For Chapter Four of our Philosophy Unit we had an intense and thought-provoking discussion on the question, "Is Beauty the same thing as health?" We delved into the complicated topics of genetic engineering and what traits people value in their children.
HOMEWORK: Due next Wednesday, March 3- Write at least two paragraphs (5-8 sentences each) answering one of the discussion questions from the end of Chapter Four. Highlight (and edit if you need to) all "to/too/two"s, "there/their/they're"s, and "your/you're"s.
The Chapters are not accessible online, so please remember that you have a whole week for this assignment and can ask me for an additional packet any day from now until next Tuesday.
Wednesday, February 24, 2010
Monday, February 22, 2010
Monday, February 22
Today, chapters 4-14 of To Kill A Mockingbird were due -- although, as several students pointed out, last week's blog entry said that you were only required to read through chapter 12. Fortunately, class activities didn't require reading through chapter 14, and your teacher promises to pay more attention to his own syllabus when posting in the future!
You began class by using three sticky notes to write the following:
1) Three facts about TKM;
2) Three questions about TKM;
3) A 25-word review/summary of the book so far, featuring the words "Boo," "Dill," and "Maycomb."
We were particularly interested in seeing how your sticky notes indicated your understanding of the reading thus far.
When you finished, we discussed Miss Maudie's pronouncement that "No one should take pride in his talents." You worked to define "talent" and "pride," and in a less-than-smooth discussion, batted about some thoughts and opinions about her statement.
Finally, we asked you to write down three criteria for "effective disciplinarian," a relative term that will come into play during tomorrow's rhetoric/paragraph-centered class.
No homework was assigned for Tuesday, but please keep in mind that the next reading assignment (chapters 15-18, or chapters 13-18 if you only read through chapter 12) are due on Monday, March 1.
You began class by using three sticky notes to write the following:
1) Three facts about TKM;
2) Three questions about TKM;
3) A 25-word review/summary of the book so far, featuring the words "Boo," "Dill," and "Maycomb."
We were particularly interested in seeing how your sticky notes indicated your understanding of the reading thus far.
When you finished, we discussed Miss Maudie's pronouncement that "No one should take pride in his talents." You worked to define "talent" and "pride," and in a less-than-smooth discussion, batted about some thoughts and opinions about her statement.
Finally, we asked you to write down three criteria for "effective disciplinarian," a relative term that will come into play during tomorrow's rhetoric/paragraph-centered class.
No homework was assigned for Tuesday, but please keep in mind that the next reading assignment (chapters 15-18, or chapters 13-18 if you only read through chapter 12) are due on Monday, March 1.
Thursday, February 11, 2010
Thursday, February 11
After reading Donald Justice's poem, "Memo from the Desk of X," students shared their thoughts on what they liked, noticed, or didn't like. Then, they were off and madly writing for Writer's Workshop.
HOMEWORK FOR THURSDAY, FEB 18:
1. Respond to one of the discussions questions at the end of Chapter Three of the Philosophy packets. Yesterday, we had a lively and insightful conversation about "The Purpose of Art" and answering one of the discussion questions is an opportunity for every student to demonstrate his/her understanding of the chapter and class discussion. REMEMBER: Your answer must be at least two paragraphs and each paragraph is five-eight sentences. Use evidence and support from the chapter to support your claims. After you have printed/finished your answer, highlight ALL instances of too/to/two, there/their/they're, your/you're. If you need to edit one of these after highlighting, please do so.
2. A book review of at least two paragraphs. If you feel that you have run out of books that you have read recently to review, email/see Liz for an alternative assignment. After you have printed/finished your book review, highlight ALL instances of too/to/two, there/their/they're, your/you're. If you need to edit one of these after highlighting, please do so.
HOMEWORK FOR THURSDAY, FEB 18:
1. Respond to one of the discussions questions at the end of Chapter Three of the Philosophy packets. Yesterday, we had a lively and insightful conversation about "The Purpose of Art" and answering one of the discussion questions is an opportunity for every student to demonstrate his/her understanding of the chapter and class discussion. REMEMBER: Your answer must be at least two paragraphs and each paragraph is five-eight sentences. Use evidence and support from the chapter to support your claims. After you have printed/finished your answer, highlight ALL instances of too/to/two, there/their/they're, your/you're. If you need to edit one of these after highlighting, please do so.
2. A book review of at least two paragraphs. If you feel that you have run out of books that you have read recently to review, email/see Liz for an alternative assignment. After you have printed/finished your book review, highlight ALL instances of too/to/two, there/their/they're, your/you're. If you need to edit one of these after highlighting, please do so.
Tuesday, February 9, 2010
Tuesday, February 9
Today, you had an important assignment due: the "poetry packet" in which you reflected on the three poems you chose as potential recitation pieces. Those of you who didn't have it ready to turn in need to do so as soon as possible.
After you turned in your assignments, we looked at a particular passage from chapter 6 of To Kill A Mockingbird -- even though we have not technically read to this point yet, no advance knowledge was needed to understand the events that transpired in the two pages we examined.
Individually, you read the passage (the first two pages of chapter 6), and we then asked you to fill out a pre-writing sheet, on which you proposed a theory that would unify the events described in the passage and provided at least two pieces of textual evidence to support your thinking. When you finished, you showed us your work, and you used the information to write a content sandwich paragraph (or two) that proved your theory. We then gave you some feedback on that paragraph and asked you to revise it. Almost all of you finished these steps by the end of the period.
For a copy of the writing and reading exercise, follow the link below:
"Close Reading" of Chapter 6
The only homework due (aside from your philosophy homework, which is due next Thursday) is to complete a lot of reading in To Kill A Mockingbird. To keep on pace, you should have completed chapter 8 by Monday, February 15; the next "official" due date is Monday, February 22, at which time you should have completed the first 12 chapters of the book.
After you turned in your assignments, we looked at a particular passage from chapter 6 of To Kill A Mockingbird -- even though we have not technically read to this point yet, no advance knowledge was needed to understand the events that transpired in the two pages we examined.
Individually, you read the passage (the first two pages of chapter 6), and we then asked you to fill out a pre-writing sheet, on which you proposed a theory that would unify the events described in the passage and provided at least two pieces of textual evidence to support your thinking. When you finished, you showed us your work, and you used the information to write a content sandwich paragraph (or two) that proved your theory. We then gave you some feedback on that paragraph and asked you to revise it. Almost all of you finished these steps by the end of the period.
For a copy of the writing and reading exercise, follow the link below:
"Close Reading" of Chapter 6
The only homework due (aside from your philosophy homework, which is due next Thursday) is to complete a lot of reading in To Kill A Mockingbird. To keep on pace, you should have completed chapter 8 by Monday, February 15; the next "official" due date is Monday, February 22, at which time you should have completed the first 12 chapters of the book.
Monday, February 8, 2010
Monday, February 8
Today, your first reading assignment in To Kill A Mockingbird was due -- chapters 1-3. Even though chapter 1 might take the award for "slowest opening chapter of a great book," the subsequent events seemed to interest, if not enthrall, you, and most people came to class prepared.
That was a good idea, because a reading/writing assessment greeted you. Students who had completed the reading assignment responded to one prompt, and students who had not completed the reading tackled another prompt. See below:
"Reading Completed" and "Reading Not Completed" Prompts
Regardless of your state of readiness, you all worked diligently to complete the writing assignments, and finished them in varying degrees of time: some of you wrote up to the end of the period.
Your short-term homework (which has been assigned for a week) is to finish the poetry recitation packet that was assigned last Tuesday. Information about it can be found on last week's Tuesday, February 7 blog entry. Your long-term homework -- REALLY long-term -- is to complete a lot of To Kill A Mockingbird reading in time for Monday, February 22. Please check the syllabus for complete reading assignments and due dates.
That was a good idea, because a reading/writing assessment greeted you. Students who had completed the reading assignment responded to one prompt, and students who had not completed the reading tackled another prompt. See below:
"Reading Completed" and "Reading Not Completed" Prompts
Regardless of your state of readiness, you all worked diligently to complete the writing assignments, and finished them in varying degrees of time: some of you wrote up to the end of the period.
Your short-term homework (which has been assigned for a week) is to finish the poetry recitation packet that was assigned last Tuesday. Information about it can be found on last week's Tuesday, February 7 blog entry. Your long-term homework -- REALLY long-term -- is to complete a lot of To Kill A Mockingbird reading in time for Monday, February 22. Please check the syllabus for complete reading assignments and due dates.
Thursday, February 4, 2010
Thursday, February 2
Before the students were off and writing for Writer's Workshop today, we did our weekly Philosophy lesson since the 8th graders were having a fantastic learning experience at Chabot Space and Science Center yesterday.
This week's lesson is entitled, "Is Beauty a Matter of Fact or a Matter of Taste?" and lively discussions ensued after learning the philosophical reasonings of Socrates and David Hume.
HOMEWORK: Wednesday, February 10: Write at least two full paragraphs, with supported evidence, answering one of the Discussion Questions below. Highlight every "to/too/two," "there/they're/their," and "your/you're" and edit them if required.
1. Review the dialogue at the beginning of this chapter. Would Duana agree more with Socrates or Hume? What about Zach? Give evidence.
2. Do you think statements about beauty are objective or subjective? Defend your answer.
3. Do you agree with Socrates that human beings are born with natural knowledge of beauty? Why or why not?
4. Do you agree with Hume's belief that all knowledge comes from experience? Why or why not?
5. Socrates is famous for having said "The unexamined life is not worth living." What do you think he meant in this statement?
This week's lesson is entitled, "Is Beauty a Matter of Fact or a Matter of Taste?" and lively discussions ensued after learning the philosophical reasonings of Socrates and David Hume.
HOMEWORK: Wednesday, February 10: Write at least two full paragraphs, with supported evidence, answering one of the Discussion Questions below. Highlight every "to/too/two," "there/they're/their," and "your/you're" and edit them if required.
1. Review the dialogue at the beginning of this chapter. Would Duana agree more with Socrates or Hume? What about Zach? Give evidence.
2. Do you think statements about beauty are objective or subjective? Defend your answer.
3. Do you agree with Socrates that human beings are born with natural knowledge of beauty? Why or why not?
4. Do you agree with Hume's belief that all knowledge comes from experience? Why or why not?
5. Socrates is famous for having said "The unexamined life is not worth living." What do you think he meant in this statement?
Tuesday, February 2, 2010
Tuesday, February 2
Today, we began class by continuing yesterday's discussion of the use of a racial/ethnic epithet in To Kill A Mockingbird. To get yet another sense of different opinions about appropriation and the "n-word," we watched a short segment from a documentary -- entitled, appropriately, "The N-Word." View it at the link below:
The N-Word Documentary
Afterwards, we also discussed and viewed a (slightly bowlderized) version of comedian Richard Pryor describing his "conversion" around using the "n-word."
8B then wrote a brief, "content sandwich" paragraph in response to the claim below:
The N-Word Documentary
Afterwards, we also discussed and viewed a (slightly bowlderized) version of comedian Richard Pryor describing his "conversion" around using the "n-word."
8B then wrote a brief, "content sandwich" paragraph in response to the claim below:
Books that include racial and ethnic slurs and insults should/should not be taught in schools.
We then moved on to poetry, and your poetry recitation projects. Today, you should have come to class with three potential recitation poems chosen. We gave you a packet (four sheets in all) and asked you to begin filling out the sheets, which are designed to get you thinking more about your poems in preparation for choosing ONE to memorize and recite. A copy of the packet is below:
Writing About Your Poems
For those of you who would like to write your answers directly onto the handout, here is a Word version of the same document:
Writing About Your Poems (Word Version)
You worked on this for the remainder of the period. The entire packet is due on Tuesday, February 9.
Don't forget that chapters 1-3 of To Kill A Mockingbird are due on Monday, February 8.
Writing About Your Poems
For those of you who would like to write your answers directly onto the handout, here is a Word version of the same document:
Writing About Your Poems (Word Version)
You worked on this for the remainder of the period. The entire packet is due on Tuesday, February 9.
Don't forget that chapters 1-3 of To Kill A Mockingbird are due on Monday, February 8.
Monday, February 1, 2010
Monday, February 1
Today, we began class by collecting your three-paragraph responses to last week's philosophy questions (see last Wednesday's blog for details). Some of you didn't have them and will need to turn them in ASAP.
Next, we handed out a syllabus for our next book, To Kill A Mockingbird. The readings will be due each Monday, and they will constitute the bulk of your homework over the next two months; additionally, although we've broken the book up into manageable chunks, you'll need to stay on top of deadlines in order to manage the workload. For a copy of the syllabus, click on the link below:
To Kill A Mockingbird Syllabus
In order to read this book properly, and to consider its ramifications and effects completely, we need to address the author's incorporation of a racial epithet into some of her characters' dialogue. Consequently, we spent a great deal of time discussing that word -- its origins, its use over time, its use today, its impact, and so forth. Different students shared their experiences and feelings about the word, and the terms "appropriation" and "gratituous" were useful lenses through which to discuss those feelings. We agreed that, regardless of people's individual feelings about the word (or about the "right" context in which one could use it), it is a word not to be used, or considered, lightly.
Tomorrow, we will finish that discussion, and establish some parameters for dealing with it when it crops up in the text.
Your homework for tomorrow is to come to class with three potential recitation poems chosen. Your homework for next Monday is to read chapters 1-3 of To Kill A Mockingbird -- see the audio area for downloadable audio segments.
Next, we handed out a syllabus for our next book, To Kill A Mockingbird. The readings will be due each Monday, and they will constitute the bulk of your homework over the next two months; additionally, although we've broken the book up into manageable chunks, you'll need to stay on top of deadlines in order to manage the workload. For a copy of the syllabus, click on the link below:
To Kill A Mockingbird Syllabus
In order to read this book properly, and to consider its ramifications and effects completely, we need to address the author's incorporation of a racial epithet into some of her characters' dialogue. Consequently, we spent a great deal of time discussing that word -- its origins, its use over time, its use today, its impact, and so forth. Different students shared their experiences and feelings about the word, and the terms "appropriation" and "gratituous" were useful lenses through which to discuss those feelings. We agreed that, regardless of people's individual feelings about the word (or about the "right" context in which one could use it), it is a word not to be used, or considered, lightly.
Tomorrow, we will finish that discussion, and establish some parameters for dealing with it when it crops up in the text.
Your homework for tomorrow is to come to class with three potential recitation poems chosen. Your homework for next Monday is to read chapters 1-3 of To Kill A Mockingbird -- see the audio area for downloadable audio segments.
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