November 22

Performance Task, Session 3

1. Discussion (10-15 minutes)

In small groups share and discuss your findings from the “Analyzing the Evidence” handout. Based on your discussion, feel free to add to your notes.

2. Begin and complete the essay. (80 minutes)

Directions are in the attached prompt titled, “Your Assignment”

Your Assignment (80 minutes)

Directions:

Take a position and write a multi-paragraph argumentative essay on the prompt below. Use direct evidence from at least three sources to support your argument. One of these sources must be a novel read in your English class.

Prompt: What is it that makes people do evil things?  Is it, as Hobbes would argue, that people are just born evil?  Or is it that people are born basically neutral and are influenced/made evil by the society in which they live?   

November 21

Vocab. #13

ITC’s #4

Performance Task, Session 1

Introduction:

The moral nature of human beings has been contemplated for centuries by scientists and historians, as well as through various works of art, music,  and literature; consensus on human beings’ relative good or evil, or about the factors that influence these, has yet to be achieved.

Your assignment:

You will read four sources, in addition to the literature you have read in this class, and then write an argumentative essay about the nature of good and evil in man.

You will read and view four sources. As you read and view the sources, take notes using the “Analyzing the Evidence” handout. You can refer back to any of the sources as often as you like during all three sessions. Your notes will be the basis for your argumentative essay.

Source 1: “The Milgram Obedience Experiment,” Kendra Cherry, writer and educator

Source 2: “The Stanford Prison Experiment,” Philip Zimbardo, psychologist

Source 3: “The Abu Ghraib Whistleblower,”  Anderson Cooper, CBS reporter

Source 4: “Milwaukee Court Hears ‘Chilling’ Details of Beating,” Eric Ferkenhoff and Rex W. Huppke, staff reporters

HW: Session 2

Connect the notes on the four sources to the literature you have read in this class. Your teacher will specify which texts to consider. Add notes from your class literature to the “Analyzing the Evidence” handout

November 20

Vocab. #13

ITC’s #3

Persepolis:

1. Revise/Edit Your Concession/Conclusion Paragraphs

HW: Retype Essay for Thursday

Lord of the Flies:

1. Final Review
2. Discuss Symbols/Philosophers
3. Part 1 of LotF Final

HW: Make 3x5 Card for Final Exam

November 19

Vocab. #13

ITC’s #2

Persepolis:

1. Concession as a Argumentation Technique
2. Writing a Conclusion
3. Proper In-Text-Citation
4. Revise/Edit Your Concession/Conclusion Paragraphs

HW: Retype Essay for Wednesday

Lord of the Flies:

1. Ch. 12 Quiz
2. Review Maslow’s Hierarchy of Needs/ A Philosophical Approach to Lord of the Flies
3. Freud’s id-Ego-Superego
4. Review/Discuss Ch.12

HW: Begin Studying for Final Exam

November 18

Vocab. #13

ITC’s #1

Persepolis:

1. The Art of Body Paragraph Writing
2. Revise/Edit Your Body Paragraphs

HW: Retype Body Paragraphs for Tuesday

Lord of the Flies:

1. Ch. 11 Quiz
2. Review Maslow’s Hierarchy of Needs/
3. A Philosophical Approach to Lord of the Flies
4. Review/Discuss Ch.11
5. Begin Ch. 12

HW: Finish Reading Ch. 12/ Dialectical Journals w/ Types of Questioning

November 15

Vocab. #12

IQ’s #3

Persepolis:

1. Writing Thesis Statements
2. Writing Introductions
3. Revise Your Thesis and Introduction

HW: Retype Introduction/Thesis for Monday

Lord of the Flies:

1. Revisit Maslow’s Hierarchy of Needs
2. Review/Discuss Ch.10
3. A Philosophical Approach to Lord of the Flies
4. Begin Ch. 11

HW: Finish Reading Ch. 11/ Dialectical Journals w/ Types of Questioning

November 13

Vocab. #12

IQ’s #2

Persepolis:

Reminder- Revise/Edit and Type Argumentative Essay. Post to your blog and print (due yesterday).

1. CFA #3 Pre Test
2. Socratic Seminar/Discussion (Part 2)
3. Begin Persepolis Literature Analysis

HW: Update Socratic Seminar/Discussion Notes

Fill in “Personal/Historic Examples” Column

Lord of the Flies:

1. Revisit Discussion: Is the island an evil place?
2. Close Read: Simon’s Death
3. Who’s to Blame for Simon’s Death?
4. Maslow’s Hierarchy of Needs Activity

HW: Finish Reading Ch. 10/ Dialectical Journals w/ Types of Questioning

November 12

Vocab. #12

IQ’s

Persepolis:

Reminder- Revise/Edit and Type Argumentative Essay. Post to your blog and print due.

1. Finish viewing Persepolis film
2. Revisit Socratic Seminar/Discussion

HW: Update Socratic Seminar/Discussion Notes

Fill in “Personal/Historic Examples” Column

Lord of the Flies:

1. Ch. 9 Quiz
2. Ch. 8 Close Read: The Lord of the Flies
3. Is the island evil? Discussion

November 8

Quiz Time! Study up, we're taking a test in 5 minutes.

Make sure to turn in your Home Reading Log, also.

Persepolis:

1. Finish viewing Persepolis film.

HW: Reminder- Revise/Edit and Type Argumentative Essay. Post to your blog and print out for Tuesday’s meeting.

Lord of the Flies:

1. Review Chapter 7 and 8

• Discuss Dialectical Journal
• Add to Innocent Beginnings

2. Continue Tracking Symbolism in novel
3. Start Reading Chapter 7

HW: Finish Reading Ch. 9/ Dialectical Journals w/ Types of Questioning

November 6

Vocab. #11

QWMA #2 (Quotes with Middle Attribution)

Persepolis:

1. Socratic Seminar/Discussion:

Central Question: Why is Persepolis worth reading? Why should it be taught in 10th grade World Literature?

• Is it possible for the government to control people?
• It is a person's duty to fight for justice.
• Violence is never acceptable.
• Some women choose to wear the veil while others find it oppressive. How does Marji's family experience the veil? What is your opinion of the Islamic dress code and how it is enforced?
• Marji is patriotic and proud of her country's history. Why does she value her country even after the abuses the people suffered first from the Shah and then from the Islamic fundamentalist leaders?
• Why do some societies fall prey to the abuses of an oppressive government? What should happen in society to avoid oppression?
• What is the importance of protest/revolution?

2. Message from CEO Regarding Persepolis

HW: Update Socratic Seminar/Discussion Notes

Fill in “Personal/Historic Examples” Column

Prepare for Tomorrow’s In-Class Essay

Lord of the Flies:

1. Work with Chapter 6

• Discuss Dialectical Journal
• Add to Innocent Beginnings

2. Begin Tracking Symbolism in novel
3. Start Reading Chapter 7

HW: Finish Reading Ch. 7/ Dialectical Journals w/ Types of Questioning

November 5

Vocab. #11

QWMA #1 (Quotes with Middle Attribution)

Persepolis:

1. Chapter Presentations continue:

Savannah and Sharayah/Aaliyah are our chapter experts/instructors!

• Remember to take notes on the information and to add details to your Persepolis handouts.

Also, check out this spreadsheet for links to access past presentations.

2. Socratic Seminar Preparation:

Central Question: Why is Persepolis worth reading? Why should it be taught in 10th grade World Literature?

• Is it possible for the government to control people?
• It is a person's duty to fight for justice.
• Violence is never acceptable.
• Some women choose to wear the veil while others find it oppressive. How does Marji's family experience the veil? What is your opinion of the Islamic dress code and how it is enforced?
• Marji is patriotic and proud of her country's history. Why does she value her country even after the abuses the people suffered first from the Shah and then from the Islamic fundamentalist leaders?
• Why do some societies fall prey to the abuses of an oppressive government? What should happen in society to avoid oppression?
• What is the importance of protest/revolution?

HW: Presentation Notes and Spreadsheet Update
Upload to Blog spreadsheet due Tomorrow! 

Prepare for Socratic Seminar/Discussion

Lord of the Flies:

1. Work with Chapter 5

• Discuss Dialectical Journal
• Add to Innocent Beginnings
• Begin Tracking Symbolism in novel

• Begin Ch. 6

HW: Finish Reading Ch. 6/ Dialectical Journals w/ Types of Questioning