Hi Seniors:
Happy 2011! If you haven't checked your e-mail recently, please do so ASAP. If you have lost the study guide for the final exam, you can download another copy of it right here.
Have a safe New Year's Eve :)
-Micah
Friday, December 31, 2010
Tuesday, December 14, 2010
Lesson 52 and 53: December 14th-16th
Tomorrow (4th period) or Thursday (3rd and 5th period), each bureaucracy group will be expected to give a 5-7 minute presentation about their assigned department. You have the entire class period today to create a Powerpoint or Keynote presentation and to get ready to present. You will NOT have any class time to prepare on the day of presentations -- just today. Presentations should cover/include all of the following information:
1. Basic history of the department and anything unusual about its establishment.
2. Department's mission or objectives.
3. What are some of the largest or most important agencies in this department?
4. What role did this department (or it's agencies) play in responding to our three most recent major national crises (9/11, Hurricane Katrina, the recent oil spill in the Gulf of Mexico)? You do NOT need to find information on all of these, but you do need to find at least five ways your department has assisted in times of crisis. State Department: You may want to look at the earthquake in Haiti also if you're struggling to find examples.
5. How is the work of your department visible to Americans in everyday life? Please find at least two examples of advertising or publications created by your department or its agencies. There are a bunch of examples below so you can see the kinds of things you should be looking for. You may NOT use my examples in your presentation.
Homeland Security TV
ad on forest fires from Forest Service
lead paint as milk in a baby bottle
swine flu prevention from CDC
"55 saves lives" campaign in 1970s to drive 55
Tinkerbell energy conservation
speeding
crash test dummies
Yosemite Park
Reminder: If you miss class on Wed/Thurs. without talking to me in advance and you cannot provide a doctor's note (that says that there was a medical emergency, not that you had a scheduled appointment), you will receive a zero for the quiz and the presentation. The same is true if you are late to class and the quiz has already started.
HW:
1. Send me an e-mail with your Powerpoint or Keynote file as an attachment.
2. Be ready for your presentation when you walk into class tomorrow (4th) or Thursday (3rd and 5th)
3. Study for the Ch. 14 quiz, which you will take at the beginning of class tomorrow (4th) or on Thursday (3rd and 5th)
1. Basic history of the department and anything unusual about its establishment.
2. Department's mission or objectives.
3. What are some of the largest or most important agencies in this department?
4. What role did this department (or it's agencies) play in responding to our three most recent major national crises (9/11, Hurricane Katrina, the recent oil spill in the Gulf of Mexico)? You do NOT need to find information on all of these, but you do need to find at least five ways your department has assisted in times of crisis. State Department: You may want to look at the earthquake in Haiti also if you're struggling to find examples.
5. How is the work of your department visible to Americans in everyday life? Please find at least two examples of advertising or publications created by your department or its agencies. There are a bunch of examples below so you can see the kinds of things you should be looking for. You may NOT use my examples in your presentation.
Homeland Security TV
ad on forest fires from Forest Service
lead paint as milk in a baby bottle
swine flu prevention from CDC
"55 saves lives" campaign in 1970s to drive 55
Tinkerbell energy conservation
speeding
crash test dummies
Yosemite Park
Reminder: If you miss class on Wed/Thurs. without talking to me in advance and you cannot provide a doctor's note (that says that there was a medical emergency, not that you had a scheduled appointment), you will receive a zero for the quiz and the presentation. The same is true if you are late to class and the quiz has already started.
HW:
1. Send me an e-mail with your Powerpoint or Keynote file as an attachment.
2. Be ready for your presentation when you walk into class tomorrow (4th) or Thursday (3rd and 5th)
3. Study for the Ch. 14 quiz, which you will take at the beginning of class tomorrow (4th) or on Thursday (3rd and 5th)
Monday, December 13, 2010
Lesson 51: Monday, December 13th
Today's objectives:
By the end of today's lesson, students will be able to explain the complexity of the federal budget and some of the factors that go into crafting the budget.
Agenda:
National Budget Simulation online
(the instructions/worksheet are here if you need them)
HW:
Periods 3 and 5: Continue working on Ch. 15 notes and vocab cards (due Thursday); the Ch. 15 quiz will also take place on Thursday.
Period 4: Continue working on Ch. 15 notes and vocab cards (due Wednesday); the Ch. 15 quiz will also take place on Wednesday. (You will have AP Gov during 2nd period this Wednesday and AP Env. Sci. during 4th period this Thursday due to Jen's availability to give feedback for your AP ES project.)
By the end of today's lesson, students will be able to explain the complexity of the federal budget and some of the factors that go into crafting the budget.
Agenda:
National Budget Simulation online
(the instructions/worksheet are here if you need them)
HW:
Periods 3 and 5: Continue working on Ch. 15 notes and vocab cards (due Thursday); the Ch. 15 quiz will also take place on Thursday.
Period 4: Continue working on Ch. 15 notes and vocab cards (due Wednesday); the Ch. 15 quiz will also take place on Wednesday. (You will have AP Gov during 2nd period this Wednesday and AP Env. Sci. during 4th period this Thursday due to Jen's availability to give feedback for your AP ES project.)
Tuesday, December 7, 2010
Lesson 50: Thursday, December 9th
Today's objectives:
By the end of today's lesson, students should be able to explain the three ways that the White House is structured and the benefits/drawbacks of each of these methods of organization. In addition, students will have analyzed the role that federalism plays in the functioning of the bureaucracy.
Agenda:
1. White House management structures activity
2. Lecture: the Executive Branch
3. Work time for Task 3
HW: Begin note-taking and vocab cards for 2nd half of Ch. 14
By the end of today's lesson, students should be able to explain the three ways that the White House is structured and the benefits/drawbacks of each of these methods of organization. In addition, students will have analyzed the role that federalism plays in the functioning of the bureaucracy.
Agenda:
1. White House management structures activity
2. Lecture: the Executive Branch
3. Work time for Task 3
HW: Begin note-taking and vocab cards for 2nd half of Ch. 14
Lesson 49: Tuesday, December 7th
Today's objective:
By the end of today's lesson, students will have analyzed the relationship between Congress and their bureaucratic department.
Agenda:
1. Group work time on Task 2 of the bureaucracy project
2. Individual work time on note-taking and creating vocab cards for p.441-453 (the first half of Ch. 14).
HW: Finish taking notes and creating vocab cards for p.441-453 (due on Thursday).
By the end of today's lesson, students will have analyzed the relationship between Congress and their bureaucratic department.
Agenda:
1. Group work time on Task 2 of the bureaucracy project
2. Individual work time on note-taking and creating vocab cards for p.441-453 (the first half of Ch. 14).
HW: Finish taking notes and creating vocab cards for p.441-453 (due on Thursday).
Monday, December 6, 2010
Lesson 48: Monday, December 6th
Today's objectives:
By the end of today's lesson, students will be able to identify the various roles the President is expected to play in American political culture and will prepare to do research on how their Cabinet Department interacts with the legislative branch.
Agenda:
1) Quiz on Chapter 15
2) Roles of the President activity in project teams
3) Begin reading, outlining, and creating notecards for p.441-453 of Chapter 14.
HW: See #3 above. This assignment is due on Thursday.
By the end of today's lesson, students will be able to identify the various roles the President is expected to play in American political culture and will prepare to do research on how their Cabinet Department interacts with the legislative branch.
Agenda:
1) Quiz on Chapter 15
2) Roles of the President activity in project teams
3) Begin reading, outlining, and creating notecards for p.441-453 of Chapter 14.
HW: See #3 above. This assignment is due on Thursday.
Thursday, December 2, 2010
Lesson 47: Thursday, December 2nd
Today's objectives:
By the end of today's lesson, each student will have detailed knowledge of one federal cabinet department.
Agenda:
1) Student choose heterogeneous groups for the upcoming project and rank their top five choices of cabinet departments
2) Begin reading and creating notecards for the final part of Ch. 15
3) Groups begin doing research online about their assigned cabinet departments
HW: Finish reading and creating notecards for Ch. 15 --> use your study guide and get ready for the quiz on Monday.
By the end of today's lesson, each student will have detailed knowledge of one federal cabinet department.
Agenda:
1) Student choose heterogeneous groups for the upcoming project and rank their top five choices of cabinet departments
2) Begin reading and creating notecards for the final part of Ch. 15
3) Groups begin doing research online about their assigned cabinet departments
HW: Finish reading and creating notecards for Ch. 15 --> use your study guide and get ready for the quiz on Monday.
Tuesday, November 30, 2010
Lesson 46: November 30th
Today's objective:
By the end of today's lesson, students will be able to identify the primary structures of the bureaucracy and provide examples of each type of bureaucratic agency.
Agenda:
1) Lecture on the bureaucracy
2) Time to begin reading the second part of Ch. 15 and working on notecards
HW: Read p.481-492 and create notecards (with examples) for all of the following terms/concepts:
• government corporation
• independent executive agency
• policy implementation
• four reasons why policy can be poorly implemented
• administrative discretion
• street-level bureaucrat
• fragmentation
• privatization
Remember: Definitions must always be written in your own words. This assignment is due at the beginning of class on Thursday.
By the end of today's lesson, students will be able to identify the primary structures of the bureaucracy and provide examples of each type of bureaucratic agency.
Agenda:
1) Lecture on the bureaucracy
2) Time to begin reading the second part of Ch. 15 and working on notecards
HW: Read p.481-492 and create notecards (with examples) for all of the following terms/concepts:
• government corporation
• independent executive agency
• policy implementation
• four reasons why policy can be poorly implemented
• administrative discretion
• street-level bureaucrat
• fragmentation
• privatization
Remember: Definitions must always be written in your own words. This assignment is due at the beginning of class on Thursday.
Monday, November 29, 2010
Lesson 45: November 29th
Today's objectives:
By the end of today's lesson, students will have an overarching understanding of the bureaucracy and how the bureaucracy is involved in our daily lives in ways we may not expect. Students will also begin to learn how the bureaucracy is organized and managed.
Agenda:
1) Intro to the bureaucracy: guided reading of pages 470-471 and 493 in the textbook with class discussion.
2) Students will individually interact with an online simulation that demonstrates some of the many ways that the bureaucracy serves to regulate various aspects of our daily lives.
3) We will watch and discuss a brief whitehouse.gov video on the cabinet.
4) Students will begin reading Chapter 15 and creating vocab cards on the following terms/concepts:
• bureaucracy
• patronage (you should already know this word from a previous chapter)
• merit principle
• OPM (Office of Personnel Management)
• GS (General Schedule) rating
• The Plum Book
• cabinet
• independent regulatory commission
• What are the fifteen cabinet departments? (You should have a list of them on one notecard together… and you need to know which four are the most important!)
HW: Read p. 472-480 and create notecards (including definition and example) for each of the terms/concepts listed above. This is due tomorrow (Tuesday).
By the end of today's lesson, students will have an overarching understanding of the bureaucracy and how the bureaucracy is involved in our daily lives in ways we may not expect. Students will also begin to learn how the bureaucracy is organized and managed.
Agenda:
1) Intro to the bureaucracy: guided reading of pages 470-471 and 493 in the textbook with class discussion.
2) Students will individually interact with an online simulation that demonstrates some of the many ways that the bureaucracy serves to regulate various aspects of our daily lives.
3) We will watch and discuss a brief whitehouse.gov video on the cabinet.
4) Students will begin reading Chapter 15 and creating vocab cards on the following terms/concepts:
• bureaucracy
• patronage (you should already know this word from a previous chapter)
• merit principle
• OPM (Office of Personnel Management)
• GS (General Schedule) rating
• The Plum Book
• cabinet
• independent regulatory commission
• What are the fifteen cabinet departments? (You should have a list of them on one notecard together… and you need to know which four are the most important!)
HW: Read p. 472-480 and create notecards (including definition and example) for each of the terms/concepts listed above. This is due tomorrow (Tuesday).
Tuesday, November 23, 2010
Lesson 44: November 23rd
Today we have a guest speaker, Jimmy Parrish, who is coming in to talk to us about working for Senator Murkowski in DC and, more recently, working on her write-in campaign for re-election in the 2010 midterm election.
HW: Have a happy and safe Thanksgiving. Come back on Monday ready to start unit 3.
HW: Have a happy and safe Thanksgiving. Come back on Monday ready to start unit 3.
Monday, November 22, 2010
Lesson 43: November 22nd
Today's objectives:
By the end of today's lesson, students will begin to develop their thinking around our Unit 3 essential question: What is the proper role of our government institutions? Why?
Agenda:
1) Students will read four different articles on recent laws and government regulations: the SF Happy Meal Law, the government crackdown on Four Loko alcoholic beverages, the increased regulation of for-profit private colleges, and the California ban on selling violent video games to minors.
2) Students will participate in two Socratic seminars: once as a participant and once as a member of the audience.
HW: Read article on Murkowski's write-in campaign and write at least three questions you'd be interested in asking our guest speaker tomorrow.
By the end of today's lesson, students will begin to develop their thinking around our Unit 3 essential question: What is the proper role of our government institutions? Why?
Agenda:
1) Students will read four different articles on recent laws and government regulations: the SF Happy Meal Law, the government crackdown on Four Loko alcoholic beverages, the increased regulation of for-profit private colleges, and the California ban on selling violent video games to minors.
2) Students will participate in two Socratic seminars: once as a participant and once as a member of the audience.
HW: Read article on Murkowski's write-in campaign and write at least three questions you'd be interested in asking our guest speaker tomorrow.
Lesson 42: November 18th
Because today is the day after exhibition and everyone was at school late, we're going to have a relaxing class today. We will be watching -- and hopefully discussing -- two episodes from The West Wing, Season 6.
We'll return to our regularly scheduled curriculum on Monday, November 22nd.
-Micah
We'll return to our regularly scheduled curriculum on Monday, November 22nd.
-Micah
Lesson 41: November 16th
Today's objective:
By the end of today's lesson, students will demonstrate their understanding of how campaign advertising uses rhetorical appeals to persuade the electorate by making revisions to their 2nd drafts and attempting to strengthen their analysis and evaluation on these rhetorical techniques.
Agenda:
Work time on revisions!
HW: 3rd drafts are due at 4:30pm today with bibliography and all previous drafts attached.
By the end of today's lesson, students will demonstrate their understanding of how campaign advertising uses rhetorical appeals to persuade the electorate by making revisions to their 2nd drafts and attempting to strengthen their analysis and evaluation on these rhetorical techniques.
Agenda:
Work time on revisions!
HW: 3rd drafts are due at 4:30pm today with bibliography and all previous drafts attached.
Monday, November 15, 2010
Lesson 40: November 15th
Today's objective:
By the end of today's lesson, students will have a deeper understanding of the role that analysis/ understanding of audience plays in evaluating the effectiveness of a rhetorical appeal. They will demonstrate their understanding of this knowledge by rewriting the evaluation paragraphs in their essay.
Agenda:
1) watch Jitterbug, Android, and Apple (iPhone) commercials --> two each
2) class discussion on rhetorical appeals used in each commercial and commercial's overall effectiveness
3) whole class works together to generate an evaluation paragraph for the Droid commercials with American senior citizens as the target audience
4) students choose one ad and work in pairs to write a paragraph evaluating the effectiveness of the commercials for middle-class, working mothers
5) students work individually to re-write their own evaluation paragraphs
HW: the 3rd (and possibly final) draft of your essay is due tomorrow (Tuesday) at 4:30pm
By the end of today's lesson, students will have a deeper understanding of the role that analysis/ understanding of audience plays in evaluating the effectiveness of a rhetorical appeal. They will demonstrate their understanding of this knowledge by rewriting the evaluation paragraphs in their essay.
Agenda:
1) watch Jitterbug, Android, and Apple (iPhone) commercials --> two each
2) class discussion on rhetorical appeals used in each commercial and commercial's overall effectiveness
3) whole class works together to generate an evaluation paragraph for the Droid commercials with American senior citizens as the target audience
4) students choose one ad and work in pairs to write a paragraph evaluating the effectiveness of the commercials for middle-class, working mothers
5) students work individually to re-write their own evaluation paragraphs
HW: the 3rd (and possibly final) draft of your essay is due tomorrow (Tuesday) at 4:30pm
Monday, November 8, 2010
Lessons 38 and 39: November 8th and 9th
Today's objectives:
By the end of today's lesson, students will have applied their knowledge of rhetorical appeals to a current campaign in order to critique a peer's essay and to revise their own.
Agenda (to be completed over the course of two lessons):
1) Peer revision: grammar and spelling check
2) Peer revision: content feedback and wows/wonders
3) Time to revise one's own essay
HW: 2nd drafts of essays are due by 4:30pm on Tuesday, November 9th
By the end of today's lesson, students will have applied their knowledge of rhetorical appeals to a current campaign in order to critique a peer's essay and to revise their own.
Agenda (to be completed over the course of two lessons):
1) Peer revision: grammar and spelling check
2) Peer revision: content feedback and wows/wonders
3) Time to revise one's own essay
HW: 2nd drafts of essays are due by 4:30pm on Tuesday, November 9th
Thursday, October 7, 2010
Lesson 25: October 7th
Today's objectives:
By the end of today's lesson, students will have demonstrated their understanding of each of the candidates' platforms. Students will also be able to use a five-step system to analyze charts, graphs, and tables.
Agenda:
• Primary debates in the community room
• Introduction to analyzing charts, graphs, and tables (CGT)
• notecards on Ch. 8 and begin CGT homework
HW: Read the first half of Chapter 8 and create vocab flashcards; practice analyzing CGT using two released test questions (#8 and #18) from the released 2010 AP Gov exam
By the end of today's lesson, students will have demonstrated their understanding of each of the candidates' platforms. Students will also be able to use a five-step system to analyze charts, graphs, and tables.
Agenda:
• Primary debates in the community room
• Introduction to analyzing charts, graphs, and tables (CGT)
• notecards on Ch. 8 and begin CGT homework
HW: Read the first half of Chapter 8 and create vocab flashcards; practice analyzing CGT using two released test questions (#8 and #18) from the released 2010 AP Gov exam
Tuesday, October 5, 2010
Lesson 24: October 5th
Today's objective:
By the end of today's lesson, students should have demonstrated (through the Chapter 7 quiz) their understanding of the role that the media plays in American political culture. Students should also be ready to participate in the primary debates happening next class period.
Agenda:
• Chapter 7 quiz
• Campaign teams plan for primary debates
• Political party leadership teams plan questions for primary debates
• Interest group and news media teams begin working on reading Chapter 8 and creating vocab cards
HW: Be ready to start class on Thursday with the primary debates!
By the end of today's lesson, students should have demonstrated (through the Chapter 7 quiz) their understanding of the role that the media plays in American political culture. Students should also be ready to participate in the primary debates happening next class period.
Agenda:
• Chapter 7 quiz
• Campaign teams plan for primary debates
• Political party leadership teams plan questions for primary debates
• Interest group and news media teams begin working on reading Chapter 8 and creating vocab cards
HW: Be ready to start class on Thursday with the primary debates!
Monday, October 4, 2010
Lesson 23: October 4th
Today's objective:
By the end of today's lesson, students will be able to explain and analyze the role that the news media play in American political culture and, specifically, in our elections.
Agenda:
Work day to complete Chapter 7 (media literacy) assignment.
HW: Finish Chapter 7 assignment if you did not already complete it during class. Study for the Chapter 7 quiz tomorrow!
By the end of today's lesson, students will be able to explain and analyze the role that the news media play in American political culture and, specifically, in our elections.
Agenda:
Work day to complete Chapter 7 (media literacy) assignment.
HW: Finish Chapter 7 assignment if you did not already complete it during class. Study for the Chapter 7 quiz tomorrow!
Thursday, September 30, 2010
Lesson 22: September 30th
Today's objectives:
By the end of today's lesson, students will have created a media strategy for the Election 2010 simulation and will have participated in the in-class press conference event.
Agenda:
• All groups except the news media: work time to create media plan (this assignment is due at the end of the class period)
• Prep time for press conference (everyone except news media)
• PRESS CONFERENCE (in class)
• News media: work on Chapter 7 (media literacy) assignment and respond to press conference → DUE by Sunday evening @6pm
HW: students assigned to media group must submit articles by 6pm on Sunday evening; all students should continue to work on Chapter 7 (media literacy) assignment
By the end of today's lesson, students will have created a media strategy for the Election 2010 simulation and will have participated in the in-class press conference event.
Agenda:
• All groups except the news media: work time to create media plan (this assignment is due at the end of the class period)
• Prep time for press conference (everyone except news media)
• PRESS CONFERENCE (in class)
• News media: work on Chapter 7 (media literacy) assignment and respond to press conference → DUE by Sunday evening @6pm
HW: students assigned to media group must submit articles by 6pm on Sunday evening; all students should continue to work on Chapter 7 (media literacy) assignment
Tuesday, September 28, 2010
Lesson 21: September 28th
Today students will participate in the first challenge of the Election 2010 simulation. Each of the four primary candidates will give his or her "stump speech" in the participating 9th, 10th, and 11th grade classes. Students who are not participating in or analyzing the stump speeches will work on the Ch. 7 (media literacy) assignment of their choosing.
HW: students who have been assigned news media roles must submit stump speech articles by 6pm; all other students should work on the Chapter 7/media literacy assignment
HW: students who have been assigned news media roles must submit stump speech articles by 6pm; all other students should work on the Chapter 7/media literacy assignment
Monday, September 27, 2010
Lesson 20: September 27th
Today's objectives:
By the end of today's lesson, students will know what role they're taking on in our Election 2010 simulation, know what assignments are due when, and begin working towards either the stump speech assignment or the Chapter 7 assignment.
Agenda:
1) intro to Election 2010 roles and methodology
2) differentiated work time for either stump speeches (campaign teams) or the Chapter 7 task of your choosing (media, interest group, and political party leadership teams)
HW: probably none, just make sure that you're ready for stump speeches (campaign teams) and that you'll have your Chapter 7 assignment done by the beginning of class time on Monday
NOTE: I'm now able to link files to this blog, so if you're curious about an assignment or have misplaced your copy of a paper, a replacement should be more readily available.
By the end of today's lesson, students will know what role they're taking on in our Election 2010 simulation, know what assignments are due when, and begin working towards either the stump speech assignment or the Chapter 7 assignment.
Agenda:
1) intro to Election 2010 roles and methodology
2) differentiated work time for either stump speeches (campaign teams) or the Chapter 7 task of your choosing (media, interest group, and political party leadership teams)
HW: probably none, just make sure that you're ready for stump speeches (campaign teams) and that you'll have your Chapter 7 assignment done by the beginning of class time on Monday
NOTE: I'm now able to link files to this blog, so if you're curious about an assignment or have misplaced your copy of a paper, a replacement should be more readily available.
Sunday, September 26, 2010
links for Chapter 7 (Media Literacy/Media Bias) assignment
Hi seniors:
Please use the following links to complete your Chapter 7 assignment:
A. none needed
B. #2. Obama soundbites
#3. Wikipedia site on soundbites
#5. Rolling Stone article on McChrystal
#6. McChrystal's Firing Offense and McChrystal Resignation Shows Obama Weakness
C. #1. Rolling Stone article on McChrystal
#2. McChrystal's Firing Offense and McChrystal Resignation Shows Obama Weakness
Please use the following links to complete your Chapter 7 assignment:
A. none needed
B. #2. Obama soundbites
#3. Wikipedia site on soundbites
#5. Rolling Stone article on McChrystal
#6. McChrystal's Firing Offense and McChrystal Resignation Shows Obama Weakness
C. #1. Rolling Stone article on McChrystal
#2. McChrystal's Firing Offense and McChrystal Resignation Shows Obama Weakness
Please support Impact's AP Government program on DonorsChoose
I recently posted a request on DonorsChoose to try to raise money to buy a document camera for the AP Government classroom. This would allow me to project images/articles/anything else printed on regular paper (not transparency film) and would help me make the most of the curricular resources available to me.
Please see my request here and feel free to pass this on to anyone you may know who wants to support Impact Academy or your own student's college readiness.
Thank you!
-Micah
Please see my request here and feel free to pass this on to anyone you may know who wants to support Impact Academy or your own student's college readiness.
Thank you!
-Micah
Friday, September 24, 2010
Lesson 19: September 24th
During class today, Susan Mosborg, a professor/researcher from the University of Washington, will be coming into our class in order to administer the pre-assessments for the AP+ study that Impact Academy is involved in this year. These assessments will take the entire class period.
HW: none
HW: none
Lesson 18: September 23rd
Today's objective:
Students will demonstrate their knowledge of the content covered in Chapters 1-3 of the textbook (constitutional underpinnings and federalism). Students will also get a preview of what's coming up in the next unit and rank their choices of roles in the upcoming simulation.
Agenda:
1) Unit 1 Exam
2) Intro to Unit 2 (Election 2010)
HW: none
Students will demonstrate their knowledge of the content covered in Chapters 1-3 of the textbook (constitutional underpinnings and federalism). Students will also get a preview of what's coming up in the next unit and rank their choices of roles in the upcoming simulation.
Agenda:
1) Unit 1 Exam
2) Intro to Unit 2 (Election 2010)
HW: none
Lesson 17: September 21st
Today's objective:
By the end of today's lesson, students will be able to identify what they need to know to be successful on Unit Exam #1 on Thursday, Sept. 23rd and on which topics they should focus their studying efforts.
Agenda:
Unit 1 Review Jeopardy game in table groups
HW: Study for the exam on Thursday!
By the end of today's lesson, students will be able to identify what they need to know to be successful on Unit Exam #1 on Thursday, Sept. 23rd and on which topics they should focus their studying efforts.
Agenda:
Unit 1 Review Jeopardy game in table groups
HW: Study for the exam on Thursday!
Lesson 14-16: September 16-20
Over these days, we're continuing to work on the first grad. portfolio task. The paper is due on September 20th.
Wednesday, September 15, 2010
Upcoming dates and deadlines!
Here are some upcoming dates/deadlines in AP Government:
Thursday (9/16): Part #2 of the Grad. Portfolio paper is due
Friday (9/17): complete first draft of the Grad. Portfolio paper is due
Monday (9/20): notecards due on the second half of Chapter 3
Tuesday (9/21): final draft of the Grad. Portfolio paper is due!
Thursday (9/23): unit exam on Chapters 1-3
Thursday (9/16): Part #2 of the Grad. Portfolio paper is due
Friday (9/17): complete first draft of the Grad. Portfolio paper is due
Monday (9/20): notecards due on the second half of Chapter 3
Tuesday (9/21): final draft of the Grad. Portfolio paper is due!
Thursday (9/23): unit exam on Chapters 1-3
Tuesday, September 14, 2010
Lessons 12 and 13: Monday and Tuesday, September 13-14
Today's objectives:
By the end of today's lesson, students will be able to find recent federal and state laws and court cases related to their focal issue and apply the information they've found to respond to the Part #2 of their graduation portfolio paper.
Agenda:
Work time to research and write Part #2 of the grad. portfolio paper.
HW: visual study guide due on Tuesday (9/14); Part #2 of the GP paper due on Thursday (9/16)
By the end of today's lesson, students will be able to find recent federal and state laws and court cases related to their focal issue and apply the information they've found to respond to the Part #2 of their graduation portfolio paper.
Agenda:
Work time to research and write Part #2 of the grad. portfolio paper.
HW: visual study guide due on Tuesday (9/14); Part #2 of the GP paper due on Thursday (9/16)
Friday, September 10, 2010
Some websites that might be helpful for GP #1, Part #2
http://www.procon.org
http://www.oyez.org (provides concise summaries of Supreme Court cases)
http://www.findlaw.com
http://www.uscis.gov/ (government immigration site)
http://lawbrain.com
http://www.oyez.org (provides concise summaries of Supreme Court cases)
http://www.findlaw.com
http://www.uscis.gov/ (government immigration site)
http://lawbrain.com
Thursday, September 9, 2010
Lesson 11: Friday, September 10th
Today's objectives:
By the end of today’s lesson, students will be able to explain how their focal issue (for Grad. Portfolio Task #1) is a contemporary crisis in federalism using examples of recent legislation and court cases as evidence.
Agenda:
Students will have 60 minutes to collect evidence from relevant websites and begin framing their arguments.
HW: GP #1, Part #1 is due at the beginning of class on Monday. I will not be able to print it for you, so you must print it out before my class. Papers should be 1 to 1.5 pages in length. Please adhere to standard formatting conventions (1” margins, 12 pt. Times New Roman font).
By the end of today’s lesson, students will be able to explain how their focal issue (for Grad. Portfolio Task #1) is a contemporary crisis in federalism using examples of recent legislation and court cases as evidence.
Agenda:
Students will have 60 minutes to collect evidence from relevant websites and begin framing their arguments.
HW: GP #1, Part #1 is due at the beginning of class on Monday. I will not be able to print it for you, so you must print it out before my class. Papers should be 1 to 1.5 pages in length. Please adhere to standard formatting conventions (1” margins, 12 pt. Times New Roman font).
Lesson 10: Thursday, September 9th
Today's objectives:
By the end of today’s lesson, students will be able to apply their knowledge of constitutional principles to respond to Grad. Portfolio Task #1, Part #1. Students will also begin to synthesize the governmental concepts presented in Chapters 1-3 of the textbook in preparation for the unit exam.
Agenda:
1. research/writing time in research groups
2. students work on visual study guide in research groups
HW: GP #1, Part #1 is due at the beginning of class on Monday. I will not be able to print it for you, so you must print it out before my class. Papers should be 1 to 1.5 pages in length. Please adhere to standard formatting conventions (double-spaced, 1” margins, 12 pt. Times New Roman font).
By the end of today’s lesson, students will be able to apply their knowledge of constitutional principles to respond to Grad. Portfolio Task #1, Part #1. Students will also begin to synthesize the governmental concepts presented in Chapters 1-3 of the textbook in preparation for the unit exam.
Agenda:
1. research/writing time in research groups
2. students work on visual study guide in research groups
HW: GP #1, Part #1 is due at the beginning of class on Monday. I will not be able to print it for you, so you must print it out before my class. Papers should be 1 to 1.5 pages in length. Please adhere to standard formatting conventions (double-spaced, 1” margins, 12 pt. Times New Roman font).
Lesson 9: Tuesday, September 7th
Today's objectives:
By the end of today’s lesson, students will have applied their knowledge of constitutional principles to respond to Grad. Portfolio Task #1, Part #1.
Agenda:
1. Students work in research groups to mine founding documents for evidence
2. Intro to free-response questions – students practice responding to one question in small groups.
HW: continue researching for GP 1, Part 1
By the end of today’s lesson, students will have applied their knowledge of constitutional principles to respond to Grad. Portfolio Task #1, Part #1.
Agenda:
1. Students work in research groups to mine founding documents for evidence
2. Intro to free-response questions – students practice responding to one question in small groups.
HW: continue researching for GP 1, Part 1
Friday, September 3, 2010
Lesson 8: Friday, September 3rd
Today's objectivs:
By the end of today’s lesson, students will have analyzed Gonzales v. Raich as an example of the tension in our federalist system between states’ rights and federal powers. Students will also identify the main arguments presented in Federalist Paper #51 and select topics for the first graduation portfolio paper.
Agenda:
1. Debrief Gonzales v. Raich verdict and tie back to Federalism
2. Read selections from Fed #51 and answer questions in small groups
3. Intro to grad. portfolio paper: students choose Federalist topic to focus on (rank choices)
4. Vocab. cards assignment → good vs. bad vocab cards (w/ list of vocab terms to go with weekend reading HW)
HW: Create vocab cards for Chapter 3; answer the two additional questions listed below the vocab on the worksheet.
By the end of today’s lesson, students will have analyzed Gonzales v. Raich as an example of the tension in our federalist system between states’ rights and federal powers. Students will also identify the main arguments presented in Federalist Paper #51 and select topics for the first graduation portfolio paper.
Agenda:
1. Debrief Gonzales v. Raich verdict and tie back to Federalism
2. Read selections from Fed #51 and answer questions in small groups
3. Intro to grad. portfolio paper: students choose Federalist topic to focus on (rank choices)
4. Vocab. cards assignment → good vs. bad vocab cards (w/ list of vocab terms to go with weekend reading HW)
HW: Create vocab cards for Chapter 3; answer the two additional questions listed below the vocab on the worksheet.
Wednesday, September 1, 2010
Lesson 7: Thursday, September 2nd
Today's objectives:
By the end of today’s lesson, students will be demonstrate their understanding of basic constitutional principals, analyze the Youngstown case as an example of checks and balances, be able to explain federalism using Envision Schools as a model, and apply constitutional law to decide the verdict in Gonzales v. Raich.
1. Quiz: Ch. 2
2. Do-now: Think back to the court case we looked at yesterday (about whether it was okay for Pres. Hoover to take over the steel industry during the Korean War) – how does this court case provide an example of our system of checks and balances?
3. Introduction to Federalism
4. Check answers to Fed #10 comprehension questions
5. Small group discussions on Fed #10
HW: Write a body paragraph explaining how you think Gonzales v. Raich should be decided. Please support your ideas using evidence based on constitutional law.
By the end of today’s lesson, students will be demonstrate their understanding of basic constitutional principals, analyze the Youngstown case as an example of checks and balances, be able to explain federalism using Envision Schools as a model, and apply constitutional law to decide the verdict in Gonzales v. Raich.
1. Quiz: Ch. 2
2. Do-now: Think back to the court case we looked at yesterday (about whether it was okay for Pres. Hoover to take over the steel industry during the Korean War) – how does this court case provide an example of our system of checks and balances?
3. Introduction to Federalism
4. Check answers to Fed #10 comprehension questions
5. Small group discussions on Fed #10
HW: Write a body paragraph explaining how you think Gonzales v. Raich should be decided. Please support your ideas using evidence based on constitutional law.
Tuesday, August 31, 2010
Lesson 6: Tuesday, August 31st
Today's objectives:
By the end of today's lesson, students will learn how Constitutional law is applied in Supreme Court cases (with a focus on Youngstown Sheet and Tube Co. v. Sawyer). They will also be able to identify the main arguments in Federalist Paper #10.
Agenda:
1) You be the lawyer: Youngstown Sheet and Tube Co. v. Sawyer
2) Read and discuss Federalist Paper #10 in differentiated groups
HW: Use study guide to study for quiz #2 (on Thursday!); finish reading Federalist Paper #10 and answer the comprehension questions.
By the end of today's lesson, students will learn how Constitutional law is applied in Supreme Court cases (with a focus on Youngstown Sheet and Tube Co. v. Sawyer). They will also be able to identify the main arguments in Federalist Paper #10.
Agenda:
1) You be the lawyer: Youngstown Sheet and Tube Co. v. Sawyer
2) Read and discuss Federalist Paper #10 in differentiated groups
HW: Use study guide to study for quiz #2 (on Thursday!); finish reading Federalist Paper #10 and answer the comprehension questions.
Monday, August 30, 2010
Lesson 5: Monday, August 30th
Today's objective:
By the end of today’s lesson, students will have demonstrated their knowledge of theories of government and applied their knowledge of the organization of the Constitution in order to answer twenty questions about constitutional law.
Agenda:
1. Chapter 1 quiz
2. Fill in outline of Constitution
3. Constitution scavenger hunt
HW: finish Constitution scavenger hunt
By the end of today’s lesson, students will have demonstrated their knowledge of theories of government and applied their knowledge of the organization of the Constitution in order to answer twenty questions about constitutional law.
Agenda:
1. Chapter 1 quiz
2. Fill in outline of Constitution
3. Constitution scavenger hunt
HW: finish Constitution scavenger hunt
Lesson 4: Friday, August 27th
Today's objective:
By the end of today’s lesson, students will be able to identify the main events, challenges, and conflicts in the drafting of the Constitution.
Agenda:
Today we are going to watch Part 1 in the Annenberg Foundation Key Constitutional Concepts series and take guided notes. You will then have time to either begin reading p. 48-54 and taking notes or studying for the Chapter 1 quiz on Monday.
HW: Read Ch. 2 packet (p. 48-54) and take notes; study for Ch. 1 quiz
By the end of today’s lesson, students will be able to identify the main events, challenges, and conflicts in the drafting of the Constitution.
Agenda:
Today we are going to watch Part 1 in the Annenberg Foundation Key Constitutional Concepts series and take guided notes. You will then have time to either begin reading p. 48-54 and taking notes or studying for the Chapter 1 quiz on Monday.
HW: Read Ch. 2 packet (p. 48-54) and take notes; study for Ch. 1 quiz
Wednesday, August 25, 2010
Lesson 3: Thursday, August 26th
Today's objectives:
By the end of today’s class, students will examine their own political beliefs and put them into the context of current trends in political polarization. In addition, students will be able to evaluate the effectiveness the two party system within this polarized context. Students will develop individual opinions about the role that the founders’ intent should – or should not – play in contemporary discussions of government.
Agenda:
Do-Now: Binder Organization
1. Score political ideology survey with written response
2. Political polarization activity and debrief
3. Quickwrite on being a founder of Impact Academy
4. Three quick fishbowl discussions on Founder’s Intent (for IA)
5. Connections to Government/Federalism with Tea Party Rally Call video
6. Exit ticket: To what extent should it matter to us (as modern Americans) what the Founding Fathers wanted this country to look like?
HW: Study for quiz on Monday. (Students will receive the questions -- without the multiple choice answers -- to study from.)
By the end of today’s class, students will examine their own political beliefs and put them into the context of current trends in political polarization. In addition, students will be able to evaluate the effectiveness the two party system within this polarized context. Students will develop individual opinions about the role that the founders’ intent should – or should not – play in contemporary discussions of government.
Agenda:
Do-Now: Binder Organization
1. Score political ideology survey with written response
2. Political polarization activity and debrief
3. Quickwrite on being a founder of Impact Academy
4. Three quick fishbowl discussions on Founder’s Intent (for IA)
5. Connections to Government/Federalism with Tea Party Rally Call video
6. Exit ticket: To what extent should it matter to us (as modern Americans) what the Founding Fathers wanted this country to look like?
HW: Study for quiz on Monday. (Students will receive the questions -- without the multiple choice answers -- to study from.)
Lesson 2: Tuesday, August 24th
Today's objectives:
By the end of today’s class, students will be able to differentiate between and apply elitist, pluralist, and democratic theories of government and explain why government is necessary. In addition, students will begin exploring their own political beliefs.
1. Content-based warm-up: Which theory of government (elitist, pluralist, or truly democratic) do you believe best describes our current democracy?
2. State of Nature game
3. Debrief of the game—applying the theories of democratic government to what happened during the game
HW (due Thursday): Take political ideology survey; bring your binder and dividers to class on Thursday.
By the end of today’s class, students will be able to differentiate between and apply elitist, pluralist, and democratic theories of government and explain why government is necessary. In addition, students will begin exploring their own political beliefs.
1. Content-based warm-up: Which theory of government (elitist, pluralist, or truly democratic) do you believe best describes our current democracy?
2. State of Nature game
3. Debrief of the game—applying the theories of democratic government to what happened during the game
HW (due Thursday): Take political ideology survey; bring your binder and dividers to class on Thursday.
Lesson 1: Monday, August 23rd
Today's objective:
By the end of today’s class, students will know what is expected of them in AP Government as well as what they can expect from the class. Students will begin to explore their own political beliefs and affiliations.
Agenda:
1. Philosophical chairs activity: Should the words “under God” remain in the Pledge of Allegiance?
2. Go over syllabus
3. What can you expect in this course? How will it be similar to/different from what you’re used to at IA?
HW (due Tuesday): Read p. 14-21 and take notes as instructed in class; get syllabus signed by your parents; work on getting your materials for this class.
By the end of today’s class, students will know what is expected of them in AP Government as well as what they can expect from the class. Students will begin to explore their own political beliefs and affiliations.
Agenda:
1. Philosophical chairs activity: Should the words “under God” remain in the Pledge of Allegiance?
2. Go over syllabus
3. What can you expect in this course? How will it be similar to/different from what you’re used to at IA?
HW (due Tuesday): Read p. 14-21 and take notes as instructed in class; get syllabus signed by your parents; work on getting your materials for this class.
Sunday, August 22, 2010
It's the first day of school!...
...and this blog has switched (along with me) from UD English to AP Government. Other than the title, not much else has changed on this blog. This is still the place to go for the most up-to-date information on homework, assessments, and due dates. Stay tuned for info on Day 1.
-Micah
-Micah
Thursday, May 27, 2010
Grades!
Progress reports went out about a week and a half ago, but most students did not return their progress report signed by a parent or guardian. If you're curious about your student's grade in English, please feel free to check Powerschool. All of my grades are completely up to date.
-Micah
-Micah
Lesson 73: May 27-28
Today is a research paper workday. In English class today, students will have work time to finish making revisions to their first drafts. In history class today, students will finish inserting their in-text citations and typing their bibliographies. Second drafts will be collected at the end of the day today.
HW: Students who have turned in their second drafts have no homework. Any student who is not ready to turn in a second draft at this point is in danger of failing both classes and needs to seek help from one of us and/or put in the time to get caught up outside of class time.
HW: Students who have turned in their second drafts have no homework. Any student who is not ready to turn in a second draft at this point is in danger of failing both classes and needs to seek help from one of us and/or put in the time to get caught up outside of class time.
Monday, May 24, 2010
Lesson 72: May 24-25
Today's objectives:
By the end of class today, students will have provided a peer with revision feedback and received revision feedback on their own research paper.
Agenda:
1) Silent peer revision time
2) Partners trade papers back and students work on revising their own first drafts
HW: Continue revising your own essay. Second drafts (with first drafts attached) are due by the end of the day the next time you have English (Thursday, May 27th or Friday, May 28th)
The following students have not submitted a first draft:
By the end of class today, students will have provided a peer with revision feedback and received revision feedback on their own research paper.
Agenda:
1) Silent peer revision time
2) Partners trade papers back and students work on revising their own first drafts
HW: Continue revising your own essay. Second drafts (with first drafts attached) are due by the end of the day the next time you have English (Thursday, May 27th or Friday, May 28th)
The following students have not submitted a first draft:
Aaron
Arthur C.
Fabian
Blaine
Christiana
Nick C.
Zsanae
Jasmine H.
Michelle
Shawna
Jackselyn
Jordan
Katrina
Melanie
Alexis
Bryce
Denzel
Marsal
Martin
Ramon
Virginia
Vichet
Arthur C.
Fabian
Blaine
Christiana
Nick C.
Zsanae
Jasmine H.
Michelle
Shawna
Jackselyn
Jordan
Katrina
Melanie
Alexis
Bryce
Denzel
Marsal
Martin
Ramon
Virginia
Vichet
Lesson 71: May 20-21
Today is another research paper workday. By the end of class today, students will have generated their thesis statements (to add to the end of Part A) and typed all of the parts of their essay into one document.
Typed first drafts are due by 4pm on Friday, May 21st.
Typed first drafts are due by 4pm on Friday, May 21st.
Sunday, May 16, 2010
Lesson 70: May 17-18
Today is a research paper work day. Here's what's happening in each class:
English: SSR, finish writing Part E, begin typing the whole paper together.
History: SSR and then begin working on Part F of the paper. This link may help you find additional information for Part F: http://www.digitalhistory.uh.edu/database/hyper_titles.cfm
HW: If you have not yet finished writing Part E of the research paper, you must finish writing it for homework. You will receive a zero for this part of your paper if it is not completed by the time you come to class on Thursday/Friday. On Thursday/Friday, you will have one full class period to type your first draft. The first draft is due before you leave school on Friday afternoon.
If you need help, please come to office hours in Micah's room from 12:35-1:30pm on Tuesday.
English: SSR, finish writing Part E, begin typing the whole paper together.
History: SSR and then begin working on Part F of the paper. This link may help you find additional information for Part F: http://www.digitalhistory.uh.edu/database/hyper_titles.cfm
HW: If you have not yet finished writing Part E of the research paper, you must finish writing it for homework. You will receive a zero for this part of your paper if it is not completed by the time you come to class on Thursday/Friday. On Thursday/Friday, you will have one full class period to type your first draft. The first draft is due before you leave school on Friday afternoon.
If you need help, please come to office hours in Micah's room from 12:35-1:30pm on Tuesday.
Thursday, May 13, 2010
Lesson 69: May 13-14
Today's objectives:
By the end of today's lesson, students will be able to: explain what "theme" is; analyze their individual text in order to identify overall themes; begin writing Part E of their research paper.
Agenda:
1) SSR
2) Mini-lesson on analyzing theme using Langston Hughes' Black Misery as a practice text and Alice Walker's "Everyday Use" as a model
3) Modeling of Part E of the research paper
4) Work time on Part E
HW:
Get caught up on parts A-D of the research paper. On Friday afternoon, Nida and I will be calling the families of students who still have research paper parts outstanding. If you don't want a phone call, get any missing parts to us ASAP!
By the end of today's lesson, students will be able to: explain what "theme" is; analyze their individual text in order to identify overall themes; begin writing Part E of their research paper.
Agenda:
1) SSR
2) Mini-lesson on analyzing theme using Langston Hughes' Black Misery as a practice text and Alice Walker's "Everyday Use" as a model
3) Modeling of Part E of the research paper
4) Work time on Part E
HW:
Get caught up on parts A-D of the research paper. On Friday afternoon, Nida and I will be calling the families of students who still have research paper parts outstanding. If you don't want a phone call, get any missing parts to us ASAP!
Sunday, May 9, 2010
Lesson 68: May 10-11
Today is a research paper workday. After SSR, students who are behind will get individual help on parts B and D. Students who are on track will work in revising the parts of the essay that they have already received feedback on and will get parts A-D typed.
HW:
If you are on-track with your research paper (you've turned in parts A-D and revised anything you've received back), you don't have any homework. If you are still behind, you need to get yourself caught up. Nida and I will be available after school to give you extra help after school today and tomorrow (Monday in Micah's room, Tuesday in Nida's), but it's up to you to show up and ask for help if you need it.
HW:
If you are on-track with your research paper (you've turned in parts A-D and revised anything you've received back), you don't have any homework. If you are still behind, you need to get yourself caught up. Nida and I will be available after school to give you extra help after school today and tomorrow (Monday in Micah's room, Tuesday in Nida's), but it's up to you to show up and ask for help if you need it.
Thursday, May 6, 2010
Lesson 67: May 6-7
Today's objectives:
By the end of today's lesson, students will be able to determine some specific ways in which their individual text reflects the social change or social unrest that characterizes the time period in which it was written; students will demonstrate this by organizing and writing Part D of their English/history grad. portfolio research paper.
Agenda:
1) SSR in individual texts
2) Modeling of doing the thinking/writing for Part D using Alice Walker's "Everyday Use" as a model
3) Work time to begin organizing and writing Part D
HW: Finish writing Part D of your research paper - it is due on Monday (per. 1 and 2) or Tuesday (per. 5 and 6). I passed back Part B with feedback to everyone who submitted it on time. If your Part B needs a lot of work, please work on revising it or adding to it over the weekend.
By the end of today's lesson, students will be able to determine some specific ways in which their individual text reflects the social change or social unrest that characterizes the time period in which it was written; students will demonstrate this by organizing and writing Part D of their English/history grad. portfolio research paper.
Agenda:
1) SSR in individual texts
2) Modeling of doing the thinking/writing for Part D using Alice Walker's "Everyday Use" as a model
3) Work time to begin organizing and writing Part D
HW: Finish writing Part D of your research paper - it is due on Monday (per. 1 and 2) or Tuesday (per. 5 and 6). I passed back Part B with feedback to everyone who submitted it on time. If your Part B needs a lot of work, please work on revising it or adding to it over the weekend.
Thursday, April 29, 2010
Lessons 66: April 29-May 4
Today's objectives:
By the end of today's [short] class period, students will demonstrate their understanding of the context of their texts (within the author's life/experiences) by writing Part B of their research paper.
Agenda:
1) SSR in individual texts
2) What's Part B? Explanation of sample paragraph on Alice Walker/"Everyday Use"
3) Work time to write Part B
HW: If you did not finish/turn in Part B, it is due:
Period 1: Friday, April 30th (I will come collect it in history class.)
Period 2: Monday, May 3rd (You will turn it in to Nida at the end of STAR testing)
Periods 5/6: Friday, May 7th at the beginning of class.
Please let me know if you have any questions.
By the end of today's [short] class period, students will demonstrate their understanding of the context of their texts (within the author's life/experiences) by writing Part B of their research paper.
Agenda:
1) SSR in individual texts
2) What's Part B? Explanation of sample paragraph on Alice Walker/"Everyday Use"
3) Work time to write Part B
HW: If you did not finish/turn in Part B, it is due:
Period 1: Friday, April 30th (I will come collect it in history class.)
Period 2: Monday, May 3rd (You will turn it in to Nida at the end of STAR testing)
Periods 5/6: Friday, May 7th at the beginning of class.
Please let me know if you have any questions.
Sunday, April 25, 2010
Lesson 65: April 26-27
Today's objectives:
By the end of today's lesson, students will have learned how to use the internet to find background information about their author’s life and to put the book in context and practiced putting a book in context for the research paper (using “Everyday Use” as sample text).
Agenda:
1) STAR Prep team competition [30 min]
2) SSR in individual texts [30 min.]
3) Modeling of research an author’s life online [30 min.]
a) Why start (but not end) with Wikipedia? (i.e., why is Wikipedia not a valid academic source?)
b) What information do I need to write down when I visit a website?
c) What information am I looking for? What’s relevant to writing this part of the paper?
HW: Research your author and answer the research questions. Be sure to write down the website's name, the person/company/organization that published it, the URL, and the date you accessed the information for every website that you get information from. This is due on Thursday (4/29) for 1st period; Friday (4/30) for 2nd period; and Tuesday (5/4) for 5th and 6th periods because of our STAR testing schedule.
By the end of today's lesson, students will have learned how to use the internet to find background information about their author’s life and to put the book in context and practiced putting a book in context for the research paper (using “Everyday Use” as sample text).
Agenda:
1) STAR Prep team competition [30 min]
2) SSR in individual texts [30 min.]
3) Modeling of research an author’s life online [30 min.]
a) Why start (but not end) with Wikipedia? (i.e., why is Wikipedia not a valid academic source?)
b) What information do I need to write down when I visit a website?
c) What information am I looking for? What’s relevant to writing this part of the paper?
HW: Research your author and answer the research questions. Be sure to write down the website's name, the person/company/organization that published it, the URL, and the date you accessed the information for every website that you get information from. This is due on Thursday (4/29) for 1st period; Friday (4/30) for 2nd period; and Tuesday (5/4) for 5th and 6th periods because of our STAR testing schedule.
Thursday, April 22, 2010
Lessons 64: April 22-23
Today's objectives:
In class today, students will begin to get ready for the STAR/EAP test, analyze Alice Walker’s “Everyday Use” in small groups, plan out their reading in order to finish their books on time.
Agenda:
1) SSR in individual reading books (for joint English/history project)
2) STAR Prep competition in teams
3) Literary discussion circles on "Everyday Use"
HW: complete take-home reading quiz (due at the beginning of class next time I see you); create a reading calendar for your individual book
In class today, students will begin to get ready for the STAR/EAP test, analyze Alice Walker’s “Everyday Use” in small groups, plan out their reading in order to finish their books on time.
Agenda:
1) SSR in individual reading books (for joint English/history project)
2) STAR Prep competition in teams
3) Literary discussion circles on "Everyday Use"
HW: complete take-home reading quiz (due at the beginning of class next time I see you); create a reading calendar for your individual book
Tuesday, April 20, 2010
Lessons 63: April 19-20
Today's objectives:
By the end of today's class, students will have become familiarized with the research task and how we will write the research paper in chunk and will have read and begun analyzing Alice Walker’s “Everyday Use” in small groups.
Agenda:
1) STAR prep competition in small groups
2) Intro to the joint Grad. Portfolio research paper (including deadlines)
3) Explanation of how parts of the paper will be modeled using "Everyday Use"
4) Time to read "Everyday Use"
5) If time, begin analyzing "Everyday Use" in small groups
HW: Finish reading "Everyday Use" and make sure you understand the story. If you don't, please talk to the LC, a friend, or me about it. You will take a reading quiz on this story at the beginning of class on Thursday/Friday.
PARENTS: If you would like a copy of all of the upcoming due dates for the joint English/History Grad. Portfolio Research Paper, please e-mail me and I'll send you the file. micahm@es-impact.org
By the end of today's class, students will have become familiarized with the research task and how we will write the research paper in chunk and will have read and begun analyzing Alice Walker’s “Everyday Use” in small groups.
Agenda:
1) STAR prep competition in small groups
2) Intro to the joint Grad. Portfolio research paper (including deadlines)
3) Explanation of how parts of the paper will be modeled using "Everyday Use"
4) Time to read "Everyday Use"
5) If time, begin analyzing "Everyday Use" in small groups
HW: Finish reading "Everyday Use" and make sure you understand the story. If you don't, please talk to the LC, a friend, or me about it. You will take a reading quiz on this story at the beginning of class on Thursday/Friday.
PARENTS: If you would like a copy of all of the upcoming due dates for the joint English/History Grad. Portfolio Research Paper, please e-mail me and I'll send you the file. micahm@es-impact.org
Sunday, April 18, 2010
Lessons 61 and 62: week of April 12-16
This week, students will receive their 2nd drafts of ESGP essay #2 (and lots of feedback on their drafts) back from me and will use class time to try to revise their drafts and bring them up to grad. portfolio proficiency.
Final drafts of this essay are due by 3pm on Friday, April 16th.
Final drafts of this essay are due by 3pm on Friday, April 16th.
Lesson 60: April 1-2
Today's objectives:
By the end of today's lesson, all students should have given another student feedback on their first draft of ESGP essay #2 and should have received feedback on their own essay.
Agenda:
1) Peer revision/feedback process (40 min.)
2) Get your paper back from your peer reviewer and revise your own essay.
HW:
Your second draft is due by the end of the day on Friday. I will read them over spring break and give you copious feedback.
By the end of today's lesson, all students should have given another student feedback on their first draft of ESGP essay #2 and should have received feedback on their own essay.
Agenda:
1) Peer revision/feedback process (40 min.)
2) Get your paper back from your peer reviewer and revise your own essay.
HW:
Your second draft is due by the end of the day on Friday. I will read them over spring break and give you copious feedback.
Friday, April 2, 2010
Lesson 59: March 30
Today's objectives:
By the end of today's lesson, students will understand the process that we went through in breaking the essay prompt down into the three EAP parts; in addition, they will have written their introductions and conclusions to their second grad. portfolio essays and will be ready to participate in a peer-revision cycle on Thursday/Friday
Agenda:
1) direct instruction on breaking down a "discuss themes..." style essay prompt using the current essay prompt as an example
2) work time to write introduction and conclusion paragraphs for their second grad. portfolio essay
HW:
Bring in your complete, typed rough draft (including introduction and conclusion) and be ready for peer-revision. The second draft of the essay, which is a major assignment, is due before students leave for spring break.
By the end of today's lesson, students will understand the process that we went through in breaking the essay prompt down into the three EAP parts; in addition, they will have written their introductions and conclusions to their second grad. portfolio essays and will be ready to participate in a peer-revision cycle on Thursday/Friday
Agenda:
1) direct instruction on breaking down a "discuss themes..." style essay prompt using the current essay prompt as an example
2) work time to write introduction and conclusion paragraphs for their second grad. portfolio essay
HW:
Bring in your complete, typed rough draft (including introduction and conclusion) and be ready for peer-revision. The second draft of the essay, which is a major assignment, is due before students leave for spring break.
Friday, March 26, 2010
Lesson 58: March 25-26
Today is EAP essay day! The EAP is a standardized writing assessment that we have been preparing for in English class for the past couple months. It is students' first attempt at meeting the minimum English requirements for the California State University system to avoid having to take costly remedial-level classes in college. In addition to the essay portion of the test, which is what students are taking today, they must hit proficiency on the 11th grade English STAR test and complete the supplementary 15-question section that comes after the STAR test and that we are making mandatory for 11th graders. If you have any questions about the EAP, please let me know.
After the EAP, students will have a few minutes to begin typing their third EAP/ESGP essay.
HW:
1) Bring your whole ESGP essay (EAP/ESGP parts 1-3) typed and printed out on Tuesday. There will not be computers or printers to use for printing, so please go to the LC before school if you need to print. (Note: All students have all classes on Tuesday because Monday is a holiday.)
2) Write a 1/2 to 1 page reflection on your 3rd quarter English grade.
After the EAP, students will have a few minutes to begin typing their third EAP/ESGP essay.
HW:
1) Bring your whole ESGP essay (EAP/ESGP parts 1-3) typed and printed out on Tuesday. There will not be computers or printers to use for printing, so please go to the LC before school if you need to print. (Note: All students have all classes on Tuesday because Monday is a holiday.)
2) Write a 1/2 to 1 page reflection on your 3rd quarter English grade.
Lesson 57: March 22-23
Today's objectives:
By the end of today's lesson, students will have synthesized all of the Harlem Renaissance texts they have previously analyzed -- including short stories, poetry, essays, monologues, and paintings -- in order to develop an argument about mental liberation and the Harlem Renaissance.
Agenda:
1) Introduction to using visual arts to support writing in other disciplines/classes
2) Students will look back through all of the Harlem Renaissance visual arts they have analyzed recently in art and history and figure out which paintings they can best use to support their arguments and what that looks like.
3) Writing time for EAP/ESGP #3
HW:
If you didn't finish writing EAP/ESGP #3, you must do so before you come to class on Thursday/Friday.
By the end of today's lesson, students will have synthesized all of the Harlem Renaissance texts they have previously analyzed -- including short stories, poetry, essays, monologues, and paintings -- in order to develop an argument about mental liberation and the Harlem Renaissance.
Agenda:
1) Introduction to using visual arts to support writing in other disciplines/classes
2) Students will look back through all of the Harlem Renaissance visual arts they have analyzed recently in art and history and figure out which paintings they can best use to support their arguments and what that looks like.
3) Writing time for EAP/ESGP #3
HW:
If you didn't finish writing EAP/ESGP #3, you must do so before you come to class on Thursday/Friday.
Thursday, March 18, 2010
Lesson 56: March 18-19
Today's objectives:
By the end of today's lesson, students will have orally analyzed Melvin B. Tolson's seminal poem, "Dark Symphony" and synthesized all of the New Negro/Harlem Renaissance poetry, short stories, essays, and monologues we've looked at in order to find evidence to write the next part of the grad. portfolio paper.
Agenda:
1) Students will read Tolson's "Dark Symphony" individually
2) Literary discussion circles on "Dark Symphony"
3) Information/parent letter given out about the final joint research unit in English/history --> students need to get this letter signed
4) Introduction to EAP/ESGP essay #3 --> students work in groups to find evidence to respond to an argument about mental liberation. They may find evidence in any of the Harlem Renaissance literature they have read in this unit.
Here is a list of all of the texts that students can use (this list is posted in the classroom as well):
HW: Most students finished selecting evidence in class -- those who didn't finish need to do so over the weekend (six quotations in total) and come in ready to write the essay on Monday; Nida is asking students to get the parent letter signed (see agenda above)
By the end of today's lesson, students will have orally analyzed Melvin B. Tolson's seminal poem, "Dark Symphony" and synthesized all of the New Negro/Harlem Renaissance poetry, short stories, essays, and monologues we've looked at in order to find evidence to write the next part of the grad. portfolio paper.
Agenda:
1) Students will read Tolson's "Dark Symphony" individually
2) Literary discussion circles on "Dark Symphony"
3) Information/parent letter given out about the final joint research unit in English/history --> students need to get this letter signed
4) Introduction to EAP/ESGP essay #3 --> students work in groups to find evidence to respond to an argument about mental liberation. They may find evidence in any of the Harlem Renaissance literature they have read in this unit.
Here is a list of all of the texts that students can use (this list is posted in the classroom as well):
- "The Colored Soldier" (Langston Hughes)
- "Democracy" (Langston Hughes)
- "I, Too" (Langston Hughes)
- "The Negro Artist and the Racial Mountain" (Langston Hughes)
- "My People" (Langston Hughes)
- "Poem" (Helene Johnson)
- "No Images" (W. Waring Cuney)
- "Heaven to Hell" (Langston Hughes)
- "Thank you, M'am" (Langston Hughes)
- "Who's Passing for Who?" (Langston Hughes)
- "Dark Symphony" (Melvin B. Tolson)
HW: Most students finished selecting evidence in class -- those who didn't finish need to do so over the weekend (six quotations in total) and come in ready to write the essay on Monday; Nida is asking students to get the parent letter signed (see agenda above)
Wednesday, March 17, 2010
Lesson 55: March 12
Today's objectives:
By the end of today's lesson, students will individually read and orally analyze three Langston Hughes short stories (“Heaven to Hell”, “Who is Passing for Who?”, “Thank You, M’am”); in addition, students will independently write a timed EAP-style essay in order to practice for the EAP writing assessment happening in two weeks!
Agenda:
1) Students read three Langston Hughes short stories silently
2) Literary discussion circles on Hughes's texts
3) Students read two EAP essay prompts and choose the one that they want to write an essay on; they will then organize their ideas and complete the essay within the class period.
HW: Have a good long weekend. Because of the Monday off, fieldtrip on Tuesday, and WLE on Wednesday, I will not see you for English class until the 18th or 19th.
By the end of today's lesson, students will individually read and orally analyze three Langston Hughes short stories (“Heaven to Hell”, “Who is Passing for Who?”, “Thank You, M’am”); in addition, students will independently write a timed EAP-style essay in order to practice for the EAP writing assessment happening in two weeks!
Agenda:
1) Students read three Langston Hughes short stories silently
2) Literary discussion circles on Hughes's texts
3) Students read two EAP essay prompts and choose the one that they want to write an essay on; they will then organize their ideas and complete the essay within the class period.
HW: Have a good long weekend. Because of the Monday off, fieldtrip on Tuesday, and WLE on Wednesday, I will not see you for English class until the 18th or 19th.
Lesson 54: March 8-9
Today's objectives:
By the end of today's lesson, students will individually read and analyze one of three different versions of “The Negro Artist and the Racial Mountain,” read three different poems (“No Images” by Waring Cuney, “My People” by Langston Hughes, and “Poem” by Helene Johnson) and orally analyze them; and synthesize information from all four texts in order to generate the New Negro Mvmt/Harlem Renaissance approach to Black progress.
Agenda:
1) Students will read and analyze (using provided questions) one of three differentiated versions of Langston Hughes’s “The Negro Artist and the Racial Mountain”
2) Literary discussion circles on Hughes's text
3) In the same groups, students will read and orally analyze three Harlem Renaissance poems
4) Groups will fill in the righthand column of the chart on approaches to Black progress in the 1920s (the lefthand column will be filled in during today’s lesson in history class)
HW: none
By the end of today's lesson, students will individually read and analyze one of three different versions of “The Negro Artist and the Racial Mountain,” read three different poems (“No Images” by Waring Cuney, “My People” by Langston Hughes, and “Poem” by Helene Johnson) and orally analyze them; and synthesize information from all four texts in order to generate the New Negro Mvmt/Harlem Renaissance approach to Black progress.
Agenda:
1) Students will read and analyze (using provided questions) one of three differentiated versions of Langston Hughes’s “The Negro Artist and the Racial Mountain”
2) Literary discussion circles on Hughes's text
3) In the same groups, students will read and orally analyze three Harlem Renaissance poems
4) Groups will fill in the righthand column of the chart on approaches to Black progress in the 1920s (the lefthand column will be filled in during today’s lesson in history class)
HW: none
Saturday, March 6, 2010
Lesson 53: March 4-5
Today is the first day of the Interwar Unit in US History and the Harlem Renaissance Unit in American Literature. We will spend both class periods today doing a joint launch lesson in the community room.
Today's objectives:
By the end of today's lesson, students will have analyzed primary source documents from the WWI period in order to establish what black and white Americans hoped for the 1920s, analyzed primary source documents from the 1920s period in order to determine whether these post-WWI hopes/dreams were fulfilled, and compared/contrasted black and white experiences of the “Roaring 20s.”
Agenda:
During this two-period lesson, students will interact with many primary source documents from the WWI/Interwar periods. Between documents/activities, students will return to the sheet entitled "Post WWI Dreams vs. Reality Chart" to add new information they have learned about the dreams and realities of African-Americans and White Americans in this era.
1) What's coming up in Humanities for the rest of this year?
2) Students read selections from Teddy Roosevelt speech entitled "The Negroes' Part in the War," respond to questions, and fill in dreams/method boxes on the chart (w/ focus on Black Americans)
2) Students read selections from "A Flapper's Appeal to Parents," respond to questions, and fill in dreams/method boxes on chart (w/ focus on White Americans)
3) In small groups, students are given envelopes filled with images from the 1920s. Students choose six images to analyze, fill in the analysis chart, and then record their findings in the reality boxes on the chart.
4) Students read three texts by Langston Hughes ("Democracy," "I, Too," and "Colored Soldier") and work together to orally analyze the texts and draw connections/elicit differences. Each student is responsible for taking a specific role in the group discussion. Students synthesize their findings and record them in the Black Americans reality box on the chart.
HW: Finish typing together your first two Kindred EAP essays -- this is due at the beginning of class next Monday, March 8 (per. 1,2) or Tuesday, March 9 (per. 5,6). If you do not have a printer and need to print your essay out, please go to the LC at least 20 minutes before the beginning of the school day. There will not be any computers to print from in the classroom.
Today's objectives:
By the end of today's lesson, students will have analyzed primary source documents from the WWI period in order to establish what black and white Americans hoped for the 1920s, analyzed primary source documents from the 1920s period in order to determine whether these post-WWI hopes/dreams were fulfilled, and compared/contrasted black and white experiences of the “Roaring 20s.”
Agenda:
During this two-period lesson, students will interact with many primary source documents from the WWI/Interwar periods. Between documents/activities, students will return to the sheet entitled "Post WWI Dreams vs. Reality Chart" to add new information they have learned about the dreams and realities of African-Americans and White Americans in this era.
1) What's coming up in Humanities for the rest of this year?
2) Students read selections from Teddy Roosevelt speech entitled "The Negroes' Part in the War," respond to questions, and fill in dreams/method boxes on the chart (w/ focus on Black Americans)
2) Students read selections from "A Flapper's Appeal to Parents," respond to questions, and fill in dreams/method boxes on chart (w/ focus on White Americans)
3) In small groups, students are given envelopes filled with images from the 1920s. Students choose six images to analyze, fill in the analysis chart, and then record their findings in the reality boxes on the chart.
4) Students read three texts by Langston Hughes ("Democracy," "I, Too," and "Colored Soldier") and work together to orally analyze the texts and draw connections/elicit differences. Each student is responsible for taking a specific role in the group discussion. Students synthesize their findings and record them in the Black Americans reality box on the chart.
HW: Finish typing together your first two Kindred EAP essays -- this is due at the beginning of class next Monday, March 8 (per. 1,2) or Tuesday, March 9 (per. 5,6). If you do not have a printer and need to print your essay out, please go to the LC at least 20 minutes before the beginning of the school day. There will not be any computers to print from in the classroom.
Lesson 52: March 1-2
Today, students took the NWEA Reading test in English.
HW: Finish typing together your first two Kindred EAP essays -- this is due at the beginning of class next Monday, March 8 (per. 1,2) or Tuesday, March 9 (per. 5,6). If you do not have a printer and need to print your essay out, please go to the LC at least 20 minutes before the beginning of the school day. There will not be any computers to print from in the classroom.
HW: Finish typing together your first two Kindred EAP essays -- this is due at the beginning of class next Monday, March 8 (per. 1,2) or Tuesday, March 9 (per. 5,6). If you do not have a printer and need to print your essay out, please go to the LC at least 20 minutes before the beginning of the school day. There will not be any computers to print from in the classroom.
Friday, February 19, 2010
Lesson 51: February 25-26
Nida and I are taking these two days as planning days to prepare the final two curricular units of the year, which are both integrated English/History units (on the Harlem Renaissance and on individual authors in the Civil Rights and Vietnam War eras).
In my absence, the students will watch and take notes on a 75 minute documentary entitled "The Harlem Renaissance" and write a reflection on the unit (Kindred) that we just completed. We will begin the Harlem Renaissance unit during the following lesson.
HW: Complete your Kindred unit reflection if you did not complete it in class.
In my absence, the students will watch and take notes on a 75 minute documentary entitled "The Harlem Renaissance" and write a reflection on the unit (Kindred) that we just completed. We will begin the Harlem Renaissance unit during the following lesson.
HW: Complete your Kindred unit reflection if you did not complete it in class.
Lesson 50: February 22-23
Today is a work day to work on three tasks:
1. Students will start by finishing the EAP/ESGP essays that they started writing in class during lesson 49.
2. Then, if computers are available, they will use the first two EAP essays to type the first half of their ESGP essay #2.
3. If no computers are available (or when they have finished typing the first half of the ESGP essay), they will work on their History ESGP papers.
HW: If you were not able to type the first half of your ESGP essay, please do so and bring the typed (and double-spaced) version to school on March 1-2.
1. Students will start by finishing the EAP/ESGP essays that they started writing in class during lesson 49.
2. Then, if computers are available, they will use the first two EAP essays to type the first half of their ESGP essay #2.
3. If no computers are available (or when they have finished typing the first half of the ESGP essay), they will work on their History ESGP papers.
HW: If you were not able to type the first half of your ESGP essay, please do so and bring the typed (and double-spaced) version to school on March 1-2.
Lesson 49: February 18-19
Today's objectives:
By the end of class today, students will demonstrate -- by writing the second part of their ESGP Lit. Analysis essay #2 -- that they are able to analyze and evaluate a two-part argument presented as a complex quotation.
Agenda:
1) SSR in Kindred [20 min] --> last day of SSR
2) work time in small groups to break down quotation and come up with examples/evidence to support opinion [40 min]
3) silent, individual writing time to begin essay [35 min]
This essay is both practice for the EAP and the second part of the next grad. portfolio essay.
HW: Finish reading Kindred; work on your History ESGP essay
By the end of class today, students will demonstrate -- by writing the second part of their ESGP Lit. Analysis essay #2 -- that they are able to analyze and evaluate a two-part argument presented as a complex quotation.
Agenda:
1) SSR in Kindred [20 min] --> last day of SSR
2) work time in small groups to break down quotation and come up with examples/evidence to support opinion [40 min]
3) silent, individual writing time to begin essay [35 min]
This essay is both practice for the EAP and the second part of the next grad. portfolio essay.
HW: Finish reading Kindred; work on your History ESGP essay
Lesson 48: February 11-16
During this lesson, students who turned in their EAP essay on time (at the beginning of class) worked on their History Grad. Portfolio papers for the entire block. Students who did not come with their EAP essays completed finished those first and received two zeros in the grade book (one under College Work Habits and the other under Leadership Skills); student who submitted essays on time received fours in both categories.
Monday, February 8, 2010
Lesson 47: February 8-9
Today's objectives:
By the end of class today, students will demonstrate -- by writing the first part of their ESGP Lit. Analysis essay #2 -- that they are able to analyze and evaluate an argument presented as a complex quotation.
Agenda:
1) SSR in Kindred [20 min]
2) work time in small groups to break down quotation and come up with examples/evidence to support opinion [40 min]
3) silent, individual writing time to begin essay [35 min]
This essay is both practice for the EAP and the first part of the next grad. portfolio essay.
HW: Read through page 239 in Kindred and finish the EAP essay that you started in class. Due to the modified schedule over the next two weeks, these assignments are due on Thursday, 2/11 for periods 1 and 2 and on Tuesday, 2/16 for periods 5 and 6.
By the end of class today, students will demonstrate -- by writing the first part of their ESGP Lit. Analysis essay #2 -- that they are able to analyze and evaluate an argument presented as a complex quotation.
Agenda:
1) SSR in Kindred [20 min]
2) work time in small groups to break down quotation and come up with examples/evidence to support opinion [40 min]
3) silent, individual writing time to begin essay [35 min]
This essay is both practice for the EAP and the first part of the next grad. portfolio essay.
HW: Read through page 239 in Kindred and finish the EAP essay that you started in class. Due to the modified schedule over the next two weeks, these assignments are due on Thursday, 2/11 for periods 1 and 2 and on Tuesday, 2/16 for periods 5 and 6.
Friday, February 5, 2010
Lesson 46: February 4-5
Today's objectives:
By the end of today's lesson, students will demonstrate that they are able to analyze and evaluate an argument using EAP essay structure.
Agenda:
1) SSR in Kindred
2) Students will read six sample EAP quotations (at varying levels of difficulty) and choose one that they want to analyze/respond to.
3) Students will orally "pre-write" in groups using standard EAP discussion questions.
4) Students will individually write EAP essays for 40 minutes.
HW: Read through p. 213 in Kindred. If you are behind, it's very important that you get caught up over the weekend because we will begin working towards the next English graduation portfolio essay (using the parts of Kindred that you should have read) next Monday/Tuesday.
By the end of today's lesson, students will demonstrate that they are able to analyze and evaluate an argument using EAP essay structure.
Agenda:
1) SSR in Kindred
2) Students will read six sample EAP quotations (at varying levels of difficulty) and choose one that they want to analyze/respond to.
3) Students will orally "pre-write" in groups using standard EAP discussion questions.
4) Students will individually write EAP essays for 40 minutes.
HW: Read through p. 213 in Kindred. If you are behind, it's very important that you get caught up over the weekend because we will begin working towards the next English graduation portfolio essay (using the parts of Kindred that you should have read) next Monday/Tuesday.
Monday, February 1, 2010
Lesson 45: February 1/2
Today's objectives:
By the end of class today, students will orally analyze arguments in pages 132-160 of Kindred, identify the parts and grading criteria of the EAP essay, and begin outlining EAP practice essay #1
Agenda:
1) SSR in Kindred
2) What is EAP? How is EAP assessed? What are the elements of a strong argument essay?
3) Literary discussion circle #6 with three roles (all except quote scribe)
4) Each student will choose one quotation (from the lit. discussion questions) to respond to and, on the back of the question sheet, organize/plan/outline an EAP essay.
HW: Read up to page 188; finish outlining/organizing/brainstorming your practice EAP essay (these will be collected and graded based on quality, not just completion)
By the end of class today, students will orally analyze arguments in pages 132-160 of Kindred, identify the parts and grading criteria of the EAP essay, and begin outlining EAP practice essay #1
Agenda:
1) SSR in Kindred
2) What is EAP? How is EAP assessed? What are the elements of a strong argument essay?
3) Literary discussion circle #6 with three roles (all except quote scribe)
4) Each student will choose one quotation (from the lit. discussion questions) to respond to and, on the back of the question sheet, organize/plan/outline an EAP essay.
HW: Read up to page 188; finish outlining/organizing/brainstorming your practice EAP essay (these will be collected and graded based on quality, not just completion)
Friday, January 29, 2010
Lesson 44: January, 28-29
Today's objectives:
By the end of today's lesson, students will orally analyze p. 108-131 in Kindred, analyze the Willie Lynch letter as a contest primary source, and begin to track slaveholders’ methods of controlling slaves (i.e., mental slavery) and identify analogous situations within contemporary culture.
Agenda:
Do-now: SSR in Kindred [30 min]
1) Literary discussion circles #5
2) Willie Lynch Letter activity in small groups
3) Whole class discussion/debrief on Willie Lynch Letter
HW:
Read through page 160 in Kindred
By the end of today's lesson, students will orally analyze p. 108-131 in Kindred, analyze the Willie Lynch letter as a contest primary source, and begin to track slaveholders’ methods of controlling slaves (i.e., mental slavery) and identify analogous situations within contemporary culture.
Agenda:
Do-now: SSR in Kindred [30 min]
1) Literary discussion circles #5
2) Willie Lynch Letter activity in small groups
3) Whole class discussion/debrief on Willie Lynch Letter
HW:
Read through page 160 in Kindred
Lesson 43: January, 25-26
Today's objectives:
By the end of today's lesson, students will answer the unit’s essential questions by looking deeply at one character in Kindred and justify their response to the essential question using quotations from the text.
Agenda:
Do-Now: SSR in Kindred [30 min.]
1) Review of “mental slavery” as a concept
2) Literary discussion circle #4 with three roles (all but questioner) → each group finishes by writing their paragraph on chart paper
HW: Read through page 131 in Kindred
By the end of today's lesson, students will answer the unit’s essential questions by looking deeply at one character in Kindred and justify their response to the essential question using quotations from the text.
Agenda:
Do-Now: SSR in Kindred [30 min.]
1) Review of “mental slavery” as a concept
2) Literary discussion circle #4 with three roles (all but questioner) → each group finishes by writing their paragraph on chart paper
HW: Read through page 131 in Kindred
Tuesday, January 19, 2010
Lesson 42: January 19 (per. 1/2) and January 21 (per. 5/6)
Today's objectives:
By the end of class today, students will have orally analyzed pages 66-91 in Kindred and learned how to use dashes to create complex sentences.
Agenda:
1) SSR in Kindred
2) Literary discussion circles #3
3) Introduction to dashes --> dashes practice sheet
HW:
Read through the end of page 107 in Kindred by the next time you have English class: 1/21 (per. 1/2) or 1/26 (per. 5/6)
By the end of class today, students will have orally analyzed pages 66-91 in Kindred and learned how to use dashes to create complex sentences.
Agenda:
1) SSR in Kindred
2) Literary discussion circles #3
3) Introduction to dashes --> dashes practice sheet
HW:
Read through the end of page 107 in Kindred by the next time you have English class: 1/21 (per. 1/2) or 1/26 (per. 5/6)
Lesson 41: January 14/15
Today's objectives:
By the end of today's lesson, students will have orally analyzed pages 46-65 in Kindred and participated in History Live with Nida.
Agenda:
1) SSR in Kindred [20 min.]
2) Literary discussion circles #2 [20 min.]
3) History Live with Nida in the Community Room [45 min.]
HW:
Read up to the end of page 81 in Kindred.
By the end of today's lesson, students will have orally analyzed pages 46-65 in Kindred and participated in History Live with Nida.
Agenda:
1) SSR in Kindred [20 min.]
2) Literary discussion circles #2 [20 min.]
3) History Live with Nida in the Community Room [45 min.]
HW:
Read up to the end of page 81 in Kindred.
Tuesday, January 12, 2010
Lesson 40: January 13th
There is no curricular lesson today. Instead, we will spend the 40 minute period uploading students' Grad. Portfolio literary analysis essays and reflections, which they submitted before winter break, to the digital archive.
Students need to make sure they have access to their essay and reflection when they come to class on Wednesday and should make sure they have read up to page 51 in Kindred before class on Thursday or Friday.
Students need to make sure they have access to their essay and reflection when they come to class on Wednesday and should make sure they have read up to page 51 in Kindred before class on Thursday or Friday.
Lesson 39: January 11/12
Today's objectives:
By the end of today's lesson, students will familiarize themselves with the literary discussion circle roles and expectations, orally analyze p.1-45 of Kindred, and use apposition to combine simple sentences.
Agenda:
Do Now: SSR in Kindred [30 min.]
1) Introduce literary discussion circles & roles
2) Apposition and higher-level punctuation --> practice sheet
HW:
• Make sure you will have access to your ESGP Lit. Analysis essay and your reflection during class this Wednesday (we will be uploading to the digital archive)
• Read from River 3 (33)- end of River (51) by Thursday/Friday
By the end of today's lesson, students will familiarize themselves with the literary discussion circle roles and expectations, orally analyze p.1-45 of Kindred, and use apposition to combine simple sentences.
Agenda:
Do Now: SSR in Kindred [30 min.]
1) Introduce literary discussion circles & roles
2) Apposition and higher-level punctuation --> practice sheet
HW:
• Make sure you will have access to your ESGP Lit. Analysis essay and your reflection during class this Wednesday (we will be uploading to the digital archive)
• Read from River 3 (33)- end of River (51) by Thursday/Friday
Lesson 38: January 7/8
Today's objectives:
By the end of today's lesson, students will have interacted with the new essential questions and be able to explain mental slavery. They will also make connections between (internalized) racism with mental slavery, understand that racial epithets have a complex history in America and exhibit sensitivity in decisions they make about reading the word aloud, and begin reading Kindred.
Agenda:
1) What does “mental slavery” mean?
• Students look at multiple texts on mental slavery (two short writings excerpted from the internet, two songs/lyrics, a brief section of a text on mental slavery, and a sticker slogan) and work in groups to come up with a definition of mental slavery. [15 min]
• Groups share out their definitions and we work towards a class definition of mental slavery [10 min]
• How does mental slavery relate to racism (interpersonal, institutional, and internalized)? [10 min]
2) The n-word and the power of language [10 min]
3) Begin reading Kindred
HW: Read through the middle of page 33.
By the end of today's lesson, students will have interacted with the new essential questions and be able to explain mental slavery. They will also make connections between (internalized) racism with mental slavery, understand that racial epithets have a complex history in America and exhibit sensitivity in decisions they make about reading the word aloud, and begin reading Kindred.
Agenda:
1) What does “mental slavery” mean?
• Students look at multiple texts on mental slavery (two short writings excerpted from the internet, two songs/lyrics, a brief section of a text on mental slavery, and a sticker slogan) and work in groups to come up with a definition of mental slavery. [15 min]
• Groups share out their definitions and we work towards a class definition of mental slavery [10 min]
• How does mental slavery relate to racism (interpersonal, institutional, and internalized)? [10 min]
2) The n-word and the power of language [10 min]
3) Begin reading Kindred
HW: Read through the middle of page 33.
Monday, January 4, 2010
Lessons 37: January 4/5
Today's objectives:
By the end of today's class, students will get over the myth of “colorblindness," think about their previous experiences talking/learning about racism in school as well as their own current understanding of racism; differentiate between interpersonal and structural/institutional racism; and, get more comfortable talking about race and racism in a heterogeneous environment.
Agenda:
1) Students read an abridged version of “See Baby Discriminate” individually and discuss in small groups → each group shares out one thing they discussed about the article.
2) Students fill out Kindred anticipation guide
3) The class works together to generate a definition for racism.
4) What’s the difference between interpersonal and institutional/structural racism? (and some examples of institutional/structural racism)
5) Introduce homework assignment
HW: Positionality Journal Response (should be ~2 pages handwritten) -- due Thursday/Friday. This will count for the first Leadership Skills assignment of the 2nd semester.
By the end of today's class, students will get over the myth of “colorblindness," think about their previous experiences talking/learning about racism in school as well as their own current understanding of racism; differentiate between interpersonal and structural/institutional racism; and, get more comfortable talking about race and racism in a heterogeneous environment.
Agenda:
1) Students read an abridged version of “See Baby Discriminate” individually and discuss in small groups → each group shares out one thing they discussed about the article.
2) Students fill out Kindred anticipation guide
3) The class works together to generate a definition for racism.
4) What’s the difference between interpersonal and institutional/structural racism? (and some examples of institutional/structural racism)
5) Introduce homework assignment
HW: Positionality Journal Response (should be ~2 pages handwritten) -- due Thursday/Friday. This will count for the first Leadership Skills assignment of the 2nd semester.
Sunday, January 3, 2010
Want some extra credit?
I rarely offer up extra credit, but I can't resist this one. While trying to come up with a good, engaging way to start a class conversation about racism, I came across the following blog entry. Here's the assignment, should you choose to accept it:
1) Read the blog entry and the lesson plan that follows it.
2) Think about the situation the teacher is responding to, her objective for her "Emergency Culture Lessonplan," and the procedure. How well does this teacher seem to understand race and racism? Do you think this is an effective lessonplan about race/racism? What do you think the students will learn from this lesson? Will they meet the stated objectives? If you were the teacher, what might you do differently?
3) Respond to the blog entry in one of two ways: by writing up a paragraph for me, or, if you feel like you can respond with thoughtfulness and maturity, you may leave a comment on the blog entry itself.
Yeah, That'll Teach You A Lesson: My Emergency Racism Lesson Plan
-Micah
1) Read the blog entry and the lesson plan that follows it.
2) Think about the situation the teacher is responding to, her objective for her "Emergency Culture Lessonplan," and the procedure. How well does this teacher seem to understand race and racism? Do you think this is an effective lessonplan about race/racism? What do you think the students will learn from this lesson? Will they meet the stated objectives? If you were the teacher, what might you do differently?
3) Respond to the blog entry in one of two ways: by writing up a paragraph for me, or, if you feel like you can respond with thoughtfulness and maturity, you may leave a comment on the blog entry itself.
Yeah, That'll Teach You A Lesson: My Emergency Racism Lesson Plan
-Micah
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