We're already beginning the fourth week of the semester, and we've been working hard to master the components of the argument essay. This week, we'll learn a new set of vocabulary words, work creatively with Their Eyes Were Watching God, and write an in-class argument essay.
MONDAY: Vocabulary activity--write approximately one page about gender expectations using at least five of the fifteen words and be ready to share. Work on Their Eyes project, due February 3. (Note: I'll be out of class at an all-day district meeting, back on Tuesday.) DUE: Their Eyes through Chapter Seven. HW: Finish vocab/gender written page for Tuesday.
TUESDAY: Share gender/vocab written work. Group work for Their Eyes. DUE: vocab/gender page. HW: Read Their Eyes Chapter Eight for Friday. Bring work materials for Their Eyes projects.
WEDNESDAY: Discuss prompt for Thursday's discussion. Work time for Their Eyes projects. HW: Bring 2 examples/evidence for argument prompt for Thursday.
THURSDAY: Argument essay review and discussion - go over examples in class, discuss conclusions and look at samples, notes about induction/deduction. (In class argument essay postponed to Monday.) HW: Study for vocab quiz on Friday, work on Their Eyes projects, due Tuesday for 5th period, Wednesday for 6th period.
FRIDAY: Vocab quiz. Read and evaluate two articles about the CIA torture report that was released last month, one against torture and one from David Brennan defending the CIA and its interrogation practices. Answer the questions at the end of each article, due Monday. We will discuss/debate on Monday. HW: Read Their Eyes Were Watching God through Chapter Nine for Monday. Work on Their Eyes project, due Tuesday, February 3 for 5th period, and Wednesday, February 4th for 6th period. Look over Argument Prompt FLTs to prepare for Monday's in-class essay.
Sunday, January 25, 2015
Monday, January 19, 2015
January 20-23
I hope everyone had a good three-day weekend and Martin Luther King, Jr. Day. Now that you've uploaded your first argument essay, we'll continue honing argument skills with a friendly competition between the 5th and 6th period classes by writing essay responses as a class and asking Mrs. Garcia, our Visiting Professor, to judge them.
Also, please make sure you've signed up for the free subscription to "The 10 Things You Need to Know Today" e-mail from TheWeek.com since you can no longer just go to the site and browse for it due to a format change. Please let me know if this is a problem ahead of time and I'll help with a workaround.
TUESDAY: Discuss Their Eyes Were Watching God through chapter two. Introduction to Classical Oration structure for arguments. Read prompt for argument essay we will be writing together this week as a whole class. DUE: read "Their Eyes" through chapter two. HW: Read "Not by Math Alone" piece on handout and identify each part of the five parts of classical oration used. Read Their Eyes through chapter four for Thursday.
WEDNESDAY: (UPDATE: Mogilefsky will be in class, the meeting was cancelled.) Brainstorm original evidence/examples for argument prompt, and write a sample introduction, both due at the end of the period. HW: Their Eyes through chapter four for Thursday.
THURSDAY: Discuss Their Eyes reading. Compare introductions to argument prompt, evidence. Class votes on position taken in response/thesis. Write body paragraphs as a class. DUE: Finished reading through chapter four of Their Eyes. HW: Write conclusion to argument essay and bring to class on Friday. Study for current events quiz on Friday that will cover Tuesday, Wednesday, and Thursday's "10 Things You Need to Know" articles.
FRIDAY: Current events quiz. Compare conclusions and integrate best one(s) into whole class essay. Revise/edit whole class essay. DUE: Conclusions. HW: Read Their Eyes through chapter seven and review argument essay tips.
Also, please make sure you've signed up for the free subscription to "The 10 Things You Need to Know Today" e-mail from TheWeek.com since you can no longer just go to the site and browse for it due to a format change. Please let me know if this is a problem ahead of time and I'll help with a workaround.
TUESDAY: Discuss Their Eyes Were Watching God through chapter two. Introduction to Classical Oration structure for arguments. Read prompt for argument essay we will be writing together this week as a whole class. DUE: read "Their Eyes" through chapter two. HW: Read "Not by Math Alone" piece on handout and identify each part of the five parts of classical oration used. Read Their Eyes through chapter four for Thursday.
WEDNESDAY: (UPDATE: Mogilefsky will be in class, the meeting was cancelled.) Brainstorm original evidence/examples for argument prompt, and write a sample introduction, both due at the end of the period. HW: Their Eyes through chapter four for Thursday.
THURSDAY: Discuss Their Eyes reading. Compare introductions to argument prompt, evidence. Class votes on position taken in response/thesis. Write body paragraphs as a class. DUE: Finished reading through chapter four of Their Eyes. HW: Write conclusion to argument essay and bring to class on Friday. Study for current events quiz on Friday that will cover Tuesday, Wednesday, and Thursday's "10 Things You Need to Know" articles.
FRIDAY: Current events quiz. Compare conclusions and integrate best one(s) into whole class essay. Revise/edit whole class essay. DUE: Conclusions. HW: Read Their Eyes through chapter seven and review argument essay tips.
Sunday, January 11, 2015
Take-home Argument Essay - due 1/19 to Turnitin.com
The following is a take-home argument essay prompt from an actual question presented on an AP exam a few years back. I handed out hard copies in class on Friday in case you have extra time this weekend to begin brainstorming. You will plan and write an original essay response, taking a clear position with at least two pieces of specific evidence in a minimum of four to five well-written paragraphs. You'll upload your final draft to Turnitin.com before January 19, Monday night, at 11:59 p.m.
We will discuss the prompt on Monday and will work on it in class throughout the week. Here it is:
Read the following excerpt from The Decline of Radicalism (1969) by Daniel J. Boorstin and consider the implications of the distinction Boorstin makes between dissent and disagreement. Then, using appropriate evidence, write a carefully reasoned essay in which you defend, challenge, or qualify Boorstin’s distinction.
Dissent is the great problem of America today. It overshadows all others. It is
a symptom, an expression, a consequence, and a cause of all others.
I say dissent and not disagreement. And it is the distinction between dissent and
disagreement which I really want to make. Disagreement produces debate but dissent
produces dissension. Dissent (which comes from the Latin, dis and sentire) means
originally to feel apart from others.
People who disagree have an argument, but people who dissent have a quarrel. People may disagree and both may count themselves in the majority. But a person who dissents is by definition in a minority. A liberal society thrives on disagreement but is killed by dissension. Disagreement is the life blood of democracy, dissension is its cancer.
We will discuss the prompt on Monday and will work on it in class throughout the week. Here it is:
Read the following excerpt from The Decline of Radicalism (1969) by Daniel J. Boorstin and consider the implications of the distinction Boorstin makes between dissent and disagreement. Then, using appropriate evidence, write a carefully reasoned essay in which you defend, challenge, or qualify Boorstin’s distinction.
Dissent is the great problem of America today. It overshadows all others. It is
a symptom, an expression, a consequence, and a cause of all others.
I say dissent and not disagreement. And it is the distinction between dissent and
disagreement which I really want to make. Disagreement produces debate but dissent
produces dissension. Dissent (which comes from the Latin, dis and sentire) means
originally to feel apart from others.
People who disagree have an argument, but people who dissent have a quarrel. People may disagree and both may count themselves in the majority. But a person who dissents is by definition in a minority. A liberal society thrives on disagreement but is killed by dissension. Disagreement is the life blood of democracy, dissension is its cancer.
January 12-16
This week, we'll write our first take-home argument essay, take a closer look at the components of the argument essay, and begin reading Their Eyes Were Watching God by Zora Neale Hurston.
MONDAY: Discuss argument prompts in general and "deconstruct" the tasks associated with responding. Discuss argument prompt for first take-home essay, due Monday night, January 19 on turnitin.com. DUE: Defend, challenge or qualify Theroux's argument in "Being a Man" by bringing 3 pieces of evidence to share. HW: Begin work on argument essay, study vocabulary words for Friday's quiz, work on independent reading.
TUESDAY: Thesis types PowerPoint. Discuss "Being a Man" essay from McGraw Hill and share evidence to support your response in small groups and with the whole class. HW: Brainstorm examples of dissent and disagreement for argument essay, craft a rough draft of your thesis, and bring a copy to class. Consider taking outline/thesis to the AP Writing Center in B200 during lunch for comments. (I'm there, and so are the other AP Language and Composition teachers.)
WEDNESDAY: Finish group presentations of evidence for Theroux article. Work time: submit at least two original, specific examples of dissent and/or disagreement for argument essay by the end of the period. DUE: evidence presentations, 2 specific examples of evidence for argument essay. HW: Write rough draft of thesis to bring to class on Thursday.
THURSDAY: Notes: types of thesis statements. View sample argument essays. HW: Work on argument essay -- due Monday night on Turnitin.com. Study for vocabulary quiz on Friday.
FRIDAY: Vocabulary quiz. Intro to Their Eyes Were Watching God. Pick up "Their Eyes" class novel and begin reading aloud in class. HW: Read "Their Eyes" through chapter 2. Complete and upload argument essay to Turnitin.com by January 19, Monday night at 11:59 p.m.) You should have at least 4-8 paragraphs, have taken a clear position, defining your terms, and provided at least two types of specific evidence. I'm looking forward to reading them!
MONDAY: Discuss argument prompts in general and "deconstruct" the tasks associated with responding. Discuss argument prompt for first take-home essay, due Monday night, January 19 on turnitin.com. DUE: Defend, challenge or qualify Theroux's argument in "Being a Man" by bringing 3 pieces of evidence to share. HW: Begin work on argument essay, study vocabulary words for Friday's quiz, work on independent reading.
TUESDAY: Thesis types PowerPoint. Discuss "Being a Man" essay from McGraw Hill and share evidence to support your response in small groups and with the whole class. HW: Brainstorm examples of dissent and disagreement for argument essay, craft a rough draft of your thesis, and bring a copy to class. Consider taking outline/thesis to the AP Writing Center in B200 during lunch for comments. (I'm there, and so are the other AP Language and Composition teachers.)
WEDNESDAY: Finish group presentations of evidence for Theroux article. Work time: submit at least two original, specific examples of dissent and/or disagreement for argument essay by the end of the period. DUE: evidence presentations, 2 specific examples of evidence for argument essay. HW: Write rough draft of thesis to bring to class on Thursday.
THURSDAY: Notes: types of thesis statements. View sample argument essays. HW: Work on argument essay -- due Monday night on Turnitin.com. Study for vocabulary quiz on Friday.
FRIDAY: Vocabulary quiz. Intro to Their Eyes Were Watching God. Pick up "Their Eyes" class novel and begin reading aloud in class. HW: Read "Their Eyes" through chapter 2. Complete and upload argument essay to Turnitin.com by January 19, Monday night at 11:59 p.m.) You should have at least 4-8 paragraphs, have taken a clear position, defining your terms, and provided at least two types of specific evidence. I'm looking forward to reading them!
Monday, January 5, 2015
January 6-9
Happy New Year!
Welcome back! I hope everyone had a wonderful winter break. I'm excited to begin 2015 continuing our work on the Argument essay and starting a gender-themed unit that will begin with short essays from McGraw Hill and conclude with the novel Their Eyes Were Watching God. We're moving towards mastery of both the Argument and Synthesis style essays that will be on the AP exam on May 13. In preparation, the students will be completing example essay questions as a class, as take-home assignments to be uploaded to turnitin.com, and as in-class essays.
The class will still take quizzes on Fridays, alternating current events with vocabulary quizzes every two weeks. Students will choose from a list of classic books describing the nature of American life for independent reading (see handout passed out before break and in class on Tuesday), and prepare a dialectical journal in response.
Here is what we'll tackle this week:
MONDAY: Enjoy the last day of winter break!
TUESDAY: Warm-up. Overview of January, February, March game plan. Discuss independent reading assignment for the semester with example. Intro to month-long gender unit. Male/female list activity. HW: Read and annotate Margaret Atwood's "The Female Body" essay from McGraw Hill for Wednesday. Be prepared to discuss whether or not gender-specific toys are appropriate for small children with Atwood's evidence as well as your own to support your position.
WEDNESDAY: Discuss "The Female Body" and whether or not gender-specific toys are appropriate for small children with evidence. Review the different types of evidence we covered back in December and apply to this question. Look at Argument Essay learning goals worksheet, review.
THURSDAY: Argument Focused Learning Targets. Types of argument prompts, pitfalls to avoid. Notes: warrants. Toy debate: revisit fallacies, identify warrants. HW: Review TheWeek.com for current events quiz tomorrow for Tuesday-Thursday "10 Things You Need To Know Today" articles. For Monday: read Paul Theroux's "Being a Man" from McGraw Hill on page 219 and come with three pieces of evidence that defend, challenge or qualify Theroux's argument.
FRIDAY: Current events quiz based on TheWeek.com's "Ten Things You Need to Know Today" from Tuesday through Thursday of this week. Receive vocabulary list. Read opinion article about North Korea and the U.S. response in the latest conflict over "The Interview" movie release and defend/challenge/qualify using your own evidence in a class discussion. HW: For Monday: read Paul Theroux's "Being a Man" from McGraw Hill on page 219 and come with three piece of evidence that defend, challenge or qualify Theroux's argument. Study vocabulary words for next Friday's quiz. Work on independent reading dialectical journal. I'd suggest that you have your independent reading book selected and bought/checked out. Look over the prompt that you'll respond to in a take-home argument essay.
Welcome back! I hope everyone had a wonderful winter break. I'm excited to begin 2015 continuing our work on the Argument essay and starting a gender-themed unit that will begin with short essays from McGraw Hill and conclude with the novel Their Eyes Were Watching God. We're moving towards mastery of both the Argument and Synthesis style essays that will be on the AP exam on May 13. In preparation, the students will be completing example essay questions as a class, as take-home assignments to be uploaded to turnitin.com, and as in-class essays.
The class will still take quizzes on Fridays, alternating current events with vocabulary quizzes every two weeks. Students will choose from a list of classic books describing the nature of American life for independent reading (see handout passed out before break and in class on Tuesday), and prepare a dialectical journal in response.
Here is what we'll tackle this week:
MONDAY: Enjoy the last day of winter break!
TUESDAY: Warm-up. Overview of January, February, March game plan. Discuss independent reading assignment for the semester with example. Intro to month-long gender unit. Male/female list activity. HW: Read and annotate Margaret Atwood's "The Female Body" essay from McGraw Hill for Wednesday. Be prepared to discuss whether or not gender-specific toys are appropriate for small children with Atwood's evidence as well as your own to support your position.
WEDNESDAY: Discuss "The Female Body" and whether or not gender-specific toys are appropriate for small children with evidence. Review the different types of evidence we covered back in December and apply to this question. Look at Argument Essay learning goals worksheet, review.
THURSDAY: Argument Focused Learning Targets. Types of argument prompts, pitfalls to avoid. Notes: warrants. Toy debate: revisit fallacies, identify warrants. HW: Review TheWeek.com for current events quiz tomorrow for Tuesday-Thursday "10 Things You Need To Know Today" articles. For Monday: read Paul Theroux's "Being a Man" from McGraw Hill on page 219 and come with three pieces of evidence that defend, challenge or qualify Theroux's argument.
FRIDAY: Current events quiz based on TheWeek.com's "Ten Things You Need to Know Today" from Tuesday through Thursday of this week. Receive vocabulary list. Read opinion article about North Korea and the U.S. response in the latest conflict over "The Interview" movie release and defend/challenge/qualify using your own evidence in a class discussion. HW: For Monday: read Paul Theroux's "Being a Man" from McGraw Hill on page 219 and come with three piece of evidence that defend, challenge or qualify Theroux's argument. Study vocabulary words for next Friday's quiz. Work on independent reading dialectical journal. I'd suggest that you have your independent reading book selected and bought/checked out. Look over the prompt that you'll respond to in a take-home argument essay.
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