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Sophomore+English+Page%21
Welcome to my English 10 webpage

 
Class Agenda
Summer Reading
Summer Reading Assignments and Extra Sheets.  If you need extra forms, you can print them from the attachments below. 
Attachments
Helpful Information for Parents
I'm glad to be working with you and your child in English 10 Honors and English 10CP this year.  These courses are both challenging and rewarding for students and will prepare them for what lies ahead of them educationally.  Some of the concepts we tackle in here are particularly difficult for students, and they might struggle from time to time.  Please know that I want them to be successful and I am here to help them every day before or after school or during SRT, so please encourage your student to come see me if he or she struggles or is not understanding something.  Please feel free to contact me if you have any questions or concerns.  E-mail is best for the initial contact at This email address is being protected from spambots. You need JavaScript enabled to view it..

The grade weighting for quarter 3   2015-16 will be as follows:

Tests and Quizzes                    30%
Homework                               20%
Projects and Pres.                    15%
Writing                                    35%

 
SPECIAL NOTE:
This semester, I will no longer accept homework assignments late.  There are a few reasons for this.  First of all, I want to be consistent with the expectations of the 9th grade honors teachers, and since this is their policy, I will hold students to the same expectations. Also, homework assignments are designed to either help students practice concepts that we are discussing in class, or give students an opportunity to explore topics ahead of time as a means of generating in-class discussion, or help students demonstrate understanding of reading material as we read it.  The more current the work, the more beneficial it is to the learning process. 

Writing assignments and other major assignments will carry a twenty percent deduction for the first day late and ten percent each day thereafter. 

Extenuating circumstances will be handled on a case-by-case basis.

Attachments
English 10 H



Painting courtesy of Laurel Moeller







Monday 3/7-Tues. 3/8

Today, we will work on our presentations.  These will begin during the second half of period on Wednesday 3/9

Tuesday, we will also get books, and begin reading the first 39 pages of Les Miserables.  Have these pages done for Thursday.

TOPICS For 3-39
Choose 1  of the following to write about:

On page 26, the narrator says, "if a millet seed under a millstone had thoughts, doubtless it would think what Jean Valjean thought."  What does this mean?  Explain using examples from the text to support your answer.  Be sure to cite the page number of the evidence.

When Jean Valjean realizes that he is standing on a coin on page 37, he seems shocked and completely disgusted with himself in spite of the fact that the boy had brought it to his attention earlier.  Explain what you think happened here.  Using evidence from the text, support your answer. 




Wednesday, 3/9
Time to work on presentation (20 minutes).  Then we will begin the presentations of this material.

Thursday, 3/10 and Friday 3/11
Presentations for Les Miserables continued.  Read the next section of Les Miserables.  Have pages 39-76 completed by MONDAY.  I will be around to check these to make sure you are on track.

Choose one of the following topics to write a solidly unified and developed paragraph with good coherence. 

Level A question:  Can earn full marks for taking on one of these topics. 

Topics for 39-76
As you know, in this section, Fantine leaves her daughter in the care of the Thenardiers, whom she has just met, seems unbelievable. What does this tell us about French society at this time?  Using evidence from the text and / or the class presentations, support your response.

In this novel, Hugo not only addresses political and legal frustrations he has, but he also seems to have some commentary about different social groups.  Through the existence of the Thenardiers and through their behavior towards others, what commentary might he be making?  Who do they represent in society and so on?  Use evidence from the text to support your response.

Level B questions:  You can only earn up to an 85% for attempting one of these.

Do you have any speculation about this Monsieur Madeleine?  Who is this saintly man, and why do you feel this way?  Cite specific evidence from the text to support your answer.

How did the situation with Cosette make you feel about the Thenardiers?  Be sure to cite evidence from the text to support your feelings.

Monday, March 14, 2016
Today, I will collect section 2 pages 39-76 of Les Miserables and hand back section 1.  Collectively, we need do work on the paragraph structure of our work.  Overall, we seem to be writing more three sentence constructed responses to the questions.  Write a solid 5-8 sentences and develop them well with unity and coherence.

For Wednesday or Thursday respectively, have Sect. 3 pages 76-105 completed.  We will be presenting the first two sections on that day as well, so be ready. 

Topics for Section 3   pages 76-105:

Choose one of the following topics to write a solidly unified and developed paragraph with good coherence. 

Level A question:  Can earn full marks for taking on one of these topics. 

1. On page 79, the doctor listens to Fantine's chest, shakes his head and says, "Has she not a child she is anxious to see?"  The implication here is that she doesn't have much time left.  However, when Fantine asks Jean Valjean what he said, he re-interprets the man's words.  Is this lie and any others that he tells her about her daughter justified in this situation?  Use evidence from the text to support your answer.

2. Using images from the transcript of his dream, analyze Jean Valjean's dream.  Dig for meaning within the various images and occurences in this dream.  How might they represent the troubled aspects of his conscience, etc.?

3. If you were Jean Valjean, would you turn yourself in to save another man?  Using the pages of self reflection and internal struggle in this section, cite specific reasons to justify your response.


Level B: Can only earn up to a B (85%) for tackling one of these.
4. How do you feel about Victor Hugo's writing style up to this point?  Focus primarily on the way he has organized this story.  Use evidence to support what you have to say.

5.  Analyze the character Javert.  Is he a sympathetic character or a villain?  Support your answer with evidence.

Presentation of section 4 will occur on Monday 3/21.

Monday, 3/21

Today, someone will present section 4.pages 105-122.  Be sure to have your bullets and paragraphs ready to go when you arrive.  The topics for the paragraph for section 4 are below.

1. What does the trial with Champmathieu tell us about the way poor defendants were treated in French courts at this time?  Use evidence to support yourself.

2.  Why does someone call for a doctor when Jean Valjean confesses himself at trial?  Explain using evidence from the text to support your answer.

Tuesday 3/22
Today's presentation #5 -- pages 123-134.  We will also have a quick quiz over the section "Fantine." 

Topics for 123-134

Level A
1.  On page 129, as Jean Valjean turns to notice Javert standing in the doorway, it says, "Javert, without stirring, without moving, without approaching, became terrible. No human feeling can ever be so appalling as joy."  What is the meaning of this seemingly oxymoronic statement?  How is it possible for joy to be appalling? Use evidence to support your response.

2.  Many past students have erroneously thought that Fantine died because she hit her head on the head of the bed.  What caused her to expire at that exact moment?  Justify your answer with evidence from the text.


Level B:
1.  What did Jean Valjean whisper to Fantine, and what makes you think that?  Use evidence from the text to support your answer.

2. Javert is single-mindedly bent on his prey; however, he disregards all of the collateral damage that arresting JVJ will cause. How does his tunnel vision make you feel about this character?

Wednesday 3/23/ Thursday
Today, we will discuss pages137-157 and we will discss pages 157-178 so have your bulleted lists and journals ready.

Topics for Section 6 pages137-157

Level A

1. What is the purpose of the Journal de Paris article about the arrest of Jean Valjean?  Based on the tone, language, content, etc.  What do you suppose is the intent of this article?  Hint:  Look for loaded language.  Use evidence from the text to support your answer.

2. The Thenardiess' attitude about her son is much less affectionate than that of her daughters.  Why do you suppose these two little girls are treated so differently? 

Level B

1.  How does their treatment of Cosette develop the characters of the Thenardiers?  How do you think Hugo wants us to feel about these people?  Use evidence from the text to support your answer.

Section 7 Pages 157-178

Level A
1. In this section, Hugo takes us through many different emotions.  Which emotions were most powerful for you and how did Victor Hugo create these emotions with his words and the actions of the characters?

2. Why is the Thenardiess so unkind to her son when she dotes on her darling daughters?  Give evidence to support why she has such animosity toward her male child.



Level B:
Compare the situation with Cosette to a character from another story.  How is she similar to this character? 
 


Section 8:   179-206
Do bullets of 10 events.   Time to re-evaluate whether paragraph activity is having any meaningful benefits.  Don't do reflection for this section. Presenter, you will not be penalized for not going over a non-existant paragraph.  Will most likely have reading quiz over this and many subsequent sections, so come prepared every day.
 
Presentation #9 –206-225
Quiz / Test over Cosette.  It may be cumulative
Presentation # 10– 225-242. 

OVER SPRING BREAKPlease Read the following and complete bulleted lists and answerone of the questions for each section below. 

Presentation #11 – 243-263. 

1.  One of the recurring themes in the story is sacrifice.  Citing at least three examples of sacrifice from the story, develop an argument as to what Victor Hugo might be saying about the nature of sacrifice or the importance of sacrifice or even the role of sacrifice.  As always, cite specific evidence (with page number) to solidify your argument.

2. With which member of the Friends of the ABC do you most identify?  Using evidence from the descriptions on pages 244-248, analyze this character's personality, beliefs, etc. as they pertain to your own.  


Presentation #12 -263-284.

1. So far, Marius is a very dynamic character.  We've seen great change in this young man so far.  How has this young man changed as this story has progressed?  Demonstrating at least three changes in his character that show how this progression.  Use specific evidence from the text to support your answer. 


2.On page 268, the narrator explains a "little girl" that Marius encounters.   How does his attitude toward this person change as the section progresses?  Use specific evidence from the text to support your answer. 

3. On page 276-77, Hugo creates great deal of drama for one of our characters and we can almost feel the anxiety of Marius.  How does Hugo create such an intensity with his words?  Use evidence to support what you have to say. 



Presentation #13--284-306. 

1. On page 286, a description of the young lady visitor occurs.  One line in particular stands out: " A remnant of beauty was dying out upon this face of sixteen, like the pale sun which is extinguished by frightful clouds at the dawn of a winter's day."  Using evidence from the text compare this young girl to the other teenager described in the previous section. 


Tuesday 4/12/2016

Read Sections 14, 15, 16 for Monday

4/13/ -4/14 2016

Map Testing

Friday 4/15 Time to Read and journalize.

Monday 4/18

Presentation #14– 307-334  Presented 4/18

Presentation 15 – 337-355 Start presenting Monday.

Tuesday 4/19 Present

QUESTIONS FOR SECTION 14

Choose one topic about which to write your amazing paragraph.

1.  Did Marius make the right decision regarding the pistols?  Should he have fired the pistol or not?  Using evidence from the text, support your response.

2.  On page 332, Javert sees the rope ladder still trembling. He makes an interesting comment in response to this.  What is ironic about his statement?  Using evidence from the text, explain your response.

3.  Why did Jean Valjean burn himself with the chisel?  Using specific evidence from the text, explain your answer.

QUESTIONS FOR SECTION 15

1.  On page 338, it says that "Marius had a passion in his heart, and night over his eyes."  Using evidence from the text, explain what this means.

2. On page 348, Marius offers Eponine money, but she doesn't take it and exclaims, "I don't want your money."  Using evidence from the text, explain what Eponine wants from him.

3.  Based on evidence from the text, who is the person who assists Monsieur Mabeuf in his garden?  

Tuesday 4/14 Presentation #16 – 355-370 

Questions For SECTION 16
1. According to Hugo on page  357, ""Nothing is more real than these great shocks which two souls give each other in exchanging this spark." What is this spark to which he is referring, and do you agree with his stance on this topic.  .  What do you think?  Use evidence to support your answer.  For this one, you will need to read the paragraphs leading up to this quote and perhaps a little after.
2. 1. On page 366, after Cosette reads Marius' letter, it says, "The abyss of Eden had reopened."  Based on evidence from the text, what does this quote mean? 

Marius/ Cosette test.  Wednesday / Thursday 4/20-4/21

Friday, 4/22  This is a day to get caught up. 

 
Tuesday, 4/26 Presentation #17—370-388.  

Choose one of the following and write a SOLID PARAGRAPH about it.

1.  What does Gavroche's act of bravery in rescuing his father tell us about this young man or about how Victor Hugo might have viewed this situation that this young man is in? Using evidence from the text, explain why Hugo includes this scene in the story.  What is he trying to say? USE AN EXACT QUOTE!!!!!

2.  On page 382, the narrator says of Marius and Cosette, "They were sleeping awake in this rocking cradle.  O splendid lethargy of the real overwhelmed by the ideal!" What exactly does this mean? USE AN EXACT QUOTE to support your answer.

3.  What is the purpose of the portions about Eponine on pages 382-384?  What, if anything, is Hugo hoping to accomplish here? USE AN EXACT QUOTE to support your answer.




Monday, 5/2

Presentation #18- 388-405  Start Presentation 19, so have both of them done by this day.

Chose one.

1.  When Marius calls Gillenormand father, Gillenormand seems to light up inside.  What is significant about this gesture from Marius?  Use and EXACT QUOTE to support your response.

2.  What does Monsieur Gillenormand's attitude toward Marius' predicament tell us about the attitudes of the wealthy?  He seems to dismiss Marius' predicament immediately.  What does this tell us about the prevailing attitudes among the wealthy and how they view those around them who are not among the wealthiest group in society? EXACT QUOTE!

3.  Why did Gillenormand's suggestion to make Cosette his mistress feel like a sword in Marius' heart? Give at least one EXACT quote to support your discussion.

 


Presentation #19- 405-424 .  

1.   Why did Monsieur Mabeuf go to the barricade?  It seems unlikely that he would mix himself in this fray, so what compelled him to do so? Using specific evidence from the text, explain why he goes.

2.  Why is this section titled “ The Atom Fraternizes with the Hurricane”?  Who or what is the atom and who or what is the hurricane.  Using actual quote evidence from the text, support your answer.

3.  Why are Gavroche and Mabeuf at the barricade?  Explore both the similarities and differences in their motivations to be there.  Using actual quote evidence from the text, support your answer.

 

 Tuesday, 5/3

No paragraph only bullets today.

Presentation #20 425-442.  

Wednesday, 5/4 / Thursday, 5/5

No paragraph only bullets today.  Finish 20 or any others if necessary.

Presentation #21-442-466

Friday

Presentation #22– 469-484.

Presentation #23 484-502.  
Presentation #24-503-529
Presentation #25- 529-543          
Presentation #26 – 543-565.
        
Presentation #27 565-578.        
Presentation #28 578-595.















Thursday, 2/18
HOMEWORK:
1.  Create 7 notecards from 5 sources.
       On these cards, you should have quotes, with intro. and explanation.  Specific facts or percentages, etc.  The format for these cards is on my moodle page. 
2. Incorporate the borrowed material into your draft.  Be sure to include specific details about parenthetical citations, etc. in the draft.
3.  Also, be sure to create a works cited page for the draft and fix the issues that your partners suggested. Additionally, fix your format issues. 


Monday, 2/8
Periods 1,3,7
Today, we will discuss the Good Samaritan laws in Indiana and the other states that they researched.  We will make observations regarding the differences and similarities in small groups and collectively. 

Students will report out on which states they feel most comfortable or intimidated when in these states.  Students will discuss and report on their overall impressions for all the states.  And they will analyze the language that the laws use.

Then, we will discuss the Princess Diana tragedy.  If time allows, we will start to read Good Samaritan articles in textbook.


Periods 2,4,6
Today, we will be continuing our research. I will touch base with everyone today to see where they are with their sources and see what issues they might be having.  By tomorrow, students should have gathered and read ten articles about their topic.  We will take a brief trip to the media center to get books.

Homework:  Create a works cited page using the bibliographic information of the ten articles / books that you have gathered.  Then, as we have done before, make a separate sheet of corresponding parenthetical citations.  You will need to have these printed before the bell rings, so please take care to do so.  I will print any that are formatted and ready to go and that are in my e-mail by 7:30.  Otherwise, you'll have to do it on your own.  No technology excuses.  Take advantage of the Media Center, my room, the public library, a neighbor's printer, whatever you need to do to get it printed.  Also, be ready to show what you know about your topic when you come in on Wed.


Tuesday, 2/9/2016

Periods 2,4,6
Today, we will complete several tasks for the research paper.

1.  Students will hand in their works cited and par. citations before class starts.
2.  We will do a free write for 10 minutes.  Students will spill everything they know about their topic out onto a sheet of paper (goal 20-30 facts).  They can either organize ahead of time or they can just write facts at random and organize them later.  I will show students a smoking essay example, and we will discuss how to organize their facts. 
3.  Then, we will discuss the research questions sheet, and begin this process if time allows.

Periods 1,3,7
Today, we will re-visit passive and active voice.  we will do a few practice sentences on the board along with our words of the day banal and bellicose, and the fun word ubiquitous.  Then, if students cannot identify the passive issues in the sentences, we will do some head's down, hand up kind of practice as a formative assessment.  Then, we will end class with a Shenanigans challenge to see how well we know the passive and active voice.  We will take a quiz Friday over passive and Active voice.



Monday, 2/1
1,3,7
Today we will look at draft 2.  A peer editor will look at the following aspects of the paper.
1. Overall format--margins, font, header, heading, etc.
2. Works Cited and par. Citations (Icing of quotes, number of quotes, paraphrases, etc.)
3.  Intro. and Concluding paragraphs
4. Body paragraphs.

For Tuesday, have a polished third rough draft completed fixing the issues from today's draft.

FINAL DRAFT Due Wednesday.


Tuesday, 2/2
Periods 2,4,6

Today, we will discuss persuasive topics, and I introduce you to Proquest (Sirs), and if time allows, Gale Opposing Viewpoints.

For homework . . . in addition to the paragraph... Write three specific stance statements  for the persuasive topics you might be interested in writing about.  Please avoid the list of topics most commonly done.  Star your favorite of the three if you have a preference.  Remember, the access codes for the various databases are on my English 10 Honors moodle page.


2,4,6
Today, we will go over the distracted walking article that I asked you to read for today.  Then, for homework, I would like for you to search either the New York Times, Miami Herald, or Chicago Tribune for opinionated editorials.  Look for an article that interests you and that is school appropriate.  Then do the following:
      1.  Print a copy of the article BEFORE CLASS STARTS.
      2. On a separate sheet of paper, write down what you think the author's overall claim is in this article, and then write down three pieces of evidence which helped you to determine that this was the claim.



Monday, 1/25/2016
1,3,7
Today, we will look at the first two body paragraphs that you created on the Essay outline sheet.  We will focus our attention on the Unity and coherence of the paragraphs.  Students will trade and discuss the topic sentences, the use of connecting transitions, and the overall unity of the paragraph.  For homework: we will write body paragraph 3.  Also, students are expected to research the common features and the do's and don't's of a concluding paragraph.  Be prepared to discuss and take notes over concluding paragraph.

Monday
2,4,6

Sentences of the day and w.o.d activity.

Today, we will discuss the "And of Clay..." and "Ill equipped . . ." questions.  Students will turn and talk and share their views on how the genre, purpose, etc. affects the way a piece of writing affects us. 

 
For homework: Students will study passive and active in preparation for practice tomorrow, and in preparation for Thursday's quiz.

Tuesday, 1/26/2016
1,3,7

Today, we will discuss the concluding paragraph.  I will also give students a copy of the essay rubric and a handout on how to format an essay in MLA format and how to fix common word processing issues.  We will also discuss the importance of doing the little things well to establish the ethos. 

Homework:  Write the concluding paragraph on the essay outline sheet.  Then, type up the essay.  Bring in 3 typed copies of the typed essay to class with you.
This should be just the backbone of your essay—roughly 80-90% of the final product, and it should be all your voice.  NO BORROWED MATERIAL,except for attention getter. YET!

Tuesday 1/26
2,4,6
Today, we will work on a couple of practice sentences, and review passive voice.  We will do a head's up/down activity, and a classroom competition to see how well we know this concept.


Wednesday, 1/27
1,3,7

When you arrive today, have 3 copies of draft one with you.  You will be editing this in groups of three today.  You will discuss the overall argument and the flow of the work.  You will make suggestions on the work of your peers and receive feedback on the essays.   Also, we will work on your 10 notecards today. Have these done in correct format for Friday. 

Friday, 1/29
Periods 1,3,7

Today, you should have your notecards done.  IF YOU HAND THESE IN ON THURSDAY, I"LL GIVE YOU 1 EXTRA CREDIT POINT!!!I’m going to take a look at them, and provide some feedback on these. They will be graded.  Be sure to have the parenthetical citations done correctly.  We will also review how to effectively incorporate borrowed material into your essay both from a flow and documentation standpoint.  Homework:  Have a second draft of your essay completed for Monday.  Be sure to include a works cited page and the quotes you plan to use… Remember the requirements for the essay. 
Test over the essay requirements today. 

Periods 2,4,6
Today, we will look at the article about distracted walking on my moodle page and answer the questions about this article together.  Then, for homework, students are expected to read a second article in the same area of my New Honors moodle page (nonfiction) and answer the questions on their own paper.



Homework:


Monday 2/1
1,3,7
Draft 2 due.  final copy format. 



Tuesday, 1/19
1,3,7

Today, we will be continuing our research. I will touch base with everyone today to see where they are with their sources and see what issues they might be having.  By tomorrow, students should have gathered and read ten articles about their topic. 

Homework:  Create a works cited page using the bibliographic information of the ten articles / books that you have gathered.  Then, as we have done before, make a separate sheet of corresponding parenthetical citations.  You will need to have these printed before the bell rings, so please take care to do so.  I will print any that are formatted and ready to go and that are in my e-mail by 7:40.  Otherwise, you'll have to do it on your own.  No technology excuses.  Take advantage of the Media Center, my room, the public library, a neighbor's printer, whatever you need to do to get it printed.  Also, be ready to show what you know about your topic when you come in on Wed.


Tuesday, 1/19
Periods 2,4, 6
Today, we will discuss sentences and start daily practice sentence activities.  This week's features. .  .review and passive and active voice.  We will also learn a few new words today--lugubrious, nefarious, and shadenfreude.  Be more precise with your language.  Then, we will go over the Good Samaritan questions and discuss how to find the author's overall purpose / generalization.

Homework for Thursday:  Research passive and active voice.  I have some links on my moodle English 10 honors page, but you can search others (search passive and active voice activities or quizzes or powerpoints, etc).  If you find good ones. . .let me know, and I will link them. 

Wednesday, 1/20
Today, we will complete several tasks for the research paper.

1.  Students will hand in their works cited and par. citations before class starts.
2.  We will do a free write for 10 minutes.  Students will spill everything they know about their topic out onto a sheet of paper (goal 20-30 facts).  They can either organize ahead of time or they can just write facts at random and organize them later. 

3.  I will show them the smoking essay list, then how I organized it into chunks on the research questions sheet.


Monday, 1/11

All Classes:
Today, we will take a look at the paragraphs that you were supposed to have written for today and we will do the following:
1. Analyze the topic sentence --Does it clearly state what the paragraph is about?  Does the author give him or herself some work to do?
2. Read the rest of the paragraph and see where the content matches and does not match as the paragraph progresses.  Give a score for Unity based on what we find.
3. Underline the beginnings of each sentence to see if there is variety here.  Also, we will analyze the effectiveness of  connections created between sentences and back to the topic.
4. Assess the development of the paragraph.  Did the writer thoroughly explore the topic?  Did the writer provide textual evidence to support what he or she had to say?

Give a score for these three concepts U C AD.  Ten points each.

For homework, please type your paragraph and bring in a polished copy for tomorrow. I expect you to have at least 1 quote in this new draft.   I  ask that you double space the paragraph and create a five pronged rubric ((U)Unity, (C) Coherence, (AD)Adequate development, (P)Punct. and Pitfalls, and quote (Q). Be sure to bring in the original with editor's comments and the notes you were supposed to have taken.

Periods 1,3,7

Today, we will discuss persuasive topics, and I introduce you to Proquest (Sirs), and if time allows, Gale Opposing Viewpoints.

For homework . . . in addition to the paragraph... Write three specific stance statements  for the persuasive topics you might be interested in writing about.  Please avoid the list of topics most commonly done.  Star your favorite of the three if you have a preference.  Remember, the access codes for the various databases are on my English 10 Honors moodle page.

Periods 2,4,6

Homework: Research the good samaritan laws of Indiana, and three other states.  Either choose border states w/ Indiana or state that you hope to travel in or frequently visit.  Take notes over the specifics of each.

T 1/12/2016
ALL classes:
Hand in your paragraph, notes, rough draft, and any prewriting you did.  If you can't print it, e-mail it to me so that I can do this for you.  Or come in before school and print it.  I will not be devoting class time to this process, so be prepared.

Periods 1, 3 7
1.  Hand in your three stance statements today, and I will look them over, and we will start researching tomorrow.

2. We will explore the different research options available a little further.  We will look at the merits of each of the databases.  We will talk about what a database is, and we will look at where to find source information for each of the different databases that will be useful to you.You will practice finding information and take notes over the different databases. 

3.  You will get a copy of the Persuasive Essay Assignment or be directed to an online link of this document.  The expectation is that you should read this carefully. Study it.  Get to know it for the quiz I will give you over this document.

Wed 1/13/2015 PERIODS 1,3,7
1. Today, students will start class by reading the persuasive essay assignment on my moodle page and they will then read the Princeton University source citation link on moodle as well.  Then, students will do a quick search of other universities to see what they have to say on the subject.  If time allows, we will discuss this.  While students read, I will confer with some students regarding the topics they chose and ask some questions and for some clarifications on this topic. 

2. After all issues have been resolved, I will hand back approved topics to students, and students will write down what they were thinking when they chose the topic. This is a pre-writing activity in which students explore what they already know.  Then, they will turn and talk to their neighbor about their topic in a "Here's what I know, and Have you thought about?" activity to generate discussion and hopefully build confidence.

3. I will re-visit Sirs (Proquest) and Gale with the intent of showing the benefits of these two databases and I will give suggestions on how to narrow a search and where to find citation information.

4.  Students will then get the opportunity to research on their own.

HOMEWORK!!!  My expectation is that they collect and READ four to five different articles on their topic or related to their topic by Friday.  Also, I expect students to try to find the call number for a book that is related to their topic in our media center.

Thursday, 1/14/2016Periods 2,4,6
Today, we will discuss the parable of the good Samaritan, then we will discuss the princess Diana tragedy.  Then students will complete the following activities individually in class.

Good Samaritan activity:  Using the Holt, Reinhart, Winston textbook, complete the following activities.
STEP 1: On page 326, read “The Parable of the Good Samaritan,” and answer the following question.
    What does it mean to be a Good Samaritan? 

STEP 2: Read pages 332 and 333 as a reference as you answer the questions.  Then go to page 338 and pre-read the reading check questions so you can be on the lookout for these as you read.

STEP 3: Read “If Decency Doesn’t, Law Should Make Us Good Samaritans” (p. 334) and answer the questions in full sentence smart-answer format.  Be sure to refer back to p. 332-3 for help with language.


Friday 1/15 /2016
Periods 1,3,7
Today, we will continue our research.  We will go to the m.c. to get books.  Then, we will continue our research.
1/5/2016
Today, we will discuss the homework policy, shenanigans reminders, and we will begin a discussion about academic integrity.

Students will turn and talk about:
1. What percentage of students commit some form of academic dishonesty on a weekly basis.
2.  What methods or types of academic dishonesty are most common.

For homework, students will complete the following:

1. On my New Honors moodle page, students will do the following:

         a.  take the WriteCheck online plagiarism quiz.
         b. go to plagiarism.org, and click on Plagiarism 101, then they should take notes over the "What is Plagiarism" and "Prevention" and they should familiarize themselves with the Glossary terms for plagiarism.  For the Glossary they write down a working definition for the ones they do not know.

This will be a graded homework assignment that will most likely lead to a writing assignment and discussion.

1/6/2016-1/7/2016
1. Get the final assessments back and discuss them. 
2. View the exciting conclusion of Julius Caesar .

3.  Discuss the findings of the plagiarism.org activity.

4. Homework: If time does not allow, students will complete this on their own time. 

     A. On my new Honors page, read the following:
Notre Dame Honor Code
Indiana University Academic Dishonesty Breakdown
Harvard Honor Code

    B. Take notes over the similarities and differences between the expectations and rules, etc. of these three different schools. 

    C. Write a paragraph (focus on unity, coherence, and adequate development) in which you explore these similarities and differences and what they might mean.

Possible prompts to get the paragraph off to a good start...if this helps.

       *** After having read these different schools' academic dishonesty information and honor codes, what were some of the most surprising things you saw?

       *** Based on the similarities and differences between these three documents, what are some inferences we can draw about this issue at the various institutions? 

      *** As a student who will most likely go to college what is encouraging or discouraging about the honor codes of these various schools?

As always. . . do your own work, and be sure to provide specific evidence from these websites to illustrate your points.



6. If time allows in class, we will start to read the I.U. Bloomington rules regarding academic dishonesty.




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