Note: Scroll down for the research paper post!
Guidelines for Huck Finn blog posts:
• Confine your post to 150-200 words (you don’t need to say everything at once, just make a solid point)
• Proofread your post for spelling, grammar, punctuation (this is still English class!)
• Acknowledge at least one comment made before your own; try to keep the flow of the dialogue going
• Ground your post with specific evidence from the book (a quotation, event, etc)
• Feel free to raise follow up questions as appropriate
• Have some fun!
Choose one of the two posts below to respond to; be sure to sign with your first name so I can give you credit for your work! If you have any technical problems, email me your work directly.
Thursday, February 28, 2008
Huck: Post #1: Option #1
What determines who we are – nature (inborn traits) or nurture (environment)? How do you think Jim and Huck were shaped by these factors?
Consider: How have your feelings about Jim changed over the course of the novel (so far)? To what extent is Jim a stereotype? When and how does he break free of stereotypical roles? Compare Pap's treatment of Huck with Jim's treatment of Huck and of his own daughter.
Consider: How have your feelings about Jim changed over the course of the novel (so far)? To what extent is Jim a stereotype? When and how does he break free of stereotypical roles? Compare Pap's treatment of Huck with Jim's treatment of Huck and of his own daughter.
Huck: Post #1: Option #2
Twain wrote in a journal that "Huck Finn is a book of mine where a sound heart and a deformed conscience come into collision and conscience suffers defeat." What do you think he meant by "a sound heart and a deformed conscience?" How is "conscience" a theme in the novel in general thus far?
Consider: What moral choices has Huck faced so far in then novel? How have your feelings about Huck changed over the course of the novel (so far)?
Consider: What moral choices has Huck faced so far in then novel? How have your feelings about Huck changed over the course of the novel (so far)?
Tuesday, February 26, 2008
Research Paper Blog Post
Note: Due Thursday, February 28th.
Important: Whenever you post to a blog for this class, do not use your full name or the full name of any classmate for the sake of privacy. First names or nicknames only, please.
Part I: Sharing Topics
Your first task for the argumentative research paper – due at the end of the day on Thursday, February 28th – is not for yourself. Rather, it is a gift to your classmates.
Your assignment is to post two high-quality possible research topics to the class blog to help your peers brainstorm some new ideas. These topics are going to be fair game for anyone to pursue, so you probably don’t want to post a topic that you are really excited about researching yourself.
For each topic (two topics, two sources total), post the following:
As you propose topics, keep an eye on scope. For example, researching “educational reforms” would not be an appropriate topic: it’s far too broad. What are you really interested in? Whether affirmative actions really helps minority students? The effects of voucher programs on public schools in states that have them? The efficacy of charter schools? Whether the bilingual program should be reinstated? Then determine a position that you can “defend, challenge, or qualify.” It’s okay if you need to refine this statement over the course of your research, but you have a target in sight.
Important: Whenever you post to a blog for this class, do not use your full name or the full name of any classmate for the sake of privacy. First names or nicknames only, please.
Part I: Sharing Topics
Your first task for the argumentative research paper – due at the end of the day on Thursday, February 28th – is not for yourself. Rather, it is a gift to your classmates.
Your assignment is to post two high-quality possible research topics to the class blog to help your peers brainstorm some new ideas. These topics are going to be fair game for anyone to pursue, so you probably don’t want to post a topic that you are really excited about researching yourself.
For each topic (two topics, two sources total), post the following:
- Identify the topic in the form of a specific question.
- Then include a potential source to accompany this topic (like a magazine article). If the article is online you can paste in the link. If it is in print, give us the citation information so we can find it on our own (title, author, publication, date). Summarize the article's contents in one sentence.
As you propose topics, keep an eye on scope. For example, researching “educational reforms” would not be an appropriate topic: it’s far too broad. What are you really interested in? Whether affirmative actions really helps minority students? The effects of voucher programs on public schools in states that have them? The efficacy of charter schools? Whether the bilingual program should be reinstated? Then determine a position that you can “defend, challenge, or qualify.” It’s okay if you need to refine this statement over the course of your research, but you have a target in sight.
Research Paper Resources
Part II: Selecting & Refining Topics
As you consider which topic you would like to work with, keep in mind that a good topic meets the following criteria:
Be sure that you’ve identified a topic of appropriate scope – not too broad, not too narrow. If there are a few possibilities you are considering within a certain topic area, that’s fine too; name more than one. You don’t need to know which side you’ll be arguing at this point, that’s what the research is for; you just need to establish that there’s a worthwhile debate to join.
Resources to Consider
A) Databases in the Media Center
You may need passwords to access these; get a password slip from the Media Center to keep at home.
Opposing Viewpoints
Articles and papers presenting both sides of controversial social and political issues. Great place to go for early brainstorming. Do be cautious about dated or overly broad topics. Count this database as one source in your arithmetic.
http://infotrac.galegroup.com/itweb/arlinghs
Social Issues Resource Series
Full-text articles on social, political, health, mental health, historical, and scientific issues, including special current issues information.
http://ars.sirs.com/
Newsbank/Infotrac Databases
Magazine and newspaper databases.
http://www.mln.lib.ma.us/electronic/arl1.htm
Minuteman Regional Library Database
I adore this database. You can access the historic New York Times, dating back to forever ago (or 1851, which is close). And the Boston Globe, and other great stuff. Does require a public library card, or the passcode from the Media Center.
http://mmrls.org/homeaccess.html
B) A Few Recommended Periodicals
Not only do these magazines have great information, the prose is usually stellar as well.
The Atlantic Online
http://www.theatlantic.com/
The New Yorker
http://www.newyorker.com/talk/
Harper’s
http://www.harpers.org/
The Nation
http://www.thenation.com/
National Review
http://www.nationalreview.com/
FAIR (Fairness and Accuracy in Reporting)
http://www.fair.org/index.php
The New York Review of Books
http://www.nybooks.com/">
The New York Times Magazine
http://www.nytimes.com/pages/magazine/
The Economist
http://www.economist.com/
C) Miscellaneous
Other helpful resources to consider.
Supreme Court Decisions
Browse Supreme Court opinions by topic and use the full text of the opinions as a possible source.
http://www.law.cornell.edu/supct/index.html
Note: If you come across any great resources as you work, include them in your post to share with the rest of us!
As you consider which topic you would like to work with, keep in mind that a good topic meets the following criteria:
- It’s interesting to you. You’ll be working with this issue for the next two months. The more that it evolves out of a natural and genuine curiosity, the more enjoyable and satisfying the research and writing will be.
- You will be able to find reliable and authoritative print sources. Try a subject search on the Minuteman Library Network; you’ll soon find out if there are resources available on your subject.
- The scope is appropriate. The topic should be focused enough to be handled in considerable depth in 12-15 pages.
Be sure that you’ve identified a topic of appropriate scope – not too broad, not too narrow. If there are a few possibilities you are considering within a certain topic area, that’s fine too; name more than one. You don’t need to know which side you’ll be arguing at this point, that’s what the research is for; you just need to establish that there’s a worthwhile debate to join.
Resources to Consider
A) Databases in the Media Center
You may need passwords to access these; get a password slip from the Media Center to keep at home.
Opposing Viewpoints
Articles and papers presenting both sides of controversial social and political issues. Great place to go for early brainstorming. Do be cautious about dated or overly broad topics. Count this database as one source in your arithmetic.
http://infotrac.galegroup.com/itweb/arlinghs
Social Issues Resource Series
Full-text articles on social, political, health, mental health, historical, and scientific issues, including special current issues information.
http://ars.sirs.com/
Newsbank/Infotrac Databases
Magazine and newspaper databases.
http://www.mln.lib.ma.us/electronic/arl1.htm
Minuteman Regional Library Database
I adore this database. You can access the historic New York Times, dating back to forever ago (or 1851, which is close). And the Boston Globe, and other great stuff. Does require a public library card, or the passcode from the Media Center.
http://mmrls.org/homeaccess.html
B) A Few Recommended Periodicals
Not only do these magazines have great information, the prose is usually stellar as well.
The Atlantic Online
http://www.theatlantic.com/
The New Yorker
http://www.newyorker.com/talk/
Harper’s
http://www.harpers.org/
The Nation
http://www.thenation.com/
National Review
http://www.nationalreview.com/
FAIR (Fairness and Accuracy in Reporting)
http://www.fair.org/index.php
The New York Review of Books
http://www.nybooks.com/">
The New York Times Magazine
http://www.nytimes.com/pages/magazine/
The Economist
http://www.economist.com/
C) Miscellaneous
Other helpful resources to consider.
Supreme Court Decisions
Browse Supreme Court opinions by topic and use the full text of the opinions as a possible source.
http://www.law.cornell.edu/supct/index.html
Note: If you come across any great resources as you work, include them in your post to share with the rest of us!
Monday, February 25, 2008
Week of February 25th
Monday, Feb. 25th (S)
• Due: Read Huck Finn through Ch. 18 and complete three journals to turn in.
• Class: Initial impressions of Huck Finn; poetry; big paper discussion.
Tuesday, Feb. 26th (U)
• Class does not meet today. Keep reading!
Wednesday, Feb. 27th (M)
• Due: Keep reading!
• Class: Introduction to the research paper; magazine idea starter.
Thursday, Feb. 28th (T)
• Due: Blog post on research topics to share (see blog).
• Class: Model and practice structuring arguments for the common assessment (SAT); supplemental readings for Huck.
Friday, Feb. 29th (W)
• Due: Read Huck through Ch. 24 and post to blog (see blog).
• Class: Common assessment; bring your book to class.
Monday, March. 3rd (H)
• Due: Research topic proposal by email to skitsis@arlington.k12.ma.us before class:
❏ Include two to three focused topics that interest you (include your preference).
❏ For each topic, write a potential research question (you can refine it later). What do you want to learn, know, discover, or answer about this topic?
❏ For each topic, cite a potential source: books available in the Media Center or the Minuteman Network, articles available in databases or recent periodicals, etc.
❏ Send your email before class; I will confirm receipt. If you send your email late and do not get a receipt from me, bring a printout for insurance.
• Class: Introduction to satire; explain annotated works cited assignment.
Note: We will finish Huck Finn in big chunks, with related blog posts. Projected deadlines: read through Ch. 31 for Fri. March 7th and read through Ch. 43 for Thurs. March 13th.
• Due: Read Huck Finn through Ch. 18 and complete three journals to turn in.
• Class: Initial impressions of Huck Finn; poetry; big paper discussion.
Tuesday, Feb. 26th (U)
• Class does not meet today. Keep reading!
Wednesday, Feb. 27th (M)
• Due: Keep reading!
• Class: Introduction to the research paper; magazine idea starter.
Thursday, Feb. 28th (T)
• Due: Blog post on research topics to share (see blog).
• Class: Model and practice structuring arguments for the common assessment (SAT); supplemental readings for Huck.
Friday, Feb. 29th (W)
• Due: Read Huck through Ch. 24 and post to blog (see blog).
• Class: Common assessment; bring your book to class.
Monday, March. 3rd (H)
• Due: Research topic proposal by email to skitsis@arlington.k12.ma.us before class:
❏ Include two to three focused topics that interest you (include your preference).
❏ For each topic, write a potential research question (you can refine it later). What do you want to learn, know, discover, or answer about this topic?
❏ For each topic, cite a potential source: books available in the Media Center or the Minuteman Network, articles available in databases or recent periodicals, etc.
❏ Send your email before class; I will confirm receipt. If you send your email late and do not get a receipt from me, bring a printout for insurance.
• Class: Introduction to satire; explain annotated works cited assignment.
Note: We will finish Huck Finn in big chunks, with related blog posts. Projected deadlines: read through Ch. 31 for Fri. March 7th and read through Ch. 43 for Thurs. March 13th.
Thursday, February 14, 2008
Huck Finn Assignment
We'll be reading Ch. 1-18 of Huck Finn over break. Note the change from your assignment sheet!! As you read, take notes. Then use these notes to write three journal entries with significant use of textual support. Click here to see the journal assignment and prompts.
Do you have a great question of your own? Use the "comments" on this blog to share it with the class!
Do you have a great question of your own? Use the "comments" on this blog to share it with the class!
Wednesday, February 13, 2008
Monday, February 11, 2008
Gatsby Materials
The following will help with your Gatsby papers:
• Click here for the paper topic.
• Click here for the results of class brainstorming (all sections combined).
See below for your class calendar with deadlines, etc.
• Click here for the paper topic.
• Click here for the results of class brainstorming (all sections combined).
See below for your class calendar with deadlines, etc.
Sunday, February 3, 2008
Week of February 4th
Monday, Feb. 4th (W)
• Due: Read Chapter Six and bring your email to class.
• Class: Introducing the Favorite Poem Project; “Fact or Fiction: Tracing Gatsby’s Past.”
Tuesday, Feb. 5th (H)
• Due: Keeping reading and study vocabulary.
• Class: Wrap up timeline activity; review vocabulary.
Wednesday, Feb. 6th (F)
• Due: Study for vocabulary quiz on Units #4-6; read Chapter Seven (no email).
• Class: Quiz on Units #4-6 (there may also be a Gatsby section!); film excerpt and discussion (“Drama at the Plaza”).
Thursday, Feb. 7th (S)
• Due: Finish reading the novel (no email); bring a question you would like to discuss.
• Class: Socratic seminar style discussion.
Friday, Feb. 8th (U)
• No class today.
Note: Let me know by Friday if you want to audition for the Favorite Poem Project!
Monday, Feb. 11th (M)
• Due: Final email with your partner in response to the following question: “How can you connect The Great Gatsby to your own life?” Second person should comment on first person’s email; first person should make every effort to write a short response back to the second person’s ideas.
• Class: Identifying theme through characters, values, and actions.
Tuesday, Feb. 12th (T)
• Due: Begin work on Gatsby theme paper.
• Class: Wrap up Fitzgerald biography (video).
Wednesday, Feb. 13th (W)
• Due: Rough draft of Gatsby theme paper (no late days, please!).
• Class: Peer feedback; work on quotation integration and citation. Finish A&E episode of Biography.
Thursday, Feb. 14th (H)
• Due: Final draft of Gatsby theme paper. Bring Gatsby books to turn in today.
• Class: Begin new unit, including some reading over vacation.
Note: If you will be out of school for the days approaching break be sure to let me know in advance. There will be a reading assignment over the vacation.
• Due: Read Chapter Six and bring your email to class.
• Class: Introducing the Favorite Poem Project; “Fact or Fiction: Tracing Gatsby’s Past.”
Tuesday, Feb. 5th (H)
• Due: Keeping reading and study vocabulary.
• Class: Wrap up timeline activity; review vocabulary.
Wednesday, Feb. 6th (F)
• Due: Study for vocabulary quiz on Units #4-6; read Chapter Seven (no email).
• Class: Quiz on Units #4-6 (there may also be a Gatsby section!); film excerpt and discussion (“Drama at the Plaza”).
Thursday, Feb. 7th (S)
• Due: Finish reading the novel (no email); bring a question you would like to discuss.
• Class: Socratic seminar style discussion.
Friday, Feb. 8th (U)
• No class today.
Note: Let me know by Friday if you want to audition for the Favorite Poem Project!
Monday, Feb. 11th (M)
• Due: Final email with your partner in response to the following question: “How can you connect The Great Gatsby to your own life?” Second person should comment on first person’s email; first person should make every effort to write a short response back to the second person’s ideas.
• Class: Identifying theme through characters, values, and actions.
Tuesday, Feb. 12th (T)
• Due: Begin work on Gatsby theme paper.
• Class: Wrap up Fitzgerald biography (video).
Wednesday, Feb. 13th (W)
• Due: Rough draft of Gatsby theme paper (no late days, please!).
• Class: Peer feedback; work on quotation integration and citation. Finish A&E episode of Biography.
Thursday, Feb. 14th (H)
• Due: Final draft of Gatsby theme paper. Bring Gatsby books to turn in today.
• Class: Begin new unit, including some reading over vacation.
Note: If you will be out of school for the days approaching break be sure to let me know in advance. There will be a reading assignment over the vacation.
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