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