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Incident in No-Guitar Blues | Meaning of Incident | Similar Incident that you know of |
Global voc. (abbot, abdicate, absolutism)
Students practice vocabulary from each other’s crossword puzzles or from mine. Second half of period: students evaluate the draft of student essay on pp. 273–274 in Preparing for the Regents Comprehensive Examination in English.
Students recall authors, titles, themes, characterization, etc. for literature read this year. Start the critical lens essay on p. 302 of
Preparing for the Regents Comprehensive Examination in English.
.
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ACE English (meeting A3B1D2) [16 students]
1. In class, help each other make a list of things that “tick you off,” for use later.
2. Write an ungraded writing sample on this topic: why should you be taking this course? We will make time for work on this topic in class, and we will agree on a deadline for this assignment.
3. Learn and apply some of the rules of logical argument. You will be asked to teach the rest of the class how to find and avoid certain of the logical fallacies listed at <http://www.datanation.com/fallacies/index.htm
>, so go there before class. See also Faigley, 46–47. I will let you know which particular fallacies you will explain to the class. This section of the course will reinforce your skills in logic.
4. Develop deductive skills:
a. Prior to class, go to <http://www.ballandclaw.com/vermeer
> for samples of paintings. and go to <http://www.haberarts.com/vermeer2.htm
> for a sample of the detailed observation that you will be cultivating. I will work with the entire class to model how to find organizing principles in certain of Vermeer’s work.
b. Go to <http://docushare.edutech.org/dscgi/ds.py/View/Collection-6515
> for samples of student writing of this kind.
c. In class, students reveal principles of composition that govern selected pieces by Vermeer.
5. Write a deductive essay from a painting to be assigned. We will set a due date for this essay.
a. After teacher evaluation is complete, we will spend several days in ungraded revision after peer review. For that purpose, read Faigley, 211–222.
1. In this section, you will improve your ability to determine how other artists (yes, you are an artist) organize their work and you will improve your ability to use and organize detail.
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Creative Writing (meeting B4D4E6) [16 students]
Students complete second found poems by end of first day.
Students use playfulness in poetry, looking at “This is just to say. . . .” They then create their own, modeled from this.
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English 12 (meeting B5C6E5) [28 students]
After current round of one-minute news summaries:
1. Each student presents a 3 minute news item.
2. Class notes positive attributes of each presentation and makes one suggestion for change.
3. End class w. stu. summary.
4. Prepare for next oral presentation: explain something about yourself (4 minutes).
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ELA Lab.09 (meeting C1)
Students catch up or work ahead of English class. Students may work on other subjects, with teacher leading them into using ELA skills.
draft of 09.15.05 . . . printed 09/24/05 @ 9:32 AM . . .Page 1 of 1