May 5, 2016 - Thursday

Reminder: Our exam is Tuesday, May 10, 2016
Time: 8:00-9:45
Location: Our room
You must physically be present the day of the exam if you plan to pass the course - college policy!

Class Work

1. Peer editing activity - you need a paper copy of your problem/solution draft. Listen for instructions. This peer editing activity counts for 15 points of the exam.

2. Adding solutions . . . "Practical Wildlife Management" (paper handout)

What do you know about deer? Are they dangerous? 

Homework

1. Add to your essay. Be sure you have:
A. A clear description of the problem
B. The causes of the problem
C. Solutions to the problem
D. A call to action
 E. Works Cited page in MLA format
F. In-text citations 


Be ready to finish your draft and submit an electronic and paper copy of the final on Tuesday. 

May 3, 2016 - Tuesday

Reminder: Our exam is one week from today.
Time: 8:00-9:45
Location: Our room
You must physically be present the day of the exam if you plan to pass the course - college policy!

Class Work
1. Discussion about the essay - you should have posted the definition/description of your project along with the causes. You should also have the beginnings of a Works Cited page. How is it coming along? Share either the description of the problem or the causes of the problem with the folks at your table. As you listen, ask questions.

2. We will continue watching An Inconvenient Truth and discuss the questions. See the post for last Tuesday if you have lost the questions.

Homework

 Write the Solutions section of your essay. Keep track of your sources. Add to your Works Cited list. Also, present a Call to Action. What do you want the readers to do to help with the solution. Keep in mind that people are mindful of:

• Cost
• Time commitment
• Ease
• Results - will the effort really make a difference?
• Reality...can the problem really be solved?

Add these sections to the first part of your draft and post the extended draft in CANVAS by Thursday. Don't forget the Works Cited page! You will be participating in a peer editing activity on Thursday that counts toward your exam grade. Be ready!

April 28, 2016 - Thursday

Exam News:  Our exam is on Tuesday, May 10, 2016, from 8:00-9:45. Note the early start time. You MUST be physically present on the day of the exam in order to pass the class.

Today we will view An Inconvenient Truth and review the questions.


Homework

1. Identify the problem you will be discussing in the final essay. Tell the reader what it is today. This could be done in a few sentences or in a paragraph or two.

2. Write the "causes" section of the essay. What caused the problem to exist.

Post both in CANVAS along with your Works Cited information to date. Use MLA formatting for this. Remember, www.easybib.com is your friend!

Class Work

1. Finish the "Saving the Songs of the Sea" activity.
2. Look at "The Bounty of the Sea" essay
3. Share homework topics - what interests you? What did you discover.

Exam News:  Our exam is on Tuesday, May 10, 2016, from 8:00-9:45. Note the early start time. You MUST be physically present on the day of the exam in order to pass the class.

For the exam, you will be writing a cause/effect essay. The topic must be related to a problem related to nature. Other topics will not be given credit.

4. An Inconvenient Truth Viewing...

Homework

!.Select your topic and complete a cause/effect graphic organizer. Post in CANVAS and bring the paper copy. If you write on the paper, you can post a photo of your work.

2. Read the instructions for composing a cause/effect essay. http://grammar.ccc.commnet.edu/grammar/composition/cause_effect.htm

Be sure to read the sample essay - Soccer: Why It Can't Make
the Big Time in the U.S.A.
 

• Create a bulleted list of 10 tips for writing an effective cause/effect essay
• Write a paragraph or two explaining if the sample essay was or was not effective in showing the causes and effects of the problem that the sport of soccer faces in becoming a "big time" USA sport. Do you agree or disagree.

April 21, 2016 - Thursday

Class Work

1. Participate in the Mother Nature Talks activity,
2. Participate in the "Saving the Songs of the Sea" activity.
3. Begin watching An Inconvenient Truth.

Questions:

An Inconvenient Truth – Questions

 

After viewing the documentary, answer the following questions.  Post your answers on CANVAS. You do not have to write the questions, but you do need to number your answers.

1.       Why does the film open and close with serene images of nature: lush green leaves and a gently flowing river on a sunny day, followed by Al Gore’s voice-over about this peaceful place? What is the impact on the viewer?

2.       In this film, Gore narrates a moment in 1989 when his six-year-old son dropped his father’s hand, ran into the street, and was severely injured. How does this personal story relate to Gore’s mission?

3.       Much of the film consists of scientific facts and charts. Think back and answer the following:

·         Why do we have global warming?

·         What is the relationship between carbon dioxide and temperature?

·         How does global warming contribute to an increase in the number and severity of storms, hurricanes, tornadoes, and typhoons?

·         How can global warming cause both violent precipitation as well as droughts?

4.       Explain the significance of each of these references from the film:

·         The findings of core drills

·         The thawing of the permafrost, the splitting of the Ward Hunt ice shelf, and the disappearance of the Larson ice shelf

·         The Arctic ice cap disappearing

·         The image of a canary in a coal mine

·         The image of the frog in the cooking pot

5.       Cite three ecological consequences of global warming in the animal and plant communities.

6.       Gore used quotations from several memorable people.  Explain how they apply to the topic of global warming.

·         Mark Twain: “What gets us into trouble is not what we don’t know; it’s what we know that just ain’t so.”

·         Upton Sinclair: “It is difficult to get a man to understand something when his salary depends upon his not understanding it.” Consider citing specific ways that this statement is illustrated throughout this film.

·         Stephen Pacala and Robert Socolow in Science magazine: “Humanity already possesses the fundamental scientific, technical, and industrial know-how to solve the carbon and climate problems.”

7.       Explain the significance of the film’s title An Inconvenient Truth.

Homework

1. Locate, read, and summarize an article related to a problem of nature. Post in CANVAS. Be sure to credit your source. (35 points)

April 19, 2016 - Tuesday

Class Work

1. Presentations: 

• All members of the group must speak
• The presentation must be on CANVAS
• Be sure you note your contribution in your CANVAS space and identify the person who posted.
• As a member of the audience, you need to have a copy of each essay in front of you so that you can look at the examples.
• At the end of each presentation, you need to write a few sentences explaining what effective techniques were used by the author to define the term. (Notecards provided)

2. Peer Editing Activity

• You need a paper copy of your draft.
• Your draft will be read by two editors: Content Editor & GUM Editor
• You will be the Content Editor for one essay and the GUM Editor for another essay.
• Be sure to sign your name on the peer editing sheets!

Homework
1. Revise your definition draft and post the final in CANVAS. This is due on Thursday. No other homework is assigned.

April 14, 2016 - Thursday

Class Work

1. Return to your groups.
2. Review the chosen essay one more time.
3. Create a brief visual on PowerPoint or on Prezi to guide your presentation. You are telling the audience how the author of the essay put it together.
4. Include:

• the term or concept to be defined.
• the author's definition.
• a dictionary definition-include this even if you have to look it up in a dictionary.
• definitions by the group - include this
• examples from the essay showing what the term is.
• examples from the essay showing what the term is not.
• historical references.
• media uses of the term: movies, music, television.
• literary and artistic links.
• the word in the news.
• common beliefs or definitions of the term.
• suggestions for improvement-what else would you like to learn about the term?
• Praise for the author - what was strong about the essay - what did you like?

Note: The essay you are studying may not have all of the above. You must include the items in BOLD.

• First slide: Term and names of group members.
• Slides 2 up to 8 - select from the bullets.
• Last two slides: Suggestions for improvement & Praise for the author

Reminder: All must present. Do include passages from the essay in your presentation to SHOW us what the author did. Do not simply say that the author used examples. Share an example or two.

You have today to work on this. Presentations begin at 8:30 on Tuesday. Be sure your group presentation is posted in CANVAS. Only one person needs to post as long as all names are on the first slide.

If you are NOT the one who posts, type a sentence telling me your topic and the name of the person who posted for the group.

Homework: Complete the draft of your own definition essay. Post it in CANVAS. In addition, bring a paper copy to class or print upon your arrival. This is for a peer editing activity on Tuesday.

This is the graphic organizer you have used in the past.

Chart:

 

Quotations:	The word the media such as movies and music	What it is NOT: (Negative definition and antonyms)
The word in history:	Word/Concept to be defined:       Personal Definition:           Dictionary Definition:	The word in literature and art:
Synonyms:	The word in the news:	How classmates define the word:

April 12, 2016 - Tuesday

Class Work

1. Share your definition chart with others at your table.
2. Interview three classmates. Ask for their definition of your term. Ask if they have any examples or experiences to share. Use the back of the chart to record the responses. Get the correct spelling of the names and ask permission to use their responses in your essay.
3. Review three more sample essays.
"Superstitious Minds"
"A Few of My Favorite Things"
"Rambos of the Road"

• Take the next 12 minutes to scan through the essays.
• Determine which essay you would like to analyze for the class - working with a group.
• Sign your name on the board - Maximum of 6 per group.
• Using the chart as your guide, study the essay together. Fill in each section of the chart as it applies.
• Answer: What strategies did the author use to organize and write the essay?
• What were the strengths?
• What changes should be considered?
• Share your observations with the class. All group members must speak and present part of the presentation.

Chart:

Quotations:	The word the media such as movies and music	What it is NOT: (Negative definition and antonyms)
The word in history:	Word/Concept to be defined:       Personal Definition:           Dictionary Definition:	The word in literature and art:
Synonyms:	The word in the news:	How classmates define the word:

Homework: Write the rough draft of your definition essay. Post it in CANVAS and bring a paper copy to use in a peer editing activity on Tuesday.

April 7, 2016 - Thursday

Class Work

Today you will learn how to write a definition essay.

You have probably raced to the dictionary, yes, that old dusty relic that is taking up space on a bookshelf, and looked up a word. Usually the definition is short and direct. A definition essay adds layers of meaning and understanding to the simple definition in the unabridged or abridged dictionary. The essay gives examples, provides characteristics, and gives the reader a glimpse into the importance of the term to the author. It might also show how, where, and when the term appeared in history, literature, movies, and songs. By the end of the essay, the reader should clearly understand why the term is important.

Let's get started.

Samples and Instructions: http://grammar.ccc.commnet.edu/grammar/composition/definition.htm
We will study the "Yankee" essay.

Here is a video of instructions: https://www.youtube.com/watch?v=thQToDzKDHs

http://www.roanestate.edu/owl/Definition.html

We will study the "Extra Large" essay

Here is one more example: "Bound by Tradition" (This essay would have been terrific with the Body Art unit!)


Next, you need a topic.

1. Generate a list at your table . . . (1 minute and 47 seconds!)
2. Look at these suggestions. Are your topics on the list? http://grammar.about.com/od/developingessays/a/topicsdefinit07.htm

Homework: Select a term to define. Use the chart provided and gather information for your essay. Keep track of your sources! An MLA Works Cited page will be required for this essay.

Bring the paper copy of the chart to class. Feel free to create your own chart and type if you prefer. You can copy/paste the chart below into a Word document and carry on!

The completed chart is due on Tuesday, April 12, 2016.

Name: __________________________________________________________________

Quotations:	The word the media such as movies and music	What it is NOT: (Negative definition and antonyms)
The word in history:	Word/Concept to be defined:       Personal Definition:           Dictionary Definition:	The word in literature and art:
Synonyms:	The word in the news:	How classmates define the word:

 

Write a personal example here:

April 5, 2016 - Tuesday

Class Work

Comparison/Contrast
1. Call up your comparison/contrast essay to use in a peer editing activity. (Two readers)
2.Use the peer editing sheet. (handout)
3. Review the comments and revise your essay. Post the final copy by Thursday, April 7, 2016. We are moving on!

Color Showcase
1. Bring your chairs and form a circle.
2. Be sure you have a copy of your color essay.
3. Look over your essay and select your favorite paragraph or paragraphs to share.
4. Audience - comments are welcomed. Offer praise. Give suggestions.
5. Touch up your draft for homework. Post the revision by Thursday, April 7, 2016.

March 31, 2016 - Thursday

Class Work

1. Review cluster maps and drafts of the Comparison/Contrast essay -

• Write your topic and you name on a post-it and "post it" on the board.
• Work with a partner of like interests and share your graphic organizer.
• Share drafts if you have yours - date due extended to Tuesday, April 5, 2016.

Homework: Write and post the draft of your comparison/contrast essay.

2. Add research to your essay. Look at either the graphic organizer or at the draft and locate areas that would be stronger if you added some expert evidence. For example, if you are comparing something as simple as two shoes, durability might be one of your points. Where could you go to find out about the durability of the soles of the shores or of the materials in the "uppers"? (Activity)

3. Work on details - pick a color - any color! The pre-writing is an in-class activity.

• In two minutes, list all the things that are ________________. (Fill in your color.)
• If your color were a person, what sort of person would it be? (Describe-Introduce!)
• What are some of the things your color can do?
• What famous people like/wear/use your color?
• If your color threw a party, how would it be decorated?
• What powers does your color possess?
• Why do people like/hate your color?
• Historically, where has your color appeared?
• How does your color rank in the news?
• Is your color serious or silly or somewhere in between?

Sample essay: "Why So Blue?" by Peggy Payne (handout)

Now, write your own color essay. Finish for homework. Be ready to share on Tuesday. Post in CAVAS.

March 29, 2016 - Tuesday

Class Work

1. Make your "Rock" comparison/contrast paper visible.
2. Find a partner.
3. Share your essays - 4 minutes each.
4. Discuss:

• Organizational pattern
• Personal opinions about the "best and worst" rock
• Transitions
• Introductions
• Conclusions

5. Effective use of transitions: http://grammar.ccc.commnet.edu/grammar/transitions.htm
Look at:
An Analysis of Coherence - http://grammar.ccc.commnet.edu/grammar/composition/taste/taste2.htm

• Four groups - look at your section of the essay. Determine how the author uses transitions and other writing techniques to "glue" the essay together.

6. Another look at transitions: http://www.smart-words.org/linking-words/transition-words.html Pay attention to the information at the bottom of the page that explains WHERE to use them in writing.

7. Select a topic!  At your table, generate a list of possible topics. (2 minutes!)

• This link offers 40 suggestions. Feel free to use one of those listed. http://grammar.about.com/od/developingessays/a/topicscompcon07.htm
• Here are 50 more! http://homeworktips.about.com/od/essaywriting/a/compare.htm
• Also consider selecting a topic of your own.

8. Look  at two additional examples - handouts -
"The Virtues of Growing Older"
"American Space and Chinese Place"

9. Homework:

• Select your topic of two ___________________.
• Create a chart to use as a visual reminder of the information you plan to include in your essay. The visual should be either point-by-point or topic-by-topic. (See the handout from last Thursday.) You may decide instead to use two mind maps/cluster maps.
• Directions for clustering: http://writing2.richmond.edu/writing/wweb/cluster.html
• Mind Mapping/clustering examples: https://images.search.yahoo.com/yhs/search;_ylt=AwrTcdRlf_pWHTwAnWknnIlQ;_ylu=X3oDMTEyMWZzYzY3BGNvbG8DZ3ExBHBvcwMxBHZ0aWQDQjE3NDdfMQRzZWMDc2M-?p=Clustering+Examples&fr=yhs-mozill
• Write the draft of your essay and post in CANVAS by Thursday, March 31.

March 24, 2016 - Thursday

Class Work
Comparison/contrast essay:

• Two ways to organize - handout
• Two rocks . . . go outside and find two rocks. Listen for the instructions and fill in one of the two charts on the handout.
• Examples & Discussion
• http://www.officeinstructor.com/EssayWriting/EssayPDFs/Neat%20vs%20Sloppy.pdf (Neat people vs. Sloppy People)
• http://grammar.ccc.commnet.edu/grammar/composition/comparison.htm (Shoping in America)

Homework:

Write a brief comparison/contrast paper about your two rocks. Use ONE of the two possible ways to organize your paper. (Point by Point or Topic by Topic)  Make it clear which rock you like the best by your word choices and by your phrases. Be sure to introduce both rocks before jumping into the comparison. In addition, add a few concluding lines.

Reminder: The final draft of your persuasive technology essay is due Tuesday!

March 22, 2014 - Tuesday

Class Work

1.  Peer Editing- two others will read your essay. ach will complete a peer editing sheet:

• You need to make your draft visible on your computer screen or have a paper copy at your desk.
• Sign your name in the "author" spot on the red and on the white peer editing sheets.
• Trade places! Your are now editor. Sign in on one of the two sheets.
• You have 15 minutes to read the essay and complete the peer editing sheet.
• After 15 minutes, you will trade places again. Move to a table far from your home space!
• Sign, read, and respond for 15 minutes.
• Return to your desk. Join in the class discussion.

Learn to write conclusions:

• Handout
•  http://writingcenter.unc.edu/handouts/conclusions/
• http://www.kimskorner4teachertalk.com/writing/sixtrait/organization/conclusions.html (examples)
• http://www.asdk12.org/MiddleLink/LA/writing/StepUp/Writing_Conclusion.pdf (examples)
• http://writingcenter.fas.harvard.edu/pages/ending-essay-conclusions

Homework: Revise your draft. Post the FINAL draft by Thursday, March 24, 2016.

2.

March 10, 2016- Thursday

Class Work & Homework
1. Get ready to write the body of the essay. Here are some tips!
http://grammar.ccc.commnet.edu/grammar/composition/argument.htm
Look at "Cry Wolf," the sample essay at the link. We will work on this in class . Find the claim, reasons, and evidence/proof. Use the paper chart to write your notes. We will begin in class. Finish reading the example and filling in the chart for homework.  Due: Tuesday, March 22, 2016
2. Using your notes as a guide, begin with your introduction and write the body of your essay. Refer back to the Technology: Friend or Foe? assignment sheet. The draft is due on Tuesday, March 22.

Happy Spring! We do not meet next week. Enjoy the time with family and friends.

 
 
 

March 8, 2016 - Tuesday

Class Work

(What did you think about the conclusion of "The Veldt?" How real is too real?)

1. Print a paper copy of the introduction to your "Technology: Friend or Foe" essay and join the circle. If you have the copy on your personal laptop, you may bring it to  the circle instead of a paper copy.

• This is a readers' circle. When it is your turn, read your introduction to the class.
• As a listener in the circle, you need to determine the strategy or strategies used in the introduction.
• You also need to share if you would or would not want to read the rest of the essay and explain why or why not. Provide specifics reasons and give suggestions. What made you want to read on? Or, what would the writer need to do to interest you?

2. Get ready to write the body of the essay. Here are some tips!
http://grammar.ccc.commnet.edu/grammar/composition/argument.htm

3. Develop your essay with claims, reasons, and evidence. (Refer to the chart on the board and refer to the chart.

Claim: (Claim that your chosen technology is a friend or a foe of modern society.)

Why? (This is the question readers will ask. You, the author will answer.)

Because:

Provide at least three reasons.

Reason:

Reason:

Reason:

Facts and Proof!

(Prove that your reasons are valid.   Find experts to support your point of view and cite your sources.)

1.                        Source:	1.                       Source:	1.                       Source:
2.                     Source:	2.                     Source:	2.                     Source:

 4. Look at "Cry Wolf," the sample essay at the link. We will work on this in class on Thursday. Find the claim, reasons, and evidence/proof. Use the paper chart to write your notes. We will begin in class. Finish reading the example and filling in the chart for homework.  Due: Tuesday, March 15, 2016

5. Continue with your research and fill in your own claim/reasons/evidence chart. Post your chart in CANVAS. Due: Thursday, March 10, 2016.

March 3, 2016 - Thursday

Class Work

1. Write your name and your topic on a post-it and post in the pro or con section of the board.
2. Meet in assigned like-groups to discuss what evidence you found to support your point of view. Share sources.
3. Meet with the opposition to explain your point of view. LISTEN to each other then respond.

********************************************************
4. Learn how to write effective introductions.
http://grammar.ccc.commnet.edu/grammar/intros.htm
http://www.butte.edu/departments/cas/tipsheets/style_purpose_strategy/intro_conclusions.html
http://writingcenter.unc.edu/handouts/introductions/

Visual examples:
https://www.youtube.com/watch?v=Rl3O6DMsJgI

Homework:
Select a strategy for writing your introduction and write! Post the introduction in CANVAS. This does not mean that you can't change the introduction once you have finished.

**********************************************

Let's begin "The Veldt" by Ray Bradbury. How real is too real in video games?
https://www.youtube.com/watch?v=erkL_IqlupE

Homework:
Finish "The Veldt". Write a one-page response to the following:

Video games are/are not dangerous. Pick a side. Support your thoughts with evidence from the video and from life experiences.