Using your netbooks, find three mistakes and three things you did well in your Odyssey essay or your persuasive essay from which your colleagues can learn the most
Explain one of your mistakes or something you did well to the class
Brainstorm ideas to avoid repeating the mistake or build on the success
Purpose: Successful "real world" organizations conduct after-action reviews to learn from both success and failure; the ability to evaluate success and failure gives organizations and individuals a competitive advantage.
(a) work silently on your persuasive essay (due at start of class Monday), (b) use the "Request for Peer Review" form below to request that a classmate review and comment on your draft electronically, or (c) read your book silently
Review book selections (please check your email - you should have a link to a spreadsheet where you can enter your five book selections) (note: you may choose fiction or non-fiction)
Homework 1: Read 10 pages of your book
Homework 2: Finish penultimate draft of persuasive essay
Over the break: Explore a library, read, and research
The persuasive essay first draft is not a last night before break project; if you spend a little bit of time on it every day, you will have a much more complete product and you will understand your topic much more completely.
Researching a persuasive essay (example: topic from student; use netbooks)
Researching a literary essay (examples: Maupassant's influence; Henry James' style)
Primary vs. secondary sources
Citing Wikipedia (Used thoughtfully, Wikipedia can be an excellent resource for an overview of a particular topic or to find other sources; citations to Wikipedia do not count toward required citations, but are required if Wikipedia's content is the basis for any idea in your writing.)
Practice/homework: One paragraph with background information about Guy de Maupassant citing a book, a web site, and one other source (what do you want to know about him?)
Tuesday, Dec. 13
Roots quiz
When finished, read "After" (download on your netbook; email it to yourself for future reference; also available here)
Parts of speech pretest
Review persuasive rubric
MLA citation exercise: Write a paragraph about the author of "After." Cite a web site, a book (you may use Google Books), and one other source in proper MLA format. See the Purdue Online Writing Lab, particularly the Citation Style Chart linked from that page, for instructions on how to format your sources. (Hint: You will need both parenthetical citations and a list of works cited.)
Monday, Dec. 12
Compare first draft essays with model, guide, and rubric
List at least three ways to improve your essay based on the comparison
Discuss persuasive essay ideas
HW: Final draft due Wednesday; refine persuasive topics
Narrow your topic (contract, restrict, pin down, peg down, nail down, narrow down, specify, define clearly, specialize, focus on an area of activity or field of study, constrict)
Homework: In addition to completing the first draft of your response to The Odyssey, find and list -- in writing -- three issues that are possible topics for a persuasive essay (You'll want to start a Google Doc like you have for the Odyssey essay. Use the format, "your last name - Persuasive.")
Thursday, Dec. 8
Roots, Week 11, Day 2
Show DVD
Continue drafting essays
Wednesday, Dec. 7
Roots, Week 11, Day 1
The dash and Pearl Harbor
Review analysis in the model essay
Homework: write two body paragraphs
Tuesday, Dec. 6
Correct roots
Outlines
Homework: Find analysis in the model essay
Monday, Dec. 5
Roots Quiz
Modeling academic discussion
Friday's homework: Thesis plus two columns of notes for body paragraph
Share thesis statements
Continue brainstorming, outlining, using graphic organizer to plan essay; begin writing
Get netbooks and assess your own essay from yesterday using the rubric; type your own scores at the top of the document with the initial of the criteria and each number (e.g., G4, T3, U4, V2, C3, A3)
Brainstorm response to literature essays based on The Odyssey and modern ideas
Ideas to contemplate: Compare Hamilton's thesis that the Greeks created uniquely flawed gods with Homer's portrayal of Odysseus. How does The Odyssey support or refute Hamilton's point of view? What role do heroes play in the ideas discussed in this article about the Stanford University football team? How are the "tribes" discussed in the article like the cultures explored in The Odyssey? How is a football season or a football career like an odyssey? How do modern stories about athletes and football compare to Homer's story about Odysseus? Monday, Nov. 28
Roots, Week 10 Day 1: Time and Place
Discussion of academic language in response to literature standards
Comparison of contemporary college football "tribes" to tribes in Odysseus' era
Reading of prompt for CAHSEE response to literature essay
Friday, Nov. 18
1:29 - 1:55 - Working in pairs, answer the Book XVI questions below.
Homework: Finish the Book XVI questions and answer the questions for Books XIX - XXIV, also below.
If you have an account, log in; if you don't have an account, follow the instructions to create one (you can use your current email to create your account or you may create a new Google account)
Create your essay using the "create" button
Click on "Untitled Document" in the upper left corner of your Google Doc to name your essay using this format: "[Your last name] - Quick Write - Odyssey" (example: Wilkinson - Quick Write - The Odyssey)
Click on the "share" button in the upper right corner of your Google Doc and share your document with [email protected]
Wednesday, Nov. 16
Correct roots quiz
Groups: List of heroic and non-heroic characteristics of Odysseus
Tuesday, Nov. 15
Roots Quiz
Book X answers
Book XI and XII review
Book XIII questions (pairs)
Monday, Nov. 14
Correct questions for books VI-IX in class
Discuss books X - XII
Friday, Nov. 11: Veterans Day Thursday, Nov. 10
Then Odysseus began his tale...
Answer questions for Book IX
Discuss the concept of an epic
Wednesday, Nov. 9
Roots, W9, D3
The Odyssey, books VI, VII, and VIII
Frazier, Ali, and Odysseus
Tuesday, Nov. 8
Roots, W9, D2
The Odyssey, Book V
Zeus and hospitality; Poseidon the earthshaker; Calypso
HW: Write a new thesis statement meeting our new definition of a thesis. The topic may be based on any chapter in parts two through seven of Mythology -- meaning you must choose a chapter and read it before you can write your thesis.
Thursday, Oct. 20
Correct roots quiz
Revise and edit mythology essays in groups
Evaluate theses, evidence, and analysis
Wednesday, Oct. 19
Roots Quiz
Review potential theses about Greek myths, flowers, love, beauty, death, youth, tragedy, and any other themes related to the three "flower myths" we studied
In a well-organized essay:
Present evidence of the mythological origins of the three flowers discussed on pages 89-95 of Mythology
Analyze the evidence you present
Your essay should follow this format:
# Introduction/thesis (your thesis can be any statement that you can successfully defend with at least two items of evidence from the reading) # An appropriate number of body paragraphs, each of which has a topic sentence and cogently presents evidence and analysis # Conclusion
Outline and draft your essay on your netbook, using Word and saving your essay to mysandi.net OR using Google Docs. Be sure you have access to your document from computers outside the classroom.
Tuesday, Oct. 18
Roots, W6: study and discuss
In a well-organized essay:
Present evidence of the mythological origins of the three flowers discussed on pages 89-95 of Mythology
Analyze the evidence you present
To analyze the evidence, you need a thesis as the basis of your analysis
Ideas on finding a thesis?
(Chart? Comparison? Contrast? Criteria? Lessons? Themes? Symbolism? Modern references? Other ideas?)
Your essay should follow this format:
# Introduction/thesis # An appropriate number of body paragraphs, each of which has a topic sentence and cogently presents evidence and analysis # Conclusion
Prepare and draft your essay on your netbook, using Word and saving your essay to mysandi.net OR using Google Docs. Be sure you have access to your document from computers outside the classroom.
Monday, Oct. 17
Roots: W6, D3
Example of a college lecture on Mythology: Prof. Peter Meineck -- and taking notes
Continue with presentations; one minute final preparation
# Masters of Ceremony: Introduce speakers; read questions # Groups 7, 8, 9, 10, 11, 12, and 13 # Content: Discussion of questions; discussion of importance of the concept
On student desks: Presentation rubric, your notes
Your notes should include (1) facts about the myths, (2) thoughts about their significance, and (3) ideas that come to mind for potential thesis statements about the myths
Pairs present answers to assigned questions plus significance or importance of each concept
HW: Read pp. 89-95 in Mythology; be prepared to write about Narcissus, Hyacinth, and Adonis
Friday, Oct. 14
Roots: W6, D2
Two minutes final preparation
On your desk: Presentation rubric, your notes
Your notes should include (1) facts about the myths, (2) thoughts about their significance, and (3) ideas that come to mind for potential thesis statements about the myths
Pairs present answers to assigned questions plus significance or importance of each concept
HW: Independent Reading -- you MUST make a brief post about the book you are currently reading by class on Monday, OR bring in a piece of paper documenting what you are reading, whether you are enjoying it, and what is the main point you've taken away from your book so far. If you've already posted, you're home free: just continue reading. Twenty minutes a day or one hour every three days is a good minimum, but you should find a book that makes you want to read more.
Ethos, pathos, logos handout: mark each point in "Hidden Persuaders II" -- is it discussing ethos, pathos, or logos? (e, p, l?)
HW: Work on your essay. If you are turning in paper, FINISH YOUR ESSAY.
Wednesday, Sept. 28
Correct yesterday's quiz
Freshman Council voting (ID check)
One more "Why I Write..."
Review assorted books on writing
Follow-up meetings with partners -- agenda: (1) Complete "Improving the Second Draft" peer editing form; (2) Complete marking up partner's draft with other corrections and suggestions
Today is last chance to work on your essay in class, but you may continue to collaborate with your classmates online and ask questions via email or via our shared Google Document
Meet with your revision and editing partner to review and edit autobiographical incident second drafts
Editors: write your name on your partner's paper or add to electronic text
Complete the peer editing handout -- your partner will need this tonight to improve their second draft
HW: Revise second drafts of autobiographical incidents
Monday, Sept. 26
Roots: Week 3, Day 3
Return and discuss power outage essay, roots quiz, Amy Tan essay, and autobiographical essay
Review "Why I Write," Terry Tempest Williams, from Writing Creative Nonfiction, Forche & Gerard, eds.
Review autobiographical essay spreadsheet; identify partners for tomorrow's peer editing of second draft; observe proper peer editing technique
Homework: Incorporate edits and comments into first drafts; prepare second drafts for peer review Tuesday
Homework: Study for roots Week 3 quiz
Friday, Sept. 23
Roots: Week 3, Day 2, plus prefixes and suffixes
Turn in 200 words on the aesthetics and techniques of Amy Tan's talk (if not submitted electronically)
California English Language Arts standard for Writing
Revising and Evaluating Strategies: Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone, taking into consideration the audience, purpose, and formality of the context
Discussion questions: (1) It is important to identify yourself as part of an ethnic group. Agree or disagree? (2) Amy Tan effectively uses creativity to make her point. Agree or disagree?
California English Language Arts standard for Listening and Speaking: Analysis and Evaluation of Oral and Media Communications: Identify the aesthetic effects of a media presentation and evaluate the techniques used to create them
Complete first draft of autobiographical incident due in MLA style--pen edits ok if you are working in paper format
At the end of class today, you will either (1) email a link to your autobiographical incident to me at [email protected], (2) upload your essay using the "Submit Attachment" tab to the left, (3) email me an electronic version of your essay as plain text using [email protected] (not .com), or (4) give me a paper copy of your essay.
Tuesday, Sept. 20: Minimum Day; no sixth period Monday, Sept. 19
Roots quiz (W2, D4)
Turn in quiz; get netbook
Exchange your draft essay with a peer editor electronically.
At the end of class on Wednesday, you will either (1) send me a link to your essay, (2) upload your essay using the "Submit Attachment" tab to the left, or (3) email me an electronic version of your essay using [email protected] -- NOT .com! If you email me a copy of your essay, please send it as plain text in your email.
Today: You should at least be peer editing your fourth paragraph and brainstorming your fifth paragraph.
Roots: Define roots with context clues (Week 2: Day 3)
Set up i21
Yesterday's homework due today: Revise second Autobiographical Incident paragraph; draft third paragraph; if you are typing your Autobiographical Incident at home, email it to yourself, use Google Docs, or otherwise store it in a way that you'll be able to access it at school (e.g., Dropbox)
Retrieve your Autobiographical Incident essay and edit it on your netbook; be sure to save it so you can access from other computers
Homework: Come up with an original name for our Goodreads Group (can't be "Book Marauders" -- that's already taken) and suggest it in the appropriate topic for our group
Homework: revise third paragraph and draft fourth paragraph -- be ready for peer editing Monday
Thursday, Sept. 15
Copy week 2 prefixes and suffixes
Roots: Finding roots in words (Week 2: Day 2)
Peer edit your Autobiographical Incident with someone of the opposite gender--not your partner from yesterday (you may edit both the first and second paragraphs)
Plan third Autobiographical Incident paragraph
Listening practice: Listen to the Stephen King excerpt from On Writing and write down interesting words and phrases that you hear and words or phrases you don't understand
Homework: Revise second Autobiographical Incident paragraph; draft third paragraph; if you are typing your Autobiographical Incident at home, email it to yourself, use Google Docs, or otherwise store it in a way that you'll be able to access it at school (e.g., Dropbox)
You edit my first draft of my Autobiographical Incident paragraph
You peer edit your partner's first Autobiographical Incident paragraph (5 minutes each)
Peer review your outline for your second paragraph (3 minutes each)
Homework: Revise first Autobiographical Incident paragraph; complete draft of second paragraph
Tuesday, Sept. 13
Roots quiz (Week 1: Day 4)
Review sentences from power failure descriptive writing
Start peer review of first paragraph of Autobiographical Incident
Homework: Outline (brainstorm) second paragraph
Monday, Sept. 12
Quick write: using as many descriptive words as possible, write as much as you can in eight minutes about your experience during the power outage. Use the full eight minutes. Example:
As I exited Interstate 15 about 3:40 p.m. Thursday and headed up Poway Road, I ended up next to a huge, modern brown and tan motor home with "Turbo Diesel" emblazoned across its broad backside. With a huge roar, it gunned its engine to make it up the first hill and I pulled alongside. Suddenly, as we approached the first stoplight, I noticed that it had gone completely dark. With traffic around me accelerating to 40 or 45 mph, it was too late to stop. Fortunately, traffic to my left was already stopped. The motor home completely blocked my view to the right, but as the enormous engine in the mobile living space roared even more loudly, I had to trust that its driver could see to the right. I eased up just a bit on the accelerator so as to stay in the shadow of the huge beast on my right. If anyone hit it from right, I hoped it might protect me. We both made it through the intersection without a problem. Then, every light between there and home was either completely dark (the vast majority) or blinked red (a few lights with working back up power). At that moment, it was unclear what had happened. My satellite radio from back east didn't yield a clue. As I approached Ramona, I finally had the bright idea to turn on the local radio, and KOGO told me.... [I could also write about my refrigerator success, sitting in the backyard enjoying the dark evening, waking up in the middle of the night to restored power, the effect of the outage on what I did over the weekend, how my dogs liked the change in routine, or any other aspect of the outage.]
Review autobiographical incident: Introduction
Pair-share: discuss with partner which event works best
Review homework: the Five Events
Review Autobiographical Incident: First paragraph
Roots: Learn prefixes; quiz on roots and prefixes tomorrow, Tuesday. The quiz will give you a root and ask you to write the root, the definition, and a word using the root. It will also ask you to define three words using three roots and three prefixes or suffixes.
Homework: Study roots; write your first Autobiographical Incident paragraph
Thursday, Sept. 8 SWBAT (Students will be able to... - or make progress toward being able to...)
Apply their knowledge of word origins both to determine the meaning of new words encountered in reading materials and to use those words accurately (Reading 1.0). Evidence: Find the roots on the week 1, day 2 list
Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing. (Writing 1.1) Evidence: Choose among events on your list to find the one that best helps you achieve this standard
Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice. (Writing 1.2) Evidence: as you think about what you might write, consider which events lend themselves to precision, action, imagery, description, and personal action (acted upon me vs. I acted; my arm was broken; I broke my arm)
Agenda
Have roots list and five events list out
Trouble finishing roots? Success? How?
Groups of 4-5 -- compare and complete lists: ~20 minutes
Do Day 2 exercise as a class -- find the roots
Events: Tomorrow, complete your list and choose an the event/effect scenario. (Affect vs. Effect) Be honest with yourself. This is probably the only essay you will write about yourself this semester. We will read several essays before you write yours. Discuss "cathartic." Discuss "reflection." Think about/reason about why one topic might be better than another.
Root word review: choral definitions; discussion of definitions
Look at structure and word choice: "Always Running: La Vida Loca Gang Days in L.A."
Perspective? (Memoir/personal essay/autobiographical essay: your last chance to use "I/me/mine;" first person vs. third person)
Varying sentence length
Assessment Progress on roots work; progress on Five Events worksheet; analysis of sample essay Homework Revise your Five Events planning tool; study roots Wednesday, Sept. 7 Objectives and Agenda
Get to know your textbook (on your own)
Nameplates out; pens ready
Return Accountability Contracts
Read and discuss "First Day of School"
Show example of Event/Effect table; assign homework; collect "First Day"
Define roots; explain why knowing roots is helpful
Assessment Productivity in the library; return of Accountability Contract; discussion of "First Day;" following instructions to set up roots list Homework Complete your personal Event/Effect table Look up definitions and examples of roots
Tuesday, Sept. 6 Objectives
Get organized
Get to know each other
Get ready for an outstanding career as a high school English student.
Agenda 1. Greetings -- please keep your name plates, bring them to class, and set them up every day 2. Free gift 3. Expectations (review syllabus; SLANT) 4. Introductions 5. Reading Netbook Agreement or writing introductory material (TBD) Assessment Individual responses; completion of homework. Homework Write down this web address now: http://www.paulwilkinson.net Return Accountability Contract and Netbook Agreement You may return the Accountability Contract in paper format -- by printing the fifth page and returning it Wednesday -- or you may use this online form. The netbook agreement must be completed on paper. Wednesday: Meet at the Library