use a vocabulary word from today in one of your questions. Use the interpretive questionshandout from today to guide your efforts. My email is szarwell@usmk12.org. 

Tomorrow, we will talk about the symbolism of the totem pole for the first few minutes, since we didn't get to it today. We'll also talk more about discussion/note-taking in general.

Generating Discussion Questions