week 17, December 21-23

Monday
watch Cinderella Man
answer and discuss questions

Tuesday and Wednesday
finish Cinderella Man
finish questions and discussion
write your own poem using poetry prompt worksheet:

12/22 and 12/23 Poetry prompts - Write a poem about:

• Rain, snow, or a storm
• An animal you think is beautiful or strange
• Your parents or children
• The house where you were born
• A smell that brings back memories
• Being a teenager, becoming an adult, middle age, old age
• Feeling lonely
• The moon
• Getting lost

• Life in the future
• The hottest, coldest, or most exhausted you have ever felt
• Having a fever
• A new version of a fairy-tale

Write a poem in the form of any of the following:

• A letter
• A recipe
• A shopping list
• A magic spell.

Write a poem from the point of view of:

• One of your parents
• Your child (imagined)
• A historical figure (You will have to do research for this one.)
• A very old person
• An athlete who has just lost the big game
• The most popular/unpopular kid from your school
• An inanimate object in your home.

week 16, December 14-18

Objectives:

1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an       understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style,       vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Monday/Tuesday 12/14 and 15

1. Hand in first draft of junior argumentative research paper
2. Poetry Out Loud work time

• Rewrite your poem by hand several times. Each time, try to write more and more of it from memory.
• Read it in three different voices:  as an old woman, as a cartoon character
• Carry around a copy of your poem. You’ll find several moments throughout the day to reread or recite it.
• Practice your poem by saying it to family and friends.
• perform your poem with a partner who assesses you on English department rubric for POL

HW)  Read your poem aloud before going to sleep at night, and repeat it when you wake up.
Practice and perfect your performance

Wednesday/ Thursday 12/16 and 12/17

• collect late drafts
• fifteen minutes of Poetry Out Loud practice
• Poetry Out Loud performance
• preview Cinderella Man- history and characterization

Hw)  late papers GET THEM IN

Friday 12/18

1. Go over study questions
2. Watch Cinderella Man

Hw) Catch up on holiday shopping

Argumentative Research Paper 1st draft requirement

MLA format
  double space
   proper header
   proper heading
   separate Works Cited page
   internal citations
Mix of quotes and paraphrase in each body paragraph
Specific topic sentences
Specific, controversial thesis statement
at least one paragraph that responds to the opposing view (concession and refutations)

Must adhere to 1st draft deadlines:  Green Day 12/14 and White Day 12/15



For final draft, if you don't improve paper in ways that your peer editor suggests or your teacher insists, final paper no credit

Hand in first again, along with your final draft on January 11 or 12, 2016

week 15 December 7-11, 2015

Monday 12/7
Review TPCAST method of evaluating poetry
individual annotations on 

Trees

using tpcast

share with class

small group tpcast annotation for

 The Tyger

 The Healing Improvisation of Hair

and

Eddie Priest's Barbershop and Notary

 

HW)  write fourth paragraph of research paper on your ongoing googledoc file
--------------------------------------------------------------------------------------


Tuesday 12/8 and 12/9
library computer lab time for Poetry Out Loud
and
completing draft work on argumentative research paper
direct instruction on parenthetical citations
HW ) insert all parenthetical citations to your research paper draft
Here's a great link to learn how to do parenthetical citations from the Purdue OWL people

Thursday 12/10 and 12/11

library computer lab time for Poetry Out Loud
and
completing draft work on argumentative research paper
teacher check on all parenthetical citations 
HW)  complete first draft and
PRINT IT for the next class

sample research paper paragraphs

Intro paragraph

   While young people can get married, vote to decide their President and even leave their home to start adult life in college, our American government insists that 18 year-old individuals can not make adult decisions when it comes to consuming alcohol.  Our young people deserve the respect that comes with making their own decisions about their bodies.  Lowering the drinking age will allow people to be more mature, reduce the amount of binge drinking, and grow up with a healthier relationship with alcohol consumption. 

Sample Second paragraph for BCS paper:

    Last year, college football began the Bowl Championship Series (BCS) in an attempt to get an outright victor among all the top Division I football teams.  The NCAA began this tradition in order to get more publicity and make more money with television revenue.  The top four ranked teams were entered into a two contest tournament, and the winner of the championship game would be crowned the top team in the nation.  Many people immediately claimed that there was a bias against small school and only big schools like Ohio State and Alabama had the opportunity to gain access to the tournament.

Sample intro paragraph for legalizing marijuana:

      For over 75 years, the US Federal government has worked to keep a nationally enjoyed pastime illegal.  The criminalization of this leisure activity-known by many names, e.g. smoking weed, reefer,or the devil’s lettuce,--has filled our prisons, separated our families, and kept many kids eating Doritos in hidden places throughout our fine nation.  Marijuana should be legal because of its medical benefits, its safety in comparison to drinking alcohol, and its completely natural sources.

Sample body paragraph:
       Contrary to the belief of some adults, marijuana use does not cause you to be a "couch potato", a syndrome that is known as "amotivational."
Many successful adult professionals enjoy the practice of marijuana smoking, much like one would enjoy having a beer or glass of wine for dinner.  For example, (insert quoted example).  Given that 11% of American adults admit smoking weed on a regular basis, one can draw the conclusion that Bob the businessman is not alone in combining marijuana use and financial success(Gallup 2015).

first body paragraph on legal mj
     Drive down route 28 and you will see 5 different liquor stores every mile.  This prevalence of alcohol sales may be regulated and taxed, but it also leads to a desperate propensity of alcoholics on Cape Cod.  Meanwhile, the smoking of marijuana, which doesn't lead to serious health problems like Cirrhosis or other liver damage, is illegal and, when caught, a marijuana smoker can face up to jail time for possession of anything greater than one ounce.

For growing adolescents, doctors recommend four to five servings of calcium rich food (BHH).  While many people debate whether milk is good for you, the fact remains that you need multiple servings to keep your bones growing in a healthy fashion.  Calcium can be obtained from a number of plants sources like kale, but have you ever eaten 5 servings of kale in a day?  Milk is a great complement to most meals, especially if you like a good chocolate chip cookie.  So therefore, teens should drink a couple of glasses to get on their way to the right amount each day. 

Intro paragraph for obesity paper:
Americans of all ages struggle with weight problems.  More Americans than ever have turned to medical procedures and weight-loss pills to curb their appetites and reduces their waist lines.  The real problem in people's lives is not that they lack the right surgery; they really need to eat right and exercise on a habitual basis to live a healthy life.   Focusing on the one area where the government has the most direct influence on society--namely the schools--the best solution to America's obesity problem is by schools focusing more on eating healthy foods and ongoing health and exercise.

Body paragraph for anti-standardized tests:
(topic sentence)  Another problem with standardized tests is that they derive from the assumption that all students should learn the same things..
As our society with the help of technology leads people to more and more individualized learning, standardized tests like the PARCC force kids into a small subset of knowledge that may not be pertinent for everyone's education.  (Insert quote) Education experts such as > > > agree that the reduction of knowledge for the purpose of training for a standardized test is not beneficial for overall student learning. 

Puerto Rican statehood body paragraph:

• After becoming a US territory following the Spanish-American War, Puerto Rico and its citizens have waited both patiently and impatiently to achieve full statehood in the United States.  Puerto Ricans have had a number of ballot initiatives and referendums to try to vote their way into American statehood. Most recently, this year, yet again, the majority of Puerto Rican voters indicated their desire to be fully Americans.  On some occasions, they have not been so patient.  In the 1950’s for instance, Puerto Rican statehood activists attempted to take down President Truman by gun point.  Clearly, using the ballot box should be rewarded as opposed to some failed attempt at violent take over.

 

week 14, November 30-December 4

Objectives:
Annotate and analyze poetry
plan, outline and write paragraphs for your research paper
Integrate quotes with proper parenthetical  citations

Monday and Tuesday 11/30 and 12/1

• Define key poetry terms
• Practice annotating poem as a class with "Fire and Ice"
• Read and annotate poem in pairs with "Arrow and the Song"
• Watch Poetry out Loud videos

HW) finish outline and write second paragraph of research paper on your ongoing googledoc file

Wednesday and Thursday 12/2 and 12/3
1. model writing of body paragraph for argumentative research paper
2. class collective annotation for

Abandoned Farmhouse

3. group annotations for 

Across the Bay

and 

Stopping by Woods on a Snowy Evening

HW) finish outline and write third paragraph of research paper on your ongoing googledoc file

Friday 12/4
Review TPCAST method of evaluating poetry
individual annotations on 

Trees

using tpcast

share with class

small group tpcast annotation for

 The Tyger

 The Healing Improvisation of Hair

and

Eddie Priest's Barbershop and Notary

 

HW)  write fourth paragraph of research paper on your ongoing googledoc file 

Sample Outline Argumentative Research Paper

Sample Outline Argumentative Research Paper

I.   Intro paragraph
      A.  Focus statement or opening anecdote about topic
      B.  Controversial thesis statement
II.   Body paragraph 1
       A.  transition into first topic
              1.  evidence related to first topic
               2.  explanation of evidence
        B.  Moreover,  . . .
              1.  More evidence related to first topic
               2.  explanation of evidence
III   Body paragraph 2
          A.  transition into second topic
              1.  evidence related to first topic
               2.  explanation of evidence
        B.  Moreover,  . . .
              1.  More evidence related to second topic
               2.  explanation of evidence
IV Body paragraph 3
        A.  transition into third topic
              1.  evidence related to first topic
               2.  explanation of evidence
        B.  Moreover,  . . .
              1.  More evidence related to third topic
               2.  explanation of evidence
V.  Body paragraph 4
           A.  transition into fourth topic
              1.  evidence related to first topic
               2.  explanation of evidence
        B.  Moreover,  . . .
              1.  More evidence related to fourth topic
               2.  explanation of evidence
VI  Body paragraph 5--Handling counter-claims
           A.  acknowledge one claim from the opposing side, then show that it is wrong
           B.  acknowledge a second claim from the opposing side, then show it is wrong
VII    Use the destruction of the counter-claims to springboard into your conclusion
           A.   Revise your original thesis given what we have learned in the paper
           B.  Transition into a universal message learned from your argument

week 13, November 23 and 24

Objectives:
- assemble information and create a Works Cited page using Easybib
-- outline argument for argumentative research paper
--revise thesis statement

Monday/Tuesday
1.  use KnightCite to generate entries for your Works Cited page
2.  Organize "Works Cited" page using proper format

• last name and page number top right header
• Works Cited centered top of page
• Entries organized in alphabetical order by first word in entry
• Double-space all lines
• 12 pt Times New Roman Font
• Indent second and every subsequent line of each entry 

sample works cited entry:
Bragg, Mary Ann. "Dike Design to Aid Kayakers." Capecodonline.  Cape Cod Times, 23 Nov. 2015.         Web.23 Nov. 2015. 


3.  Use your research log to assemble and organize your ideas into a coherent argument in the suggested outline
4.  Write your intro paragraph and first body
HW)  finish first intro paragraph for argumentative research paper 1st draft

week 12 November 16--20, 2015

Objectives:
start a research project
identify and evaluate sources
gather information, data and evidence
store citation information for future use

Monday and Tuesday 11/16 and 17
research overview and sample:  starting with newspaper sources

• New York Times
• Washington Post
• Boston Globe
• Chicago Tribune
• Los Angeles Times
• or other big city newspapers

using newspaper data bases to gather information
NYTimes sign on: user:   howellj@dy-regional.k12.ma.us  
                          pass: Howellenglish9
today's goal:  read 6 articles and gather information and citations on googledocs file
HW)  continue research
update thesis

Wednesday 11/18 E and F period
open questions on research process
review research time-line
Sample argumentation and evaluate arguments in the Keystone Pipeline case

• self-interest vs. common good
• identifying fallacies

agree or disagree with positions (hand in as classwork)

Thursday 11/19 and Friday 11/20

• go to library for research time
• search for and read an editorial or op-ed on both sides of your issue
• take notes in your research log
• continue research using rest of the web
• remember to save quotes, data, ideas and citation information to research log 

Rewrite your thesis statement, label and date it in your log.
HW) continue research 

HW)  continue research on your own research topic
the following cite is a thorough how-to on writing an argumentative research paper
http://www.wikihow.com/Write-an-Argumentative-Research-Paper

Research Process and due dates

• November 12/13  Consider possible research topics
• November 12/13  Write 1st draft of thesis statements
• November 16-24  Research time
• November 16-24 Assemble research log with quotes and citation information (googledocs)
• November 23/24  Print and cut out research log
• November 23/24  Assemble and organize in outline of argument
• due December 14/15 Write 1st draft (googledocs)
• December 17-23 Peer edit and teacher conference
• January 4-12       Write revised draft
• final final draft due January 11th or 12th (without snow days)

week 11, November 9-13, 2015

Objectives:
Use vocabulary acquisition skills to learn academic words
Understand how a play develops characters and themes
Identify and apply Thoreau's concept of civil disobedience in today's  society

Monday 11/9 or Tuesday 11/10
1)  Read article on collective action taken by University of Missouri students
2)  Discuss connections to Thoreau's "Civil Disobedience" concepts
as seen in this excerpt from his essay:

The mass of men serve the state thus, not as men mainly, but as machines, with their bodies. They are the standing army, and the militia, jailers, constables, posse comitatus,(7) etc. In most cases there is no free exercise whatever of the judgment or of the moral sense; but they put themselves on a level with wood and earth and stones; and wooden men can perhaps be manufactured that will serve the purpose as well. Such command no more respect than men of straw or a lump of dirt. They have the same sort of worth only as horses and dogs. (Thoreau, par 5)

3)  Reader theater "The Night Thoreau Spent in Jail" pp. 60-80
HW) A:   find an article about a contemporary political situation in which participants are using civil disobedience similar to Thoreau's going to jail in opposition to the war
B  :Read it.
C:  Write a 1 page analysis of the article

Thursday 11/12 or Friday 11/13
1)  Complete reading of "the Night Thoreau Spent in Jail"
2)   Preview research process
3)   Investigate list of topics on Pro-Con.org for potential research topics
HW)  select research topic, create research file on google.docs and write a  one-sentence statement explaining what you will research for the argumentative research paper, filing the statement on your google.doc research file

week 10, November 2-6, 2015

Objectives:
Improve editing skills
Understand dynamics of a theatrical production
Develop character understanding in contrast with philosophical ideas

Monday 11/2 and Tuesday 11/3
Sentence editing exercises
Reader Theater "The Night Thoreau Spent in Jail" pp 17-38
HW)Using MLA format, answer the following questions in 1 paragraph a piece
1)  Why does Thoreau lose all his students?
2)  What keeps Thoreau from understanding Ellen's attraction to him?


Wednesday 11/4 (for E and F period) + Friday 11/6
Sentence editing exercises
Reader Theater "The Night Thoreau Spent in Jail" pp 39-60
HW)  Using MLA format, answer the following questions in 1 paragraph a piece
1)  How does John's death affect Henry?
2)  What conflict with the government does Thoreau cause by coming back to town?

week 9--October 26-30

Monday 10/26

Check in LTE drafts on gun control issue

Peer editing class work

Whole class writing seminar

HW)  Final draft of gun control letter to the editor (50 pt assignment)

Tuesday 10/27 and Wednesday 10/28

1  class review and reading of NYTimes article "Racial Disparity in Traffic Stops"

2.  Civil Disobedience excerpts from Thoreau

3.  CLASS WORK:  Summarize one and paraphrase a second passage of Civil Disobedience

4. Read intro and pages 1-15 of "Night Thoreau Spent in Jail"

HW) Read and answer the following question in 1 page MLA format for the Thoreau excerpt from "Night Thoreau Spent in Jail" and "Civil Disobedience"
How does Thoreau's view of an individual's relationship to his government create his response to the Mexican American War?

Thursday 10/29 and Friday 10/30
Civil Disobedience in US and around the world
Gandhi in India 1930's 
Salt Works protests
South African students protest high tuition fees
Readers Theater for "Night Thoreau Spent in Jail"
HW) Read and annotate Thoreau on education excerpt from "Night Thoreau Spent in Jail"

week 8--October 19-23

Please get the paperwork for a school-issued iPad, get it signed, talk with Ms. Govoni to find out how much you have to pay, and get an iPad.  YOU NEED ONE FOR THIS CLASS BY NOVEMBER 1ST!!

Monday, periods C and D

group work quiz with seven fallacies, examples and definitions

more practice identifying fallacies in letters to the editor

read and mark up packet with three articles on various sides of gun control issue

identify thesis and 3 major claims for each article

Hw) prepare for debate on gun control

Tuesday, periods E and F

group work quiz with 
eight fallacies, examples and definitions

more practice identifying fallacies in letters to the editor

read and mark up packet with three articles on various sides of gun control issue

identify thesis and 3 major claims for each article

Hw) prepare for debate on gun control

Wednesday and Thursday, periods C and D

debate

hw) first draft of gun control letter to the editor, 
first two letters per class who submit to Mr. Howell via google docs get +5 and will be used for class writing workshop

Friday, periods C and D
sentence editing practice
revising letters to the editor
class work:  identify in your partner's letter the thesis, areas of improvement for grammar, 2 transitions, 1 claim/evidence pattern, and the conclusion

HW)  final draft of gun control letter to the editor

Fallacies in Letters to the Edtior

• The following letters either point out the fallacy in an opponent's argument or commit a fallacy in the process of its own argument.
• Choose from Straw Man, Red Herring, Ad Hominem or False Analogy
  

  A

  Don't ban all guns — just attack weapons

• Posted Oct. 15, 2015 at 2:01 AM
  
  
  

  In typical fasion there’s been pushback from the National Rifle Association and its members since the killings in Oregon. The propaganda is that the government (headed up by that liberal we hate) wants to take our guns away. But no one is advocating that.

  The problem is not gun ownership, but the type of gun that is owned. No one denies the right to own a pistol to defend one’s home. No one denies the right for hunters to own rifles. What is questioned is the need to own assault rifles that spew out hundreds of bullets in a matter of a minute. These have been the weapon of choice in most of the mass murders.

  Why does the NRA defend the sale of these weapons? It says that if they are in the hands of good, sane people, they could be used for defense. That is a false argument. Ask people who defend the right to have assault rifles, and they will say that they are to protect against the real enemy — the U.S. government — when it attacks our homes to take our guns away.

  When paranoia leads to such imbecilic reasoning, cooler, more rational people must enact stopgaps against the ease with which attack weapons are obtained.

  Michael Williams

  Brewster

  
   B
  

  • Democratic debate was so pleasantly adult

  • Posted Oct. 15, 2015 at 2:01 AM
    
    
    

    What a difference between the first Democratic debate and the clown shows the Republicans put on.

    No name-calling, no misogyny, no bigotry, no thinly veiled racist dog-whistle code words like “thug” or “urban” or “takers,” no xenophobia, no religious intolerance, no warmongering, no personal insults, no blanket criminal condemnation of any segment of our population, no kowtowing to the National Rifle Association, no prostrations before the altar of the gun lobby, no claims of running under God’s personal endorsement.

    Instead the candidates politely and knowledgeably discussed and — yes — debated the central issues facing our nation today: the economy, foreign policy, Syria, Russia, Iran, infrastructure, trade, climate change, education, tax reform, Wall Street reform, empowering the middle class, elevating the poor, the minimum wage, wage equality, women’s rights, immigration reform, Social Security protection, Medicare expansion, veterans care, green energy and much, much more, including the right-wing Supreme Court’s bastard child and constitutionally protected core of political corruption, Citizens United.

    They presented real and viable solutions and alternatives without hyperbole or outrageous and impossible claims. No mass deportations, no 2,000-mile walls, no cakewalk through Syria, no bull.

    The adults were in the room. And it showed.

    Tim Crowninshield

    Sandwich

    
    C
    

    • Let Obama take lead on changing gun laws

    • Posted Oct. 13, 2015 at 2:01 AM
      
      
      

      In his 2013 State of the Union address, President Obama laid down an ultimatum for Congress: “If Congress won’t act soon to protect future generations, I will,” he said with respect to ... climate change.

      After the Umpqua gun massacre, he stated: “... we can actually do something about it, but we’re going to have to change our laws. And this is not something I can do by myself. I’ve got to have a Congress and I’'ve got to have state legislatures and governors who are willing to work with me on this.”

      With all due respect, if he can enact executive orders to protect the environment or grant amnesty to illegal immigrants, he can certainly do the same with mandatory background checks. He shouldn’t blame Congress, legislatures or governors, nor the National Rifle Association. He should just look in the mirror if he wants to see who owns this. His carbon footprint would appear to be much more important to him than the chalk outlines around dead Americans.

      Kevin Keras

      Yarmouth Port

     D
    

    • Tribal instincts govern our political antagonism

    • Posted Oct. 13, 2015 at 2:01 AM
      
      
      

      It is easy for liberals to demonize conservatives as being selfish, greedy, heartless and mean-spirited — oversimplifying by dismissing them as excessively afraid of change, complexity and novelty, suggesting that conservatives have a simplistic model of the world, with no compassion for the poor and no political shades of gray as regards same-sex marriage, gun control, economics, abortion and other incendiary issues.

      I would like to assume that conservatives and liberals alike are sincere, are patriots, and that our differing opinions are well-reasoned and deserving of respect. But that’s just an attempt at mutual survival.

      What is it that both sides fail to understand? It’s that, at our core, we are all — liberals and conservatives alike — irrational creatures, governed first and foremost by our reptilian brains, acting on impulse, satisfying our most basic hungers and desires without regard for social consequences. Then we rationalize our behaviors, fiercely defending our decision-making, belief systems, buying habits, artistic choices, religious convictions, political persuasions, and complex human emotions as if there were some logic to them. There isn’t. It’s all hot air, borne from a lack of self-awareness and an unwillingness to honestly recognize and confront our tribal instincts.

      Peter A. Schaible

      Brewster

Gun Violence vs Gun Rights Source Page

"Who The NRA Really Speaks For"

GUNS NEED TO STOP

Do We Have the Courage to Stop This?

Bloomberg gun group

Brady Campaign to stop guns key statistics

 

Concealed guns 

Both

American gun facts

CATO

Gun Control is a Charade by Charles Krauthammer

 

Week 7--October 13-16

Please get the paperwork for a school-issued iPad, get it signed, talk with Ms. Govoni to find out how much you have to pay, and get an iPad.  YOU NEED ONE FOR THIS CLASSS BY NOVEMBER 1ST!!

Tuesday, October 13

Periods C and D

Collect late work under Amnesty plan

PSAT practice

Direct Instruction in Fallacies

Identifying fallacies in letters to the editor

Begin reading packet of gun control articles pro-con

HW)  find 3 fallacies among the articles about gun control either pro or con

Wednesday, October 14

Periods E and F miss due to PSAT

Thursday, October 15

Periods C and D

PSAT debrief

Finding more fallacies in letters to the editor

Sharing fallacies in gun control argument

Outlining arguments for gun control pro or con

HW)  find 4 more pieces of evidence on the side of your choice, explain the evidence, and evaluate the source

Please get the paperwork for a school-issued iPad, get it signed, talk with Ms. Govoni to find out how much you have to pay, and get an iPad.  YOU NEED ONE FOR THIS CLASS BY NOVEMBER 1ST!!

Friday, October 16

Periods E and F

Collect late work under Amnesty plan

PSAT debrief

Direct Instruction in Fallacies

Identifying fallacies in letters to the editor

Begin reading packet of gun control articles pro-con

HW)  find 3 fallacies among the articles about gun control either pro or con

week 6--October 5-7

Monday 10/5

• MLA quote integration practice
• previous hw collected
• class reading of "Young Goodman Brown"
• discussion and connections to American Dream vs American Nightmare

HW) 1 page summary/analysis of "Young Goodman Brown" answering the following question and integrating at least two properly cited quotes:
How does the author Nathaniel Hawthorne express this class's major theme of the American Dream vs. the American Nightmare?

Tuesday 10/6 and Wednesday 10/7

• collect Hawthorn hw
• Individually read Sojourner Truth's "Ain't I a Woman"
• Fill in rhetorical analysis graphic organizer
• Socratic Seminar with Truth's text
• Number and identify in complete sentences 6 steps to Truth's argument

HW) finish Truth's argument work and make up all missed work over long weekend. 

Sentence Editing practice 9/28 and 9/29

I believe in equality and the treatment of others the same as you would want to be treated.

 






All lives matter, because it's always about the black people, they die from the hands of the police, but they forget that more white people are killed by cops than black people by cops.

 


It's funny everyone like someone always getting killed like Black people, cops it's like there a big war.

week 5--September 28-October 2

Monday and Tuesday 9/28 and 9/29

• Editing practice revise student work
• Review Act 4 of the Crucible
• Discuss rhetorical analysis of two related scenes
• Students complete rhetorical analysis for one scene

HW) expand rhetorical analysis to consider larger themes of the work:
How does Proctor's changing response to his wife and Judge Danforth reflect the difficulties in our opening statements?  "I would rather die than confess to something that I did not do." and "It is better to die for what you believe in rather than lie to save your life."
Using ideas from your classwork, write for one page, double-spaced, 12 pt with at least 2 short integrated quotes from The Crucible excerpts.

Wednesday and Thursday, 9/30 and 10/1

• Ethos/Logos/Pathos identification work with advertisements
• Ethos--argument from authority. 
• example: leading shark expert, Greg Skomal, explained why the shark beached in Chatham
• Pathos--argument from emotional feeling or allegiance
• example: As a Patriots fan, I can tell you that they never cheat.
• Logos--argument from logic or reason
• example--After determining that experimental drug A helped people 65% of the time and experimental drug B helped people 25% of the time, the pharmaceutical company decided to take drug A to market.
• Puritans and Jonathan Edwards 
• Triad Analysis  of Jonathan Edwards "Sinners in the hands of an angry God"
• Review basic MLA format

HW) 1 page, MLA format 
1.  Many in Edward's congregation were said to have fainted and cried out as hedelivered this speech. What parts of his sermon would evoke such a response? Why?


2. Edwards’ sermon is considered persuasive.  What is he trying to
persuade his audience of, and what strategies (rhetorical or
otherwise) does Edwards use to persuade people? 

For period F, complete vocabulary sentences.

Friday 10/2 

• MLA quote integration practice
• previous hw collected
• class reading of "Young Goodman Brown"
• discussion and connections to American Dream vs American Nightmare

HW) 1 page summary/analysis of "Young Goodman Brown" answering the following question and integrating at least two properly cited quotes:
How does the author Nathaniel Hawthorne express this class's major theme of the American Dream vs. the American Nightmare?

English 11 week 4, September 21-25

• Monday 9/21--White Day
• Share historical inaccuracies findings from reading
• Collect hw's and late essays
• Participate in Agree/Disagree activity
• Assign parts for The Crucible Act 1, pp 3-20
• preview hw activity

HW)  complete rhetorical analysis of selected, photocopied passage

Tuesday/Wednesday 9/22 and 9/23

• Practice and review rhetorical analysis of a dramatic scene
• Read and view act II of the Crucible

HW) complete rhetorical analysis of selected photocopied passage



Thursday/Friday 9/24 and 9/25

• Practice and review rhetorical analysis of a dramatic scene 
• Read and view act III of the Crucible  

HW) complete rhetorical analysis of selected photocopied passage

Sample Outline for Black Lives vs All Lives Matter debate

Howell's English 11

Sample Outline for Black Lives vs All Lives Matter debate

Thesis statement

(1 complete sentence that clearly takes a side and makes a controversial claim on the issue)

1st body paragraph
Topic Sentence
 (state your first main idea in a sentence)
Supporting Evidence
 (2 or 3 sentences offering evidence, integrating a quote from an article or from statistics, followed by a thorough and effective explanation
Clincher sentence
   (wrap up the paragraph with a sentence re-emphasizing the importance of the topic)

2nd body paragraph
Topic Sentence
 (state your first main idea in a sentence)
Supporting Evidence
 (2 or 3 sentences offering evidence, integrating a quote from an article or from statistics, followed by a thorough and effective explanation
Clincher sentence
   (wrap up the paragraph with a sentence re-emphasizing the importance of the topic)

Final paragraph (Concession and Refutation)
  mention a good idea from the other side of the issue  While some may argue . . .
  explain why your position is stronger  However, opponents to x are wrong because  . . .
  conclude with your strongest statement


Sample thesis statement:
In the current debate between all or black lives matter, the concept of "All" lives counting is a much better slogan because it helps this nation come together to work on its massive race problem rather than dividing us along racial lines.

Debates notes for All Lives vs Black Lives Matter

All Lives Matter
5 unarmed black deaths per year, 363 thousand abortions a year
More white people die from police than blacks do
2 out of 3 black people prefer all lives matter to black lives matter
Many people think that black lives matter is a hate group
Department of Justice Victimization studies

Black Lives Matter
DWB Black motorist are 75 percent more likely to be pulled over
More black people kill black people than white people kill black people 
 30 percent of people who are killed by police are black only 11 percent of the population is black
blacks 37 percent of men in jail, 32 percent white, 22 percent Hispanic. 49 white females, 22 percent black 
 

English 11, week 3

Objectives:
Develop arguments
Identify details and information
Evaluate sources
Listen and respond to classmates

Monday 91/4 and Tuesday 9/15

• Prepare for debate
• Debate

HW)  1 page position paper or argumentative essay on Black Lives Matter or All Lives Matter

Essay requirements:  
3 paragraphs
Thesis--specific and controversial
Supporting evidence
Demonstrate understanding of the counter-argument
Refute the counter-argument in concluding paragraph 

Wednesday 9/16 and Thursday 9/17

• Examine sample outline for Black Lives argument
• Peer edit/Revise/ Polish Black Lives matter argument essay
• Hand in homework draft and final draft of 1 page essay
• Pre- reading for The Crucible 
• Reader theater The Crucible

HW) late Black Lives vs All Lives essays
read Arthur Miller's Fact and Fiction
identify in three complete sentences historically inaccurate aspects of the story (cited by Margo Burns in her article) which we have already read in class. 

Friday 9/18

• Share historical inaccuracies findings from reading
• Collect hw's and late essays
• Participate in Agree/Disagree activity
• Assign parts for The Crucible Act 1, pp 3-20
• Witch hunt dynamics discussed

HW)  enjoy your weekend
 

Department of Justice stats 2013

                  Offender
                   White         Black

Victim

White           2,509           409

Black             189           2,245

Annotation notes 9/9/15

Annotation

 While you read use the following marks to help you learn and remember more as you read.

?   Question

Summary -- every 2 paragraphs explain the main idea

Connections -- 
text to self  PC
text to text  **
text to world UM

Notes for 9/8

To do a rhetorical analysis apply the acronym SMELL
Sender-Receiver
   Frederick Douglass--freeman and escaped slave
   audience--white Northerners

Message: 
1.  Blacks are men and women
2.  US is land of free
3.  Slavery is not divinely justified

Effect
   Thunderclap
    Earthquake

Logic
   Slavery=barbarism
   litany of crimes against black people
  not Divine

Language
   19th c, highly educated
    demonstrates knowledge of US law and history.

week 2, September 8-11

Objectives:

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

 Write or create arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ¹

Vocab for pre-teaching
scathing
abolitionist
segregation
bequeathed
sacrilegious

Day 1: (Sept 8 and 9)

Review America's original sin concept;  American Dream/American nightmare

Frederick Douglass http://www.historyplace.com/speeches/douglass.htm

How to do rhetorical analysis

SMELL: This strategy introduces the skills of constructing and evaluating arguments and using primary and secondary documents to analyze point of view, context, and bias. SMELL was first developed for use in the analysis of advertising. In the classroom, it is especially appropriate for in-depth analysis of persuasive documents. Instructors are encouraged to go beyond the literal in showing students how to use this strategy for analysis. Elements include: 
Sender-Receiver Relationship - Who are the senders and receivers of the message and what is their relationship? 
Message - What is a literal summary of the content? 
Effect - What emotional strategies does the author use? 
Logic - What is the rationale used by the author? 
Language - Why did the author choose the language and style used in the argument?

practice with Douglass speech

HW:  rhetorical  analysis of FD 4th of July speech

Day 2: (Sept 10 and 11)

• review hw rhetorical analysis and hand in
• relating Original Sin of American Slavery to current events
• examining the rhetoric of "Black Lives Matter"
• statistical analysis of black deaths and incarceration
• begin prep for debate on Black Lives Matter vs All Lives Matter

HW) produce and bring in your own research related to debate issue

"The Truth About Black Lives Matter" New York Times editorial 9/3/15

The Republican Party and its acolytes in the news media are trying to demonize the protest movement that has sprung up in response to the all-too-common police killings of unarmed African-Americans across the country. The intent of the campaign — evident in comments by politicians like Gov. Nikki Haley of South Carolina, Gov. Scott Walker of Wisconsin and Senator Rand Paul of Kentucky — is to cast the phrase “Black Lives Matter” as an inflammatory or even hateful anti-white expression that has no legitimate place in a civil rights campaign.

Former Gov. Mike Huckabee of Arkansas crystallized this view when he said the other week that the Rev. Dr. Martin Luther King Jr., were he alive today, would be “appalled” by the movement’s focus on the skin color of the unarmed people who are disproportionately killed in encounters with the police. This argument betrays a disturbing indifference to or at best a profound ignorance of history in general and of the civil rights movement in particular. From the very beginning, the movement focused unapologetically on bringing an end to state-sanctioned violence against African-Americans and to acts of racial terror very much like the one that took nine lives at Emanuel African Methodist Episcopal Church in Charleston, S.C., in June.

The civil rights movement was intended to make Congress and Americans confront the fact that African-Americans were being killed with impunity for offenses like trying to vote, and had the right to life and to equal protection under the law. The movement sought a cross-racial appeal, but at every step of the way used expressly racial terms to describe the death and destruction that was visited upon black people because they were black.

Even in the early 20th century, civil rights groups documented cases in which African-Americans died horrible deaths after being turned away from hospitals reserved for whites, or were lynched — which meant being hanged, burned or dismembered — in front of enormous crowds that had gathered to enjoy the sight.

The Charleston church massacre has eerie parallels to the 1963 bombing of the 16th Street Baptist Church in Birmingham, Ala. — the most heinous act of that period — which occurred at the height of the early civil rights movement. Four black girls were murdered that Sunday. When Dr. King eulogized them, he did not shy away from the fact that the dead had been killed because they were black, by monstrous men whose leaders fed them “the stale bread of hatred and the spoiled meat of racism.” He said that the dead “have something to say” to a complacent federal government that cut back-room deals with Southern Dixiecrats, as well as to “every Negro who has passively accepted the evil system of segregation and who has stood on the sidelines in a mighty struggle for justice.” Shock over the bombing pushed Congress to pass the Civil Rights Act the following year.

During this same period, freedom riders and voting rights activists led by the young John Lewis offered themselves up to be beaten nearly to death, week after week, day after day, in the South so that the country would witness Jim Crow brutality and meaningfully respond to it. This grisly method succeeded in Selma, Ala., in 1965 when scenes of troopers bludgeoning voting rights demonstrators compelled a previously hesitant Congress to acknowledge that black people deserved full citizenship, too, and to pass the Voting Rights Act of 1965. Along the way, there was never a doubt as to what the struggle was about: securing citizenship rights for black people who had long been denied them.

The “Black Lives Matter” movement focuses on the fact that black citizens have long been far more likely than whites to die at the hands of the police, and is of a piece with this history. Demonstrators who chant the phrase are making the same declaration that voting rights and civil rights activists made a half-century ago. They are not asserting that black lives are more precious than white lives. They are underlining an indisputable fact — that the lives of black citizens in this country historically have not mattered, and have been discounted and devalued. People who are unacquainted with this history are understandably uncomfortable with the language of the movement. But politicians who know better and seek to strip this issue of its racial content and context are acting in bad faith. They are trying to cover up an unpleasant truth and asking the country to collude with them.

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