Wednesday, 1/21/09
1. Pass back papers
2. Go over grammar quiz and final essay
3. Read and discuss Whitman's poetry
HW: Bring your bar code to class tomorrow to check out Huck Finn
Thursday, 1/22/09
1. Writing prompt #1: Describe a time you defied authority (and/or did something "outside the box")
2. Discuss binary oppositions and the different ways writers deal with those oppositions
3. Introduce satire and parody
4. Explain assignment (see below)
5. Check out Huck Finn
HW:
Satire analysis
Due: Monday, January 26, 2009
Point value: 35
Select a television program or movie and write an essay that examines how effectively your chosen program or movie uses at least three of the following four techniques of satire:
Exaggeration
To enlarge, increase, or represent something beyond normal bounds so that it becomes ridiculous and its faults can be seen.
Incongruity
To present things that are out of place or are absurd in relation to its surroundings.
Reversal
To present the opposite of the normal order (e.g., the order of events, hierarchical order).
Parody
To imitate the techniques and/or style of some person, place, or thing.
Your essay does not need a thesis, but it does need an introduction in which you provide a brief summary of the program or movie and indicate which current events, cultural phenomena, institutions, traditions, etc. the program or movie satirizes. A conclusion is optional. Your essay should be one page typed, single-spaced, using MLA format (heading and title). Note that egregious sentence-level errors will lower your grade for this assignment.
Friday, 1/23/09
1. Watch a few more sample satires to examine their use of exaggeration, incongruity, reversal, and parody.
2. Introduction to irony
3. Why "Ironic" isn't ironic
4. Pass out Huck Finn reading schedule and explain reading log assignment (see below)
HW: Satire analysis due Monday, 1/26/09. it must be TYPED. It's worth 35 points and it's the first grade of second semester, so make sure to turn it in!
HUCK FINN READING SCHEDULE
Tues, Jan. 27: Section one (chapters 1-3)
Thurs, Jan. 29: Section two (chapters 4-7)
Tues, Feb. 3: Section three (chapters 8-11), PLUS reading log check for sections 1 & 2
Thurs, Feb. 5: Section four (chapters 12-16)
Tues, Feb. 10: Section five (chapters 17-18), PLUS reading log check for sections 3 & 4
Thurs, Feb. 12: Section six (chapters 19-23)
Winter break: No homework if you’re caught up with the
reading!
Tues. March 3: Section nine (chapters 33-38), PLUS reading log check for sections 7 & 8
Thurs, March 5: Section ten (chapters 39-43)
Mon, March 9: Reading log for sections 9 & 10 due
Tues, March 10: First draft of essay due
Thurs, March 12: Second draft of essay due
Friday, March 20: Final version of essay (make sure to submit this to turnitin.com)
*Please note that on the day an assigned section is “due,” there may be a reading quiz on that section. If class discussions are engaged, interesting, and lively, such reading quizzes will not be necessary, as I will interpret that kind of discussion to mean that everyone has done the reading and has something to say about it.
READING LOG(100 points)
While reading Twain's novel, you will keep a log of your journey through it; the log will be divided into ten sections, as listed above in the reading schedule. There are three basic rules to follow for this assignment:
1. Clearly label each entry by section/chapter numbers.
2. Write after every reading assignment. If you wait until the last minute, you will have to pull a heinous all-nighter! Please note that all entries must be typed (single-spaced is okay here) and carefully proofread; you must follow MLA guidelines (heading, citations, use of present tense, etc.)
3. Over the course of the novel, respond to a variety of the components so that by the end of the novel, you will have considered each component several times.
Grades will be based on the thoughtfulness and thoroughness of your responses.
Part I: For each section, choose one of the following themes/social issues.. (Remember, don't keep choosing the same theme or social issue for every entry--diversify!) Type out one passage from the novel (include page number) that clearly illustrates or addresses that theme/social issue. Explain (in a fully developed paragraph) how each passage addresses the particular theme/social issue you've chosen.
THEMES/ SOCIAL ISSUES:
o Individuality vs. conformity
o Tradition vs. self-reliance
o Progress vs. nostalgia
o Appearance vs. reality
o Man vs. society
o Family ties vs. freedom
o Search for identity
o Hypocrisy (of slavery, of “civilized” society)
o religion
o education (intellectual and moral, “school smarts” vs. “street smarts”)
o poverty
o social class
o gender
Part II: For each section, choose two of the following literary terms and type out an example from the novel (include page number) of both of these terms. Briefly explain (in a sentence or two) how the passage illustrates that specific literary term. (Remember--don't keep choosing the same two literary terms for every entry.)
Monday, 1/26/09
1. Turn in satire analysis
2. Grammar yummies (misplaced and dangling modifiers)
3. Censorship and the n-word
HW: See reading schedule
Tuesday, 1/27/09
1. Writing prompt #2: Describe a time when you did something mean to someone else, preferably when you were a little kid (1/2 page)
2. Go over section one--questions? comments? complaints? insights?
3. Prep for this week's SAT vocab (flashcards!)
HW: See above reading schedule
Wednesday, 1/28/09
1, Go over vocab
2. Discuss Huck's voice
3. Contrast Huck's POV with Tom's and the Widow's POV
3. Examine superstitions
HW: See RS (Reading Schedule)
Thursday, 1/29/09
1. Grammar biscuits! (quiz on SV and PA)
2. "Pick a card" oral quiz on Huck Finn sections 1 & 2
3. Compare and contrast the characteristics of Huck and Pap
4. Close reading of Pap's racist tirade
HW: Vocab quiz tomorrow on first set of SAT words (1-15)
Friday, 1/30/09
1. Quick vocab. prep
2. SAT Spring vocab. quiz #1 (plus short quiz on modifiers)
3. Writing prompt #3: What are your views on censorship? Should all speech be "free" speech? Why or why not? (1/2 page)
3. General class discussion
HW: See RS (slackers--catch up on the reading!)
Monday, 2/2/09
1. Writing prompt #4: When you were a little kid, did you ever run away from home? Why? Where? How? (If you don't have a true "runaway story," then you can make something up. ) 1/2 page in journal
2. Grammar treats--linking verbs!
3. Vocab. prep for second set of SAT words (flashcards)
HW: Reading logs for sections 1 & 2 are due tomorrow; you also need to read section 3 by tomorrow, FYI
Tuesday, 2/3/09
1. Turn in reading log for sections 1 & 2
2. Huck Finn reading "check"
3. Look at Huck's version of a girl & discuss
4. In response to Jim's "I's worth 800 dollars," go to human life calculator and discuss the economic value of life
HW: See reading schedule
Wednesday, 2/4/09
1. Guided, extended Writing Prompt #5 (at least one full page))--Use one of the identity categories listed to answer the following questions:
Categories: gender, race/ethnicity, age, religion, family background/name, student, athlete, other (specify)
a. Which category is most prominent to you in terms of your identity? (Do you think of yourself FIRST as a teen or as a girl or as a Christian, for example?)
b. Which category is most prominent to other people when they identify you? (Which do they "see" and react to first?)
c. Which category is least important/prominent to your identity?
d. Which category or aspect of your identity do you feel others most overlook or under-rate?
e. Describe a time when you have been discriminated against or treated unfairly solely on the basis of one or more of these categories.
2. Discuss your responses to these prompts
3. Pass back satire analysis
4. Clarify the difference between "satire" and "parody"
HW: See RS
Thursday, 2/5/09
1. Pass back papers and go over grammatical errors
2. Prep for tomorrow's vocab quiz
3. Review sections 3 & 4 (focus on steamboat wreck, Solomon, fog)
HW: SAT vocab quiz #2 for tomorrow, and be sure to bring your composition notebook--it should be your faithful companion EVERY day!
Friday, 2/6/09
1. Review last week's words and prep for today's quiz
2. Take SAT spring vocab quiz #2
3. Do p. 7 in gray grammar packet (practice SAT sentence improvement, #1-11)
4. Pass back reading logs and clarify some lit terms
NOTE: The reading log for each section is worth 15 points; thus the assignment will be worth a total of 150 points.
5. Distribute map of Huck Finn's journey
HW: MEET IN THE LIBRARY ON MONDAY AND TUESDAY!! Guidance will be working on your schedules for next year. Your reading logs for sections 3 & 4 will still be due on Tuesday, but there will be no reading check until Thursday.
Monday, 2/9/09
Meet in library--guidance presentation all period
HW: See RS. Note that reading logs for sections 3 & 4 are due tomorrow, even though we will again be meeting in library.
Tuesday, 2/10/09
Meet in library again--turn in reading logs for sections 3 & 4. Pay rapt attention to your guidance counselors.
HW: See RS (note: there will be no reading check tomorrow; we will have 1/2 work, 1/2 play in honor of my 40th birthday)
Wednesday, 2/11/09
1. Go over practice SAT set in grey grammar packet
2. Huck Finn Q & A (note: this is NOT a reading quiz)
3. Trace Huck's journey on the map thus far
4. Do the Hustle!
HW: See RS
Thursday, 2/12/09
1. Quick reading check
2. Writing prompt #6: Describe a time when you've been either really cowardly or really brave (1/2 page)
3. Discuss Twain's use of realism, allusion, and parody
HW: No vocab quiz tomorrow because of guidance visits; still bring the comp. notebook as always and check reading schedule
Friday, 2/13/09
1. Writing prompt #7: What sort of religious or spiritual beliefs do you hold, if any? Elaborate for 1/2 page in your notebook
2. Discuss Twain's views on Christianity
3. Painting and poetry parody
4. Vocab bingo with SAT words
HW: Check RS--Happy Break!
Monday, 2/23/09
1. Writing prompt #8 BY REQUEST: What did you do over February break? (1/2 page)
2. Grammar snacks (linking verbs)
3. Discuss concepts of family, mob mentality, and hypocrisy in Huck Finn
4. Prep for SAT vocab set #3
HW: Heads up--there WILL be a WRITTEN reading check tomorrow on section 7. Consult RS for more details. Also, your reading logs for sections 5 & 6 are due.
Tuesday, 2/24/09
1. Turn in reading log for sections 5 & 6
2. Take reading quiz on section 7
3. Go over vocabulary words, set #3
4. Discuss the importance of questioning authority--this is what Twain is trying to do in Huck Finn, so don't you be hating on him!
5. Watch Primetime's revision of the Milgram's experiment
HW: See RS
Wednesday, 2/25/09
1. More grammar yummies (quiz on linking verbs)
2. WP #9: List all the reasons why people obey authority (1/2 page)
3. Finish film on Milgram and Zimbardo experiments
HW: Quiz of redemption tomorrow on sections 1-7 in Huck Finn; KEEP UP WITH THE READING!
Thursday, 2/26/09
1. Reminder: late work is better than no work!
2. Quiz of redemption!
3. De-brief film
4. Prep for tomorrow's quiz (vocab. charades)
5. Generate a list of Huck's singular word choices for tomorrow's activity
HW: Vocab quiz #3 tomorrow; also, see RS
Friday, 2/27/09
1. Quick vocab. review
2. Spring SAT vocab quiz #3
3. Finish diction list and read sample out loud
4. Writing prompt #10: Write about a contemporary person, event, or phenomenon from Huck's POV (one full page in comp. notebook)
HW: See RS
Monday, 3/2/09
1. Pass back reading logs (REMINDER: You can still turn these in late and get half credit, which is better than no credit.)
2. Grammar joy in gray packet
3. Discuss why Huck says he'll go to hell
4. Prep for vocab quiz #4 (spring SAT words)
HW: Reading logs for sections 7 & 8 are due tomorrow; also, keep up with the reading!
Tuesday, 3/3/09
1. Turn in reading logs for sections 7 & 8
2. Review this week's vocabulary
3. Grammar quiz fun
4. Read Douglass's slave narrative
HW: Make sure you are caught up with the reading and make sure to bring your composition notebook to class tomorrow.
Wednesday, 3/4/09
1. Huck Finn reading quiz on sections 8 & 9
2. Writing prompt #11: Describe a time you had a very difficult decision to make--how and why did you decide? (full page)
3. Turn in comp. notebook to blue bin--make sure all entries are numbered clearly
4. Discuss Douglass's narrative; begin reading Jacobs's
HW: See RS (finish Huck!) Note that the reading logs for sections 9 & 10 are not due until Monday, March 9th. You're welcome.
Thursday, 3/5/09
1. Finish reading Jacobs's narrative
2. Respond to study questions re: FD and HJ
3. Read excerpt from Twain's essay, "The Lowest Animal"
4. Finish filling out green map
5. Surprise!
HW: SAT vocab quiz #4 is tomorrow; reading logs for 9 & 10 are due Monday
Friday, 3/6/09
1. Quick vocab prep
2. Take SAT vocab quiz #4
3. Pass back papers and go over the reading quizzes
HW: Reading logs for sections 9 & 10 are due Monday! YAY!
Monday, 3/9/09
1, Turn in reading logs for sections 9 & 10
2. Grammar crumpets (active vs. passive voice)
3. Do a practice SAT (section 9, critical reading)
4. Vocabulary flashcard
NOTE: Instead of an essay on Huck Finn, we're going to have a trial...I'll give you the assignment tomorrow
Tuesday, 3/10/09
1. Go over this week's vocabulary
2. Score SAT section 9
3. Distribute handout on Huck Finn trial (see below) and explain activity
HW: Read the entire handout and determine which role you'd like in the trial.
Trial Activity for Mark Twain’s The Adventures of Huckleberry Finn
Should Huck Finn be required reading for all high school students?
ROLES: Prosecution Team (“Huck Finn should NOT be required”)
Defense Team (“Huck Finn SHOULD be required”)
Court Members (judge, bailiff/jury, jury members)
SCHEDULE:
Day 1: Trial explained and roles assigned. Legal teams brainstorm ideas for witnesses. Court members brainstorm ideas for rules and courtroom procedures.
Day 2: Legal teams establish witnesses and start developing arguments for your case and lines of
questioning for witnesses. Court members should finalize rules and procedures; they should also find out which witnesses each legal team is using so they can begin “witness specialist” research.
Day 3: Witness Disclosure: Opposing sides must present to each other a paper with names of chosen witnesses and the main ideas each witness will try to express. Court members should have documented rules by now and be working on essays, using textual evidence. They should continue “witness specialist” research.
Day 4: Main Argument Disclosure: Opposing sides must present each other a paper which describes at lease three main arguments the team will try to prove in the trial. Court members should continue with responsibilities, including any necessary review of the text.
Day 5: Legal teams rehearse roles. Work further on perfecting arguments and questions. Get absolutely ready and plan costumes with team members. Court members should also plan costumes and should practice courtroom lines and procedures. Court members should continue note taking and ongoing assignments. With the exception of the judge’s and jury members’ essays and the notes on the trial itself, all TYPEwritten work must be submitted to me on this day, so make an extra copy for yourself to use during rehearsal today and on the day of the trial.
Day 6: Court is in session! At the conclusion of the trial, all participants fill out a self-evaluation sheet.
TRIAL FORMAT: Call to Order
Judge enters
Prosecution Opening Statement (2-4 minutes)
Defense Opening Statement (2-4 minutes)
Witnesses for the Prosecution
Witness #1 - Questioning by the Prosecution (3 minutes)
Cross-examination by the Defense (3 minutes)
Re-direct examination by the Prosecution (2 minutes)
Witness #2 - Questioning by the Prosecution (3 minutes)
Cross-examination by the Defense (3 minutes)
Re-direct examination by the Prosecution (2 minutes)
Witness #3 - Questioning by the Prosecution (3 minutes)
Cross-examination by the Defense (3 minutes)
Re-direct examination by the Prosecution (2 minutes)
Witness #4 - Questioning by the Prosecution (3 minutes)
Cross-examination by the Defense (3 minutes)
Re-direct examination by the Prosecution (2 minutes)
Witnesses for the Defense
Witness #1 - Questioning by the Defense (3 minutes)
Cross-examination by the Prosecution (3 minutes)
Re-direct examination by the Defense (2 minutes)
Witness #2 - Questioning by the Defense (3 minutes)
Cross-examination by the Prosecution (3 minutes)
Re-direct examination by the Defense (2 minutes)
Witness #3 - Questioning by the Defense (3 minutes)
Cross-examination by the Prosecution (3 minutes)
Re-direct examination by the Defense (2 minutes)
Witness #4 - Questioning by the Prosecution (3 minutes)
Cross-examination by the Defense (3 minutes)
Re-direct examination by the Defense (2 minutes)
GROUP RESPONSIBILITIES:
Prior To Trial: Prepare an overall strategy for your case. Select appropriate witnesses. Design questions and responses for your own witnesses as well as cross-examination questions for opposing witnesses, using solid references with page numbers from the text. Plan opening and closing speeches so that they articulate key points and are persuasive. Present a paper to the defense that identifies witnesses, main points your witnesses will be making, and overall main arguments in your case. Rehearse your roles! Make sure everyone is prepared for the trial on the opening day!
During the trial: Present your case, including your opening and closing speeches, questions by lawyers, and witness testimonies. Make sure your team is quiet, attentive, and orderly during the trial. Make sure they are ready to perform when necessary. Dress in the appropriate costume.
After The Trial: Each person will fill out a self-evaluation sheet. Court members will help me evaluate trial participants.
INDIVIDUAL ROLES AND RESPONSIBILITIES:
Lawyer with Opening Statement (1 person)
Write and present a speech (between two and four minutes long) in which you highlight the main points of your team’s case. You need to paint a critical picture of Chris McCandless. Your speech should be clear, organized, persuasive, and WELL-REHEARSED. Turn in your written speech (typed, double-spaced) on the day before the trial.
Lawyer with Closing Statement (1 person)
Write and present a speech (between two and four minutes long) in which you summarize the main points of your case. You need to convince the jury to believe your portrayal of Chris McCandless and your view of the decisions he made. Your speech should be clear, organized, persuasive, and WELL-REHEARSED. Turn in your written speech (typed, double-spaced) on the day before the trial.
Lawyers who prepare questions for your own witnesses (4)
Create a series of questions to ask your witness to prove your point. You will work closely with your witness (and lawyers making opening and closing statements) to plot your strategy and determine what information is important to be revealed through your questions. Utilize the three minutes to the fullest. Practice asking and answering questions in advance so your presentation is persuasive and WELL-REHEARSED. Maintain eye contact with the jury and others in the courtroom. Together with your witness, you will turn in one document that includes the prepared questions and detailed answers on the day before the trial.
Lawyers who prepare cross-ex questions for the defense witnesses (2)
Prepare lines of questioning for two opposing witnesses to prove that their testimonies are invalid or flawed in some way. Remember that an opposing witness will be reluctant to give answers that support your side. Carefully craft your questions so that each opposing witness offers information or opinions that help your side. You don’t rehearse with the opposing witnesses; the aim is to design questions that may catch each witness off-guard as well as show flaws in the defense’s case. (Try to come up with good, on-the-spot, follow-up questions during the trial.) Turn in your questions, potential follow-up questions, and a brief summary of expected responses (all typed) on the day before the trial.
Witnesses who support your premise that McCandless should be condemned for his actions (4)
Decide what character you should be. Ideas for witnesses include: a family member; a friend from his high school track team or college; a person he befriended during his travels; James Gallien (the accomplished outdoorsman/ electrician who picked up McCandless in Alaska); Ken Thompson (or one of the other moose hunters) who found McCandless’s body; a wilderness expert; a writer, psychologist, or other “expert” who reveals that McCandless made poor decisions.
If you are a character from the book, be consistent with the comments that character makes. Even though you may have to be inventive to develop your demeanor and presence for the trial, don’t lie or stretch how Krakauer portrays the character. For characters you invent, develop a persona having specific expertise so that you come across as a credible witness. Do outside research to substantiate your knowledge as an “expert witness.” In addition to the typed questions and answers you and your lawyer will submit, you need to submit a typed (one page, double-spaced) profile of your character, including all pertinent biographical information, due on the day before the trial.
DEFENSE TEAM
“McCandless should be praised.”
GROUP RESPONSIBILITIES:
Prior To Trial: Prepare an overall strategy for your case. Select appropriate witnesses. Design questions and responses for your own witnesses as well as cross-examination questions for opposing witnesses, using solid references w/ page numbers from the text. Plan opening and closing speeches so that they articulate key points and are persuasive. Present a paper to the prosecution that identifies witnesses, main points your witnesses will be making, and overall main arguments in your case. Rehearse your roles! Make sure everyone is prepared for the trial on the opening day!
During the trial: Present your case, including your opening and closing speeches, questions by lawyers, and witness testimonies. Make sure your team is quiet, attentive, and orderly during the trial. Make sure they are ready to perform when necessary. Dress in the appropriate costume.
After The Trial: Each person will fill out a self-evaluation sheet. Court members will help me evaluate trial participants.
INDIVIDUAL ROLES AND RESPONSIBILITIES:
Lawyer with Opening Statement (1 person)
Write and present a speech (between two and four minutes long) in which you highlight the main points of your team’s case. You need to paint a positive picture of Chris McCandless. Your speech should be clear, organized, persuasive, and WELL-REHEARSED. Turn in your written speech (typed, double-spaced) on the day before the trial.
Lawyer with Closing Statement (1 person)
Write and present a speech (between two and four minutes long) in which you summarize the main points of your case. You need to convince the jury to sympathize with your portrayal of Chris McCandless. Your speech should be clear, organized, persuasive, and WELL-REHEARSED. Turn in your written speech (typed, double-spaced) on the day before the trial.
Lawyers who prepare questions for your own witnesses (4)
Create a series of questions to ask your witness to prove your point. You will work closely with your witness (and lawyers making opening and closing statements) to plot your strategy and determine what information is important to be revealed through your questions. Utilize the three minutes to the fullest. Practice asking and answering questions in advance so your presentation is persuasive and WELL-REHEARSED. Maintain eye contact with the jury and others in the courtroom. Together with your witness, you will turn in one document that includes the prepared questions and detailed answers on the day before the trial.
Lawyers who prepare cross-ex questions for the prosecution witnesses (2)
Prepare lines of questioning for two opposing witnesses to prove that their testimonies are invalid or flawed in some way. Remember, that an opposing witness will be reluctant to give answers that support your side. Carefully craft your questions so that each opposing witness offers information or opinions that help your side. You don’t rehearse with the opposing witnesses; the aim is to design questions that may catch each witness off-guard as well as show flaws in the prosecution’s case. (Try to come up with good, on-the-spot, follow-up questions during the trial.)
Turn in your questions, potential follow-up questions, and a brief summary of expected responses (all typed) on the day before the trial.
Witnesses who support your premise that McCandless should be praised for his actions (4)
Decide what character you should be. Ideas for witnesses include: Jon Krakauer (author); a family member; Jan Burres (40-year-old McCandless met while traveling around the West); Ronald Franz (80-year-old from outside of Palm Springs), Wayne Westerberg (friend from South Dakota who runs grain elevator); any of the writers that McCandless read and respected (e.g., Jack London, Thoreau, etc.); Chris McCandless (represent him during a particular period in his life or have him “look back” on his life) , or another witness who is appropriate.
If you are a character from the book, be consistent with the comments that character makes. Even though you may have to be inventive to develop your demeanor and presence for the trial, don’t lie or stretch how Krakauer portrays the character. For characters you invent, develop a persona having specific expertise so that you come across as a credible witness. Do outside research to substantiate your knowledge as an “expert witness.” In addition to the typed questions and answers you and your lawyer will submit, you need to submit a typed (one page, double-spaced) profile of your character, including all pertinent biographical information, due on the day before the trial.
COURT MEMBERS
GROUP RESPONSIBILITIES:
As a group, you are responsible for developing courtroom rules to ensure that both sides have a fair chance to be heard. You are also responsible for evaluating the trial teams’ ability to convince you to take their side and for deciding the verdict of the case. Each of you must be a “witness expert” about whom you need to write a page (this can be done in class and therefore handwritten). Your main responsibility is to write two essays: one in praise of McCandless and the other criticizing him for his actions. Each essay should be 1-2 pages of length, typed, double-spaced (maximum of 4 pages total); these will be due on the day before the trial. Use evidence from the book to support your claims in your essays. Cite from the text at least twice in each essay, with page numbers in parentheses. In addition, you are responsible for turning in a daily journal on the day of the trial which includes notes that help you to determine the verdict.
Prior to the trial: Create rules for courtroom conduct. The rules should ensure fairness and provide appropriate disciplinary measures for violations. Designate appropriate punishments for inappropriate courtroom conduct--first, second, and third offenses. Create rules for objections and when a judge should sustain or overrule them. Write rules visibly on poster paper. (Get them approved by Ms. De Soto first.) As a group, determine who will research the different prosecution and defense witnesses so you can be “witness experts” during the trial. Judge, do your own research and consult with all court members prior to the trial so you are an expert on all of the witnesses. Turn in essays (described above) on the day before the trial.
During the trial: See that your rules are followed and administer disciplinary measures as appropriate. Listen objectively to the cases presented by each team of lawyers and take notes throughout the trial so you can make a well-informed decision. When there are objections about a witness’s testimony, the judge should swiftly and effectively sustain or overrule each objection. (Again, Judge, you are to be an “expert” on all witnesses from the text.) You will come to a decision based upon the information presented in the trial, which might not be your personal opinion.
After the trial: Each person will fill out a self-evaluation sheet and turn in the notes taken at the trial.
INDIVIDUAL ROLES AND RESPONSIBILITIES:
Judge
Be knowledgeable about the text and about witnesses that are to be summoned for trial. With the help of other court members, answer any questions about witnesses or about the text. Help create courtroom rules and a poster of those rules. Be VERY knowledgeable of rules during the trial. Answer any questions about rules. Preside as judge at trial. Ensure that trial runs smoothly, in a timely manner, and without interruptions. When lawyers make “objections,” you must react quickly to “sustain” or “overrule” them. With help of court members, you should also make detailed notes of any discrepancies or inconsistencies concerning witnesses. In a case of tie by the jury, you will make the deciding vote. To make the final decision with the jury members, you will share your detailed journal notes with other court members during deliberation. Write two essays as described above, due the day before the trial. Turn in all trial notes and complete a self-evaluation after the trial.
Bailiff/Jury Member
Be knowledgeable about the text and about witnesses that are to be summoned for trial. Be a “witness specialist” for at least 1-2 of the witnesses, by researching and taking notes on all references in the text to that character before the trial begins. With the help of other court members, answer any questions about witnesses or about the text. Help create courtroom rules and a poster of those rules. Be knowledgeable of rules during the trial. At the opening of trial, make the call to order and ask the court to rise as judge enters. Explain courtroom rules after judge is seated. Help enforce courtroom rules. Swear in all witnesses (on a dictionary or lit book). With help of court members, you should also make detailed notes of any discrepancies or inconsistencies concerning witnesses. Meet with fellow jury members and judge to make a decision. To make the final decision with the jury members, you will share your detailed journal notes with other court members during deliberation. Write two essays as described above, due the day before the trial. Turn in all trial notes and complete a self-evaluation after the trial.
Foreperson/Jury Member
Be knowledgeable about the text and about witnesses that are to be summoned for trial. Be a “witness specialist” for at least 1-2 of the witnesses, by researching and taking notes on all references in the text to that character before the trial begins. With the help of other court members, answer any questions about witnesses or about the text. Help create courtroom rules. Be knowledgeable of rules during the trial. With help of court members, you should also make detailed notes of any discrepancies or inconsistencies concerning witnesses. Share detailed journal notes with fellow court members during deliberation. After meeting with fellow jury members to make your decision, you will present your verdict to the courtroom with an explanation of why you decided the way you did. (In case of a tie, you will consult with the judge first, who will make the deciding vote.) Write two essays as described above, due the day before the trial. Turn in all trial notes and complete a self-evaluation after the trial.
Jury Members
Be knowledgeable about the text and about witnesses that are to be summoned for trial. Be a “witness specialist” for at least 1-2 of the witnesses, by researching and taking notes on all references in the text to that character before the trial begins. With the help of other court members, answer any questions about witnesses or about the text. Help create courtroom rules. Be knowledgeable of rules during the trial. With help of court members, you should also make detailed notes of any discrepancies or inconsistencies concerning witnesses. Share detailed journal notes with fellow court members during deliberation. After meeting with fellow jury members to make your decision, you will present your verdict to the courtroom with an explanation of why you decided the way you did. (In case of a tie, you will consult with the judge first, who will make the deciding vote.) Write two essays as described above, due the day before the trial. Turn in all trial notes and complete a self-evaluation after the trial.
This assignment is worth 100 points. Your grade will be based on your level of effort, preparedness, thoroughness, organization, and group cooperation/teamwork.
Legal team members should strive for an excellent performance, addressing these questions as you
prepare for and perform during the trial:
• Do you contribute your best effort to the trial preparations? Do you help your team work together well?
Do you do an equal share of the work? Do you use your time wisely in class? Does everyone work to make
sure that your disclosure paper is ready to share with the opposing team on Day Three?
• Are you in costume and in character? Are you passionate or and you “get into” your role?
• If you have a speaking role, is your speech/line of questions/answers well-prepared and WELL-REHEARSED? Do you raise quality arguments? Is your presentation polished? Do you speak with appropriate rate and volume? Do you have eye contact with the jury? Do you use the full time allotted?
• Do you have proper conduct? Do you pay attention during the trial? Do you enhance the flow of the
trial? (If you disrupt or impede the trial because of rude or disruptive behavior, your grade will be lowered.)
Court members should strive for an excellent performance, addressing these questions as you prepare for
and perform during the trial:
• Are the rules clear and effective? Does your group determine how the judge will rule on objections that
may arise? Does your group create the rules for appropriate courtroom conduct? Does your group create
disciplinary measures for violations of the rules? Are the disciplinary violations appropriate? Are the rules
and disciplinary measures designed to help make the flow of the trial smooth and efficient? Do they ensure
appropriate courtroom conduct? Are they written and posted in a fashion so that everyone can see them?
Does your group organize in advance how rules will be enforced (so that everyone knows who will do what
during the trial)? Do you review your rules and disciplinary measures with Ms. De Soto before the trial?
Does each individual in your group put forth his/her best effort?
• During the trial does everyone in your group take responsibility to see that rules are enforced? Do you
pay attention during the trial? Do you ensure that the trial proceeds in a timely manner without problems or
unnecessary interruptions? Does the judge rule efficiently and fairly on objections? Is everyone prepared to
be a witness expert so that the judge may consult you if needed during the trial?
• Do you use your time wisely in class to work on your essays and witness research? Are your essays well-
written? Is each essay between one and two pages in length (typed, double-spaced)? Does each essay contain
good points supported with solid reasoning and specific examples from the book?
Good luck!
Wednesday, 3/11/09
1. Meet in assigned groups and cast parts for trial
2. SAT essay prep
3. Practice essay, outline form
NOTE: Tomorrow and Friday, we're meeting in the library lab. All written work for the trial is due on Wednesday, March 18th; the trial begins Thursday, the 19th.
Thursday, 3/12/09
Meet in library lab--work on trial all period
HW: Study for SAT vocab quiz #5--you'll be taking it tomorrow, in the library lab, near the end of the period. YAY!
Friday, 3/13/09
1. Vocab review
2. Pass back SAT essay outlines and go over strategies for your big day tomorrow
3. Work on trial
NOTE: Vocab quiz #5 has been postponed until Monday the 16th. Happy weekend!
Monday, 3/16/09
1. Check in and process what's been going on in our community
2. Work on trial
NOTE: The vocab. quiz has been postponed until next week. The trial will still start this Thursday, which means all written work (with the exception of the jury's notes) is due this Wednesday. Bring two copies so I can look one copy over and you can rehearse with the other copy.
MAIN POINTS OF PROSECUTION:
1. Huck Finn uses racist language
2. Huck Finn promotes stereotypes
3. Huck Finn does not generate student interest--there are other novels that can cover the same curriculum
MAIN POINTS OF DEFENSE:
1. LGHS should not support any form of censorship
2. Huck Finn is a classic piece of literature; it's foundational in the American literature curriculum and irreplaceable
3. Huck Finn is not racist
Tuesday, 3/17/09
Meet in library lab and work on trial
NOTE: Because of today's extended assembly, there will be no written work due tomorrow; it will be due Thursday instead, the day of the trial. Meet in library lab tomorrow to work on speeches, essays, questions, and testimonies.
FYI: I found a really good essay that both sides would find helpful. It's "Racism and Huckleberry Finn: Censorship, Dialogue, and Change" by Alan Webb. I HIGHLY recommend itl
Wednesday, 3/18/09
NOTE: FAIRLY RADICAL CHANGE IN SCHEDULE DUE TO RECENT EVENTS
Today is the last day you will have time in the library lab to work on research and writing. ALL written work except jury notes is now due at the BEGINNING of the period on TUESDAY, MARCH 24. BRING TWO COPIES OF YOUR WORK. Between now and then, we're going to work on the EAP (Early Assessment Program). SAT vocab quiz #5 will be given this Friday, March 20; the EAP will be given Monday, March 23, "dress rehearsal is on Tuesday, March 24 (the same day all written work is due), and the trial starts Wednesday, March 25. Given the extended deadline, i expect to see a REALLY good show. Remember, the winning team earns 5 points of extra credit!
Thursday, 3/19/09
1. Watch videos justifying our prep for the EAP essay
2. Read sample EAP prompts and essays
3. Work on practice prompts
HW: Study for SAT vocab quiz #5; write an intro paragraph for one of the EAP prompt (see blue sheet)
Friday, 3/20/09
1. Turn in EAP intro paragraph
2. Prep for vocab quiz #5
3. Take vocab quiz #5
4. Work on EAP essay prompt #1--remember, you want to organize your essay, qualify your response to the prompt (i.e., either partially or fully disagree with the author's argument), and write a LOT. Here is the template I was talking about in class today:
He/She claims that __________, and I have mixed feelings about it. On the one hand, I agree that ____________. On the other hand, I still insist that ______________.
HW: All type-written work for the trial is due at the BEGINNING of the period on TUESDAY--bring TWO copies.
Monday, 3/23/09
EAP essay all period
HW: All type-written work for the trial (except jury notes) is due TOMORROW, at the BEGINNING of the period. All lawyers and witnesses should bring in two copies of your speech or "script" (Q & A) so that I have my own copy and you can use the extra copy to rehearse your parts.
Tuesday, 3/24/09
1. Turn in one copy of written work for trial
2. Go over basic logistics & trial format
3. Practice, practice, practice!
HW: Trial is in session TOMORROW--wear the appropriate attire and really get "into " your roles. Remember, the winning side earns 5 extra credit points!
Wednesday, 3/25/09
TRIAL IS IN SESSION TODAY AND TOMORROW--YOU MUST DRESS IN COSTUME BOTH DAYS. BE PROFESSIONAL!
Thursday, 3/26/09
Day two of the trial
Friday, 3/27/09
1. Third and final day of trial
2. Jury deliberation and verdict
3. Self-evaluation sheet
HW: Fill out personality test
Monday, 3/30/09
Guidance presentation on True Colors personality profiles all period
HW: Read NY Times article on social class in America (for those of you who were absent today, go online and search for "When the Jones Wear Jeans" by Jennifer Steinhauer
Tuesday, 3/31/09
1. Debrief "True Colors" presentation
2. Go over words for comprehensive vocab. quiz on Friday
3. Examine article on social class
Wednesday, 4/1/09
1. Finish discussion on Steinhauer's article
2. Go to library lab and explore "People Like Us" website
3. Writing prompt #1 (full page): How do you use stereotypes and how do people use stereotypes on you?
Thursday, 4/2/09
1. Debrief yesterday's activity and discussion
2. Distribute handout on privilege and poverty
3. On a separate sheet of paper, respond to three items about privilege and three items about poverty
4. Watch clip on stereotyping and self-fulfilling prophesies
HW: Comprehensive vocabulary test tomorrow on the Spring SAT words
Friday, 4/2/09
1. Play vocab bingo
2. Take vocab comprehensive test (35 out of 75 words)
Monday, 4/13/09
Welcome baaaack!
1. Check out The Great Gatsby
2. Explain vocab & writing components
3. Do "carousel" activity about social class, marriage, etc.
4. Go over the basic outline of Fitzgerald's novel
HW: Read chapter 1 for tomorrow, 4/14/09.
3. Learn a new routine!
NO HOMEWORK. HAPPY SPRING BREAK! I do need you to bring your barcode to class on Monday to check out The Great Gatsby.
Tuesday, 4/14/09
1. Distribute Gatsby schedule & vocab "helper"
2. General Q & A on ch. 1 PLUS Sparknotes...LIVE!
3. Draw 4 metaphors that you and your group find in ch. 1
HERE IS THE READING SCHEDULE FOR GATSBY...
Mon, April 13: Intro to The Great Gatsby; explain response papers; do carousel activity
Tues, April 14: Discuss chapter 1 of Gatsby
Thurs, April 16: Discuss chapter 2 of Gatsby
Fri, April 17: Gatsby vocab. quiz #1; TBA
Tues, April 21: Discuss chapter 3 of Gatsby (response papers for chapters 1 & 2 due; be prepared for a reading check as well)
Thurs, April 23: Discuss chapter 4
Fri, April 24: Gatsby vocab quiz #2; TBA
Tues, April 28: Discuss chapter 5 (response papers for chapters 3 & 4 due)
Wed, April 29: NO ENGLISH CLASS *STAR TESTING* special schedule (meet with odd-numbered classes only)
Thurs, April 30: *STAR TESTING* special schedule (meet with even-numbered classes only); discuss chapter 6 (reading check)
Fri, May 1: Gatsby vocab quiz #3; TBA
Tues, May 5: Discuss chapter 7 (response papers for chapters 5 & 6 due)
Thurs, May 7: Discuss chapter 8
Fri, May 9: Gatsby vocab quiz #4, TBA
Tues, May 12: NO ENGLISH CLASS *STAR TESTING* special schedule (meet with odd-numbered classes only)
Wed, May 13: Discuss chapter 9 (response papers for chapters 7 & 8 due; reading check); prep for Gatsby in-essay
Thurs, May 14: *STAR TESTING* special schedule (meet with even-numbered classes only); response papers for chapter 9 and overall review of novel due; Gatsby in-class essay all period
Fri, May 15: Physics field trip--TBA
NOTE: Type out and beautify your in-class essay over the weekend and turn in a hard copy on Mon, May 18 AND submit your typewritten essay to turnitin.com
Wednesday, 4/15/09
1. Finish metaphor drawings
2. Response to Gatsby carousel activity
HW: See schedule above
Thursday, 4/16/09
1. Review definitions for tomorrow's vocab quiz
2. Finish discussion on "carousel" topics
3. Examine metaphor drawings
4. Watch film excerpt
HW: Great Gatsby vocab quiz #1 tomorrow; also see schedule
Friday, 4/17/09
1. Prepare for vocab quiz
2. Take vocab quiz (Gatsby, set #1)
3. Kinesthetic activity
HW: See schedule
Monday, 4/20/09
1. Grammar grub--active vs. passive voice (aka "chip" vs "wet noodle")
2. Watch film excerpt of ch. 2 and discuss
3. Watch Trapt's Hollow Man video, an extended allusion to T. S. Eliot's "The Hollow Men" (1925)
HW: Response journals for ch. 1 & 2 due; reading check for ch. 1-3 tomorrow as well
Tuesday, 4/21/09
1. Turn in response journals for ch. 1 & 2
2. Take reading quiz on ch. 1-3
3. Listen to Marlon Brando read "The Hollow Men"
4. Get into groups and write down the following: 5 images from Eliot's poem that reinforce this idea of "hollowness" and 5 interesting, insightful questions about the poem (no "no, duh" questions!)
HW: See schedule
Wednesday, 4/22/09
1. Discuss "The Hollow Men" based on your questions from yesterday
2. Watch film excerpt of Nick's first party at Gatsby's
3. Compare and contrast the party in Myrtle's apartment with the party at Gatsby's mansion (see back side of blue chart)
HW: Finish chart on parties; be prepared to discuss ch. 4
Thursday, 4/23/09
1. Writing prompt #2: Describe a time when you've been bossed around or bossed others around (1/2 page)
2. Get blue worksheet stamped
3. Delve into more details about the parties, using the following categories: food, music, decor, guests' appearance, guests' behavior, amenities, improprieties, formality, time, length, conversations, accidents, mishaps, acts of violence, "phoniness factor"
4. Quick vocab prep for tomorrow
HW: Study for quiz on Gatsby vocab set #2
Friday, 4/24/09
1. Take vocab quiz
2. Examine the similarities between what appear to be such radically different parties
3. Watch film excerpt
4. Turn in blue C & C worksheet
HW: See schedule
Monday, 4/27/09
1. Plug for Link Crew (applications due Friday, May 1--try out!)
2. Prep for the objective portion of the CSU's EAP test that you'll take on Wednesday the 29.
3. Pass back Gatsby response papers 1 & 2 w/ commentary
HW: Response papers for ch. 3 & 4 due tomorrow; read ch. 5 for tomorrow as well.
Tuesday, 4/28/09
1. Turn in response papers for ch. 3 & 4
2. STAR test fun
3. Vocab prep
4. Watch excerpt of film
HW: Special STAR test schedule for tomorrow & Thursday--GOOD LUCK!
Wednesday and Thursday, 4/29 and 4/30/09
STAR TESTING
HW: Study for Friday's vocab quiz
Friday, 5/1/09
1. Quick vocab prep
2. Take Gatsby vocab quiz #3
3. Do a close reading of Gatsby's guest list
4. Watch film excerpts
HW: See schedule
Monday, 5/4/09
1. Gatsby vocab prep, set #4
2. Read David Foster Wallace's article on "default settings"
3. WP #3: Respond to Wallace's article--half-page
HW: Response papers for ch. 5 & 6 are due tomorrow; make sure to read ch. 7 for tomorrow as well
Tuesday, 5/5/09
1. Turn in response papers for ch. 5 & 6
2. Go over this week's vocab
3. Watch film excerpt
4. Work on "car accidents" chart--see pp. 58, 66, 82, & 145
HW: See schedule
Wednesday, 5/6/09
1. Writing prompt #4 (half page): Write about an experience involving a car.
2. Finish "accidents" chart and discuss
3. Examine America's "Car Culture"--then and now
HW: See schedule
Thursday, 5/7/09
1. Tough love lecture on your writing--I want your response papers on Gatsby to be INTERESTING and WELL-WRITTEN. I want to know your thoughts, questions, complaints, and comments. I do NOT want ANY summary.
2. Proofread and edit your papers on chapters 5 & 6--you have until Monday to resubmit your work. Make sure to attach your original version to the revised one
HW: Study for Gatsby vocab quiz set #4; see schedule
Friday, 5/8/09
1. Writing prompt #5 (FULL page): "Three roses, three thorns" from this week
2. Quick vocab prep.
3. Gatsby vocab quiz #4
4. Word games
HW: Revised version of chapters 5 & 6 RPs due Monday; see schedule
Monday, 5/11/09
1. Turn in revisions
2. Finish watching film of Great Gatsby
3. Fill out "symbols" and "cast the stars" worksheet--turn in on Wednesday the 13th
HW: See schedule
Tuesday, 5/12/09
no class--special STAR schedule
Wednesday, 5/13/09
1. Get worksheet stamped
2. Clarify schedule changes
3. Discuss themes in Gatsby in preparation for tomorrow's in-class essay
HW: Response papers for ch. 7 & 8 can be turned in tomorrow with no penalty; revised version of in-class essay due Mon, 5/18; responses papers 9 & 10 for Gatsby due Tues, 5/19
Thursday, 5/14/09
1. Turn in response papers for ch. 7 & 8 if you haven't already
2. In-class essay fun for the whole period!
HW: Revised version of in-class essay due Mon, 5/18; response papers 9 & 10 for Gatsby due Tues, 5/19
Friday, 5/15/09
Great America day for physics students - word games for us
HW: Revised version of in-class essay due Mon, 5/18; response papers 9 & 10 for Gatsby due Tues, 5/19
Monday, 5/18/09
1. Peer review revised Gatsby essay
2. WP #6 (half-page): To what extent have you and your family achieved the "American Dream"?
3. Read excerpt from Fear and Loathing in Las Vegas
HW: Response papers 9 & 10 for Gatsby due tomorrow; REVISED Gatsby essay due Wednesday, 5/20--submit to turnitin.com by 11:59 pm on the 20th.
Tuesday, 5/19/09
1. Turn in response papers 9 & 10 for Gatsby
2. Finish Fear and Loathing excerpt and discuss
3. Check out Tuesdays with Morrie
HW: Final version of Gatsby essay due tomorrow; submit to turnitin.com by 11:59 pm tomorrow night
Wednesday, 5/20/09
1. Turn in final version of Gatsby essay--attach the 1st and 2nd versions to the back. NOTE: Because of turnitin.com problems, you have until 11:59 pm TOMORROW night to submit your work.
2. Fill out class evaluations
3. Read section 1 of Tuesdays with Morrie and explain discussion journal--write two entries for section 1
HW: Read section 2, pp. 26-54, for tomorrow and write 3 entries
Thursday, 5/21/09
1. Turn in Gatsby essay
2. Read TWM aloud to p. 38
3. Begin mini-unit on positive psychology
HW: Read section three, pp. 55-79; write 3 entries
Friday, 5/22/09
1. Writing prompt #7 (half-page): Write your "living funeral," using Morrie's gathering as an example
2. Continue working on positive psychology unit
HW: Read section 4, pp. 80-108, and write 3 entries for Wednesday, 5/27/09--this means that technically, you have no homework over the three-day break. There is nothing due on Tuesday the 26th, the day we get back. Have a good weekend!
Tuesday, 5/26/09
1. Follow up with short-term intentions--did you honor your commitment?
2. A note about the end of the year and the final exam
3. "Amnesty" time/work on TWM
HW: Tomorrow I will check to see that you have completed 11 entries in your TWM discussion journal. Also, those of you missing work have VERY few days left to make it up. Remember the power of F!!!
Wednesday, 5/27/09
1. Turn in your TWM disc. journal for a "process" grade
2. Timed Writing Prompt #8: For four minutes, write down everything that makes you happy--write whatever comes to mind, big and small things. Turn off the editor.
3. Explain final. Go to http://www.youtube.com/results?search_type=&search_query=imagine+it+2007&aq=f to get an overview of the project. In groups of 4, you will make a 2-4 minute video of what you did with your post its that added value (however you define "value); individually, each member of the group will TYPE a two-page response paper (double-spaced) describing his or her experience during this project. The video and response paper are both due Wednesday, June 3. Remember to pace yourself well in these final days. The TWM discussion journal is due the day before the final, on Tuesday (ha!), June 2--20 entries total.
Thursday, 5/28/09
1. Clarify final project (see below)
2. Continue unit on positive psychology
3. Writing prompt #9 (timed): Write down everything you appreciate; write down all the ways in which you are a giver.
HW: TWM disc. journal due Tues, 6/2; final project due Wed, 6/3
Imagine it! Post-it note project—video and response paper (200 points total)
Directions for video: In your team of four, you will create a way by which you can add “value” to the world using only the humble pack of Post-It notes you’ve been given. As a team, you will make a video between two and four minutes that documents what you did with the Post Its to add value—remember that the definition of “value” is something that your team must decide for itself (possible choices include financial, psychological, emotional, intellectual, political, social, cultural, and spiritual).
On Wednesday, June 3, each team’s video will be shown in class, and every member of the class will vote on the team that made the most “value” from the Post-Its. The voting will be anonymous. The winning team will earn 10 extra credit points and will choose the charity to which I will donate $100. Please do not be petty and immature and vote for your own team unless you genuinely think that your team did the best job.
Directions for response paper: Each member of your team will TYPE a two-page paper that documents your own individual experience during this project. You may want to consider the following:
What was your initial response to the project?
How did your team work together? Was every member involved?
Did you feel like each member’s ideas were equally listened to and respected?
Was there a lot of discussion among team members about how you would define “value” and how you would carry out the project?
Did you feel like each member put in an equal amount of time and effort into the project?
Did you learn anything—about yourself, about your team members, about people in general, about life--from this project?
What did you like and dislike about this project?
Was this project a worthwhile activity? Why or why not?
The due date for both the video and the response paper is Wednesday, June 3, 2009. Both the video and the paper will be worth 100 points each. For some of you, those 200 points could make the different between passing or failing this course, so please, give your very best efforts to both parts of this assignment!
Friday, 5/29/09
Work day--either post-it project or TWM
HW: Make sure you have 9 journal entries in your composition notebook--I'm collecting them Monday, 6/1/09.
Monday, 6/1/09
1. Turn in composition notebook with 9 journal entries
2. Pass back Gatsby essays
3. Work on project or TWM for the rest of the period (Note: At some point, write down your favorite TWM quote on one of the quote board posted)
HW: TWM disc. journal due tomorrow, 20 entries total; project due Wed, 6/3/09
Tuesday, 6/2/09
1. Turn in TWM journal
2. Return all textbooks
3. Fill out "finding your own truth" in journal
4. Make family "sculptures"
HW: PROJECT!
Wednesday, 6/3/09<
1. Turn in imagine it! response paper
2. Watch all 7 imagine it! videos
3. Vote on the group that created the most value with the Post-its
No more English work! Smooth sailing from here on in...
Thursday & Friday, 6/4 and 6/5/09
Watch TWM video--be REALLY nice to the substitute
Monday, 6/8/09
Socratic seminar with Mr. Rogers--be EXTRA special nice to him!
NOTE: Summer reading for all juniors is The Catcher in the Rye by J.D. Salinger. HAVE A GREAT SUMMER!!!
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