"PERKS" VIDEO/CLAIM-REASON-EVIDENCE

SENIORS: We finished viewing The Perks of Being a Wallflower and then discussed the differences between the book and movie.  Make sure you bring your copies of the book on Monday so we can return them to the library.

SOPHOMORES: There can be some confusion as to what is meant by the terms CLAIM, REASON, and EVIDENCE; they are not synonymous.  Put the following definitions in your notebook, under the title Claim, Reason, Evidence:
         Claim: The thesis or the argument.
         Reason: The support for the claim.
         Evidence: The support for the reason. 

Underneath these terms, create the title Jeremy Irons and find an example of each from yesterday's transcript.  Your work should look like this:
                                                           Jeremy Irons
                         Claim:
                         Reason:
                         Evidence:

Also, we finished the handouts from yesterday: the Anticipation Guide and the chart work.  These handouts were turned in at the end of the period.

Tuesday, Feb. 3, is Articulation!  That means you will get a presentation from the counselors about your class choices for next year. 
 

PERKS/ANTICIPATION GUIDE-JEREMY IRONS

SENIORS: We are continuing with the video version of The Perks of Being a Wallflower; it will conclude tomorrow.  Be ready with some ideas to share about the differences between the book and the movie.

SOPHOMORES: We started off with a review of Logos, Pathos, and Ethos; ask for the handout upon your return.  Then we continued by studying Jeremy Irons' argument on the death penalty.  Click on this link to start an anticipation guide on the death penalty topic; read each statement and circle your opinion on the left (that's the Before; you'll circle the choices on the right when we're done with the topic).  This was followed by watching the video of Jeremy Irons presenting his case. The video is above this paragraph. There is a transcript on this link so you can follow along as he speaks.  As you listen, mark up the transcript for logos, pathos, and ethos; also, listen to his tone of voice and inflections for emphasis.  Click on this link for a chart to fill out and some questions to answer.  Finally, go back to the anticipation guide and circle your choices listed on the right (the After).  Don't forget to turn in your work to me as soon as you finish.

BOOK REVIEW

ALL CLASSES: Everyone had a book review due today.  If you were absent, click here for the directions and share your review with me on Google Docs.  Make sure you title it Period # Last name First name, Book Review #3 (Ex: 1 Gardham Jennifer, Book Review #3).

PERKS VIDEO/Argument Terms, Argument or Not?

SENIORS: We started the video of Perks of Being a Wallflower.  Click on this link for the questions you should be answering in your notebook as we watch.  Focus on the questions under the PERKS the Movie section.

SOPHOMORES: We worked on a couple of assignments concerning what makes an argument; these assignments were on handouts. Click on this link for the assignment on Argument Unit Terms.  When you've completed that, log into http://philosophy.hku.hk/think/arg/arg.php.  Read the information; the assignment starts when you get to the part that asks,"Do these passages contain arguments?" Read each passage, make up your mind, then find out if you were correct.  See me ASAP for the handout on Argument v Persuasion.

PERKS Agree-Disagree/ARGUMENT V PERSUASION POWER POINT

SENIORS: We worked on the 2nd part of the Agree-Disagree handout (you filled out the first part before we started reading the book).  Also, in your notebook under the title "PERKS" the Book, answer the questions on this link.  Just focus on the book questions.

SOPHOMORES: We started our new unit, Argument and Debate.  In your notebook, under the title Argument v Debate Power Point, click on this link to watch the power point and take notes on each slide.

FINALS FOR FALL SEMESTER

SENIORS: We finished presentations.  If you have anything to turn in, I must have it by this Friday, Jan.23.  For hard copy work, if you can't find me, have someone in the main office put your work in my mail box. Otherwise, share it with me on Google Docs.

SOPHOMORES: We're in finals for the fall semester.  If you have anything to turn in, I must have it by this Friday, Jan.23.  For hard copy work, if you can't find me, have someone in the main office put your work in my mail box.  Otherwise, share it with me on Google Docs.

ALL CLASSES: CHECK YOUR ATTENDANCE, EVEN IF YOU THINK YOU WERE PRESENT AND ON TIME EVERY DAY.  WHATEVER IS IN POWERSCHOOL AT THE END OF FRIDAY, JAN.23 IS WHAT I WILL USE TO HELP DETERMINE YOUR CITIZENSHIP GRADE, SO MAKE SURE IT IS ACCURATE.

PRESENTATIONS/CONNOTATION-DENOTATION

SENIORS: Presentations of your final project began today and will conclude tomorrow.  If you didn't present today, be ready to go tomorrow.  I'll start with volunteers; when I run out of volunteers, I'll call names.  If I call your name and you tell me that you are not ready, you will lose one letter grade on the final; however, you will still have to present.

SOPHOMORES: We reviewed the difference between connotation and denotation. Read over the information on this link; then, in your notebook, under the title Connotation v Denotation, do the following:
1. Choose ONE of these sentences:
     Grandpa is thrifty.
     He has good self-esteem.
     She's very strong-willed.
     He's an eager leader.
     She was tall and slender.
2. Focus on the word written in italics.
3. Write TWO short paragraphs, each beginning with the sentence you chose.
     The first paragraph will give off the feeling that the word in italics is positive; 
      the second paragraph will give off the feeling the word is negative.

For example: Grandpa is thrifty. First paragraph demonstrates how Grandpa's thriftiness is a good thing; the second paragraph demonstrates how Grandpa's thriftiness is a bad thing.
      
      

PRESENTATION PREP/OBAMA SPEECH

SENIORS: I spoke with each of you individually to make sure you knew what you were doing for the final presentation and to make sure that your presentation will be appropriate for the class.  Everyone needs to be ready to present on Tuesday, Jan.20.  I'll start with volunteers, but if I run out of volunteers, I'll call names at random.  If you tell me that you are not ready, you will lose one letter grade on the assignment AND you will still have to present before finals for Period One are over.

SOPHOMORES: You got class time to work on annotating President Obama's speech to the NAACP.  It will be due first thing on Tuesday, Jan.20.

PERKS Jan.15 Response/OBAMA SPEECH

SENIORS: Click on this link for the Jan.15 response choices. You should be finished reading the book (or very, very, very close to it).  Talk to me about your plans for your final project: I want no surprises.

SOPHOMORES: We watched a speech given by President Obama to the NAACP.  Due to technical difficulties, I can't connect the video of the speech.  You can find it easily on YouTube: type in President Obama's speech to the NAACP, and it will come up.  See me ASAP for a hard copy of the speech so that you can annotate it.

Also, I went over what will be covered on the semester final.  Click on this link for the list.

PERKS Response for Jan.14/Answers

SENIORS: Click on this link for the choices to the Perks of Being a Wallflower response.  I'm noticing that some of you are not keeping up with the (almost daily) responses; make the extra effort to keep up with the assignments.  The end of the semester is upon us, and now is not the time to fall behind.

SOPHOMORES: We went over the answers to the Figurative Language Exercise and we went over the responses you had to the Ronald Reagan speech.

PERKS Responses for Jan.12 & 13/Susan B. Anthony & Ronald Reagan Speeches

My apologies for no blog yesterday; a friend of mine had a baby! Not an excuse, just a reason. This blog will have both yesterday's and today's work on it.

SENIORS: Click on this link for yesterday's Response choices; click on this link for today's Response choices.  Also, you have one week from today to have your final project ready for presentation.  I have spoken with some of you about what you plan to do, but many of you still seem to not know what direction you are going to go.  Look on the Jan. 6 blog for the final project options and then speak with me during class about your plans.

SOPHOMORES: For the following assignments, you will need your copy of the handout "What to Look for when Analyzing a Speech"; click on this link if you can't find your copy. Yesterday we analyzed a Susan B. Anthony speech about the right for women to vote. Click on this link for a copy of that speech and print out your own copy. Annotate that speech, using the questions from the "Analyzing a Speech" handout.  Write all of your annotations on the Anthony speech and turn it in to me.

Today we did the same type of annotations on a President Ronald Reagan speech about the Challenger disaster.  Click on this link for a copy of the speech.  Follow the same directions for the Anthony speech and turn your work in to me. I recommend that you watch the speech as well; there is a copy on YouTube; search for Ronald Reagan Challenger Speech.

CLASS DISCUSSION/JULIUS CAESAR

SENIORS: Besides having some time to read, you also got into groups of four to discuss the first five questions that appear at the back of "The Perks of Being a Wallflower" (p. 214).  The ideas generated by the groups were then turned into a whole-class discussion.  One question that was focused on particularly was the stylistic writing choice Chobosky made on p.17.

Also, by now you should have an idea as to what you are going to do for the final project (due Jan.20).

SOPHOMORES: We analyzed a monologue from Shakespeare's play Julius Caesar,  using the handout What to Look for when Analyzing a Speech. There was nothing to turn in for that assignment as you worked on it in groups but discussed it as a class.

JAN.8 RESPONSE/FIGURATIVE LANGUAGE

SENIORS: Click on this link for today's "response" choices.  Also, I showed some examples of student work for the final project, both good and not so good.  Remember, everyone needs to be ready to present their project on Jan. 20-- I'll start with volunteers, but if I run out of volunteers, I'll randomly call names.  If I call your name and you tell me you are not ready, you will lose one grade on the final assignment.

SOPHOMORES:  The focus today was on figurative language.  Click on this link for the terms to review, define, and find an example for.  Share the work with me on Google Docs.  When you're finished with that, click on this link for the homework assignment; print it out and turn it in.

JAN.7 RESPONSE/PARALLEL STRUCTURE & SPEECH QUESTIONS

SENIORS: Click on this link for today's response to Perks.  Please continue to read the book; you want to try to finish 30 pages a day.  This will allow you to complete the novel with two class periods to spare, giving you those two class periods to work on your final project.

SOPHOMORES: The mini-unit on Speech, which we began today, will help to prepare you for the Argument and Debate unit that will start off the second semester.  We went over a list of questions for you to use when analyzing a speech; these questions will also come into play when you will be preparing for your debate next semester.  Click on this link for the questions.

Speech and debate writers use many techniques in order to be effective.  One of those techniques is parallel structure (it helps to create a memorable rhythm), and we did an exercise to demonstrate that technique.  Click on this link for that exercise.

AGREE-DISAGREE/SOCRATIC SEMINAR

SENIORS: First, there is an anticipatory handout for Perks called Agree-Disagree.  See me ASAP for your copy to fill out.  Next, check your email for a short-response writing assignment that you will add to almost every day for the rest of this semester (you will need to check this blog for the almost-daily prompts). Click on this link for today's prompt.  Then, I went over the choices for the final project connected with the book, due on Jan. 20.  Click on this link for that information.  Finally, make sure you're reading at least 30 pages a day to keep up with finishing the book by Jan. 14.  This will give you two class periods to work on your final project.

SOPHOMORES: We had our Socratic Seminar based on 12 Angry Men.  This will conclude the Drama unit.  Tomorrow we will begin a Speech unit.

New Unit/Socratic Prep

WELCOME BACK, EVERYONE!

SENIORS: We went to the library and got copies of The Perks of Being a Wallflower.  If you didn't get your copy, get one ASAP or you're going to fall behind; we need to move quickly through this novel as there are only 12 class days before finals.

SOPHOMORES: We're going to have a Socratic Seminar on 12 Angry Men tomorrow, so today we need to prepare for that.  I want everyone to have the chance to say something, so you worked on some review questions that could come up during the seminar.  Click on this link for the questions and share your responses with me through Googledocs.  Remember to title your work correctly: Period #, Last Name First Name, Assignment  (Example: 1, Jones Rupert, Socratic Questions)