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I. Lets use Google image search to find some graphics.
II. There are more images on the Power Point slide show we looked at in class about the brain during learning.
Assignments for Tuesday:
Draft a one-page description of a very successful student whom you know or have known. (That student may be you!) Focus on what this student does or did outside of class, in terms of managing time, keeping a positive attitude, seeking assistance and preparing for classes. Also describe what this student did or does during class in terms of attending, classroom behavior or deportment. What will we see this successful student doing during class?
Drafting Workshop: Discuss and then draft a paragraph with the following topic (or your variation or rewording of it):
"People learn through the stages of the NHLP because of the biological changes taking place in the brain."
Assignments for Thursday:
1] Pick up your NHLP paragraph from the folder on the door of my office, room 874
2] Revise your paragraph about the NHLP, per my suggestions.
3] Finish drafting the paragraph you started in class today (due at the start of class on Thurs.)
4] Review your notes and the PowerPoint and any viable on-line resources on the effects of emotions on the learning process.
Turn in the paragraph about the NHLP and the paragraph we discussed on Wedsnesday about the physiological changes that take place in the brain during learning.
Drafting workshop: Discuss then draft a paragraph about the impact of emotions on learning.
Assignments for Monday 9/13/10:
1] Finish drafting the paragraph explaining how emotions affect brain function during learning. You will now have three paragraphs recapping what you have learned about the brain so far in Eng. 1. On Monday, we will begin revising these separate paragraphs into an essay about the NHLP and brain development during learning.
2] Read about introductory paragraphs in essays, concluding paragraphs in essays, thesis statements of essays, and topic sentences of paragraphs within essays.
3] Discussion question: (Be able to answer this in class.) How is writing this essay like writing a research paper?
Assignment for Tuesday 9/14/10:
Draft the introductory and concluding paragraphs for the essay about how it is useful to understand the NHLP and brain functions during learning.
Writing Workshop: 1] Elmo or SmartBoard some intros and conclusions. 2] Revise the intros and conclusions per our discussion.
Assignments for Wednesday:
I will consult with Ms Patterson about a topic which overlaps both classes. What suggestions do YOU have?
Discuss Creator and Victim behaviors, charactistics, and language to make notes for an essay on the topic.
In class: POWER Writing workshop
Assignments for Monday:
POWER Write two paragraphs, one defining and describing Creators and one defining and describing Victims.
Assignment for Tuesday 9/21/10:
Draft at least one more body paragraph for an essay on Creators and Victims, choosing from the following topic prompts:
Writing Workshop: 1] Discuss development of the content of the C and V body paragraphs. 2] Compose the final body paragraph for the C and V essay.
Remember: A good essay doesn't just tell; it shows. So show Creators and Victims in action.
Assignment for Wednesday 9/22/10:
Draft the introductory and concluding paragraphs for the Creators and Victims essay.
Writing Workshop: 1] Finish drafting the Creator and Victim essay. Consult with Mr. D. and your colleagues on any snags, hang-ups, or problems. 2] Evaluate your own essay by these criteria.
Due on Thursday 9/23/10:
Creators and Victims essay, completely drafted, with introduction, four or five body paragraphs, and conclusion.
Peer Response Workshop: We will provide feedback to each other on the completed drafts of the Creator and Victim essay in a structured fashion.
Assignment for Monday 9/27/10:
You may consult any sources you wish in order to respond to the following instructions. Write all answers in your own words, not verbatim from any source. Why? When you paraphrase, you show that you know the material. When you copy verbatim, you show that you can type, but this isn’t typing class, so no one cares. Due at the start of class Monday.
Revise the content of your essay taking into consideration the feedback from your colleague.
Fill out your own content assessment sheet after revising and re-revise if necessary. Attach both your colleague’s assessment and your own assessmenmt to your draft with a paper clip. Due at the start of class on Monday.
Alvin asked for a thesaurus link, so here is Thesaurus dot com. Thanks for asking, Al!
Due: 1] Creators and Victims essay with peer review sheets and self-assessment sheets attached, 2] Comma research answers
In-class: Fun with punctuation: History of punctuation, punctuation makes meaning, patterns of punctuation, the least you need to know about editing in order to pass Eng. 1
Homework: Due at the start of class on Tuesday: 1] Copy and paste these 30 sentences into a Microsoft Word document and combine them following the three sets of instructions. 2]. Use whatever resources that are available to you to finish editing the two letters: one as a love letter, the other as a true "Dear John" letter. 3] Your Creator and Victims essay
In class: discuss basic sentence patterns: punctuating and combining independent clauses to make simple sentences and compound sentences
Homework: Due at the start of class on Wednesday: Edit the next 10 sentences to make complex sentence constructions, and the last 10 by making a compound subject or a compound verb.
In class: discuss punctuation
Homework for Thursday: Pair up with one of your class colleagues. Compare your edits of sentences 11-20 to make complex sentence constructions, and the last 10 by making a compound subject or verb. Both participants will agree and sign a copy of the edited sentences.
In class: Using "The Guide" to overcome punctuation and sentence boundary problems
Homework for Monday: Finish drafting both essays if not completed yet. Revise per my instructions on returned papers. Edit per my in-class instructions on the editing process.
In class Cooperative Learning Activity: In the group you were assigned to, follow the instructions below and type your group's answers on a MS Word document. Use one of the paper handbooks on the homework table, and use the links from our "least you need to know about editing" webpage to develop your responses:
Instructions: In your own words, not verbatim from your sources,
Homework due at the start of class on Tuesday: 1] Share your electronic document with your group members individually (or in your gorup outside of class) finish the activity. 2] Make all corrections to the sentence boundaries exercise (handout).
In class: 1] Discuss Monday's group activity and vote on the best responses, which will be added to a class resources page which we will develop this week and next. 2] Comma conventions activity
Homework for Wednesday: Write four purposes of commas. PURPOSES.
In class: 1] Apply commas based on understanding of their puposes using Perfect Copy, 2] discuss when NOT to use commas, 3] edit your "brain" essays for comma use.
Homework for Thursday:
Write a list of your own Quadrant 1 and 2 activities or behaviors from journal 12 in the On Course book and a second list of quadrant 3 and 4 activites or behaviors from journal 12
Edit your brain essays for 1] sentences boundary errors and 2] comma errors.
Your revised and edited brain essays are due at the start of class on Thursday.
Homework for Monday:
Week Eight: Editing Week!!
In class: Discuss the editing process and begin editing your Creator/Victim essays
Homework due at the start of class on Tuesday: Edit the C/V essays per our in-class discussion.
In class: 1] Show edits of brain essay to Mr. D. during class 2] Continue editing C/V essays
Homework for Wednesday: Edit, revise, make your first 2 essays perfect for portfolio review.
In class: Discuss and select topics for essay #3
In class: The research question we will answer and write about in essay three is this: "Based on my innate intelligences, is my professional career path the right choice for me?"
Popcorn reading: Let's read about Multiple Intelligences, and take a short inventory to assess our own innate intelligences
Homework for Monday, due at the start of class: Using the results from your M.I. test, write a one-pager (appx. 200+ words) which discusses the results of your M.I. test and shows that the results are true about you. For instance, if your score in bodily/kinesthetic intelligence is 5, show why this is true of you. At the beginning of your discusion, include the quote from Gardner which defines intelligence according to his criteria, and include the source in an informal parenthetical citation, as follows:
According to Harvard Education Professor, Dr. Howard Gardner, "Intelligence is a biophysiological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture." (Frames of Mind, 1983)
In class: 1] One-pager due at the start of class. 2] Discuss the types of jobs or professions that are most fitting to people of various intelligences 3] Explore the type of work you will actually be doing once you have qualified to enter your chosen profession.
Homework due at the end of class on Tuesday: Read the Occupational Outlook Handbook's description of the job qualifications and the job duties for a person in the profession you feel that you are interested in entering. Close out that site and then make a list of the abilities you will need to have or to develop in order to be successful in that career field. Comparing that list to your MI profile, write a paragraph discussing the applicability of your innate intelligences to the profession you wish to enter.
In class: 1] Mr. D. will read your one-pager which describes your MI profile (assigned on 10/14/10). 2] Finish composing the paragraph assignment posted on 10/18/10. In your paragraphs, please use Dr. Gardner's terms for the 8 intelligences rather than the paraphrased description of the intelligences found in the secondary source.
Homework for Wednesday: Write a paragraph discussing the ways in which you will further develop the intelligences you need in order to be successful in the profession you wish to enter.
Due by the start of class. The body of your career analysis essay should be completely drafted by the start of class today. The body paragraphs comprize (1) a discussion of your MI profile, (2) a discussion of the applicability of your intelligences to the job skills needed in your chosen profession,. and (3) a discussion of the ways in which you will further develop the professional skills you will need in order to succeed in your chosen profession.
In class: Developing a sentence outline of your essay. Your task for Thursday is, first, to identify the topic sentence of each of your body paragraphs and write them down on a separate piece of paper which you will submit to me. Leave space at the top of the paper, in which you will write a thesis statement which unifies your essay by using the keywords (main ideas in your topic sentences). Let's practice with an exercise in reconstructing a famous essay which was constructed in exactly this fashion.
Your end result should look like this: "What I Have Lived For," an essay by philosopher Bertrand Russell which is the prologue to his autobiography.
Homework for Thursday: Develop a sentence outline of your essay. Your task for Thursday is, first, to identify the topic sentence of each of your body paragraphs and write them down on a separate piece of paper which you will submit to me. Leave space at the top of the paper, in which you will write a thesis statement which unifies your essay by using the keywords (main ideas in your topic sentences). At the end, write one sentences which summarizes how you will conclude your essay.
In class: 1] Turn in the sentence outline of your career choice analysis essay at the start of class. 2] Finish drafting and editing the career choice analysis essay. It is due at the end of class today. DO NOT hand in to me an unedited, sloppy mess and call that your essay.
In-class group activity: Finish Sentence Scrabble competition
Homework for Thursday: Make a list of 1] the parts of speech, 2] the parts of a sentence, and 3] the 6 most often used punctuation marks. Be prepared to define each.
Resource: The Guide to Grammar and Writing is one of the best on-line resources for a writer's reference.
Week Eleven: Editing Week!
In-class activity: Edit your essays
Tuesday, 11/2/10 Vote today!
In-class activity: Edit your essays. "Fire it until you wire it." The least you need to know to pass over Eng 3.
In-class activity: Edit your essays to prepare them for your portfolio.
In-class activity: Last chance to edit your essays in class. I won't take your papers with me over the weekend so that you have them available to edit. Next week on Mon.-Weds., we will write the in-class final essay, and you will turn in that essay and the other three that you have already written, along with a self-evaluation at the end of class on 11/10/10. We will have our portfolio conferences on Thursday of next week.
Week Twelve: Finals Week for Eng. 1
In-class: Begin the in-class final essay.
In-class: Finish drafting the in-class final essay.
In-class: Revise and edit the in-class final essay.
Portfolios are due at the end of class today, no extensions, no excuses, no exceptions!
They will contain the three essays we have been writing and revising all semester and the in-class final essay. Include only the final versions of each paper, and submit them in a paper folder with pockets, not tabbed into a three-ring binder or folder.
In-class: Portfolio conferences.
Week Fifteen (for those eligible to resubmit portfolios)
In-class: Begin the in-class final essay.
In-class: Finish drafting the in-class final essay.
In-class: Revise and edit the in-class final essay.
Week Sixteen: Finals Week Reprise (for those eligible to resubmit portfolios)
8:00 a.m. - 8:30 Portfolio outcomes conferences. don't skip this conference or I can't waive the Eng 3 requirement despite the outcomes of your resubmission nd re-valuation.
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