Creating Our Own Prose Poems

Jamaica Kincaid

Aim: How do we create a prose poem in the vein of "Girl"? 

Quick Write: Write a level 3 or 4 question based on yesterday's close reading of "Girl."

Today after reviewing the questions and discussion that were generated by "Girl," you will create a prose poem of your own. Think about your own family's expectations for you as a boy or a girl. Think about the literary elements of your poem:

• What is the setting?
• From whose point of view is the monologue told?
• What are the characters like?
• What is the message (theme) you want to get across to your readers?
• How should you structure (plot) it?

If you would like support in structuring it, use this prose poem template by making your own copy under "file." 

The poem should be at least one typed page, double-spaced, 12 pt font. It is worth 50 project/test/quiz points. As always, you will be graded on learning outcomes, ideas, writing conventions, and effort. Click here to view the rubric.

Discussion Question!!!!
What was the most interesting question or comment you heard today in class? Put your thoughts on the comment section below and earn one extra credit Accountable Talk II point.

What's Due

• Argument essays are due!!!! 
• PowerPoint on the human behavior experiments 
• Daily classwork/blog posts 
• Independent reading book 

***Don't forget to complete and turn in your "Six Elements of Engagement Daily Self-Tracker" before leaving class.

****Always check Engrade for your up-to-the-minute progress in this class.****

If you read this far, see me privately for the keen observer award. (Day two.)

Girls and Expectations (And Boys, Too)

Aim: How do we conduct a close read of "Girl" by Jamaica Kincaid through the lens of conformity?   

Quick Write: What if anything are your family's gender-specific expectations of you? In other words, what does your family expect you to be and become in the future based on whether you are a boy or a girl? What do they tell you not to become based on your gender? Explain as best you can.

Read "Girl" by Jamaica Kincaid.

Watch this video interpretation of "Girl."

Today's Activity

With a partner or the class, discuss and answer the following increasingly deep questions:

1. Who do you infer is the narrator? Who is he or she speaking to? Support your answer with specific details from the story.

2. Describe at least two specific instructions the narrator gives? Why do you think she gives these instructions?

3. Find the two sentences in the story that are in italics. Why do you think they are in italics?

4. What can you infer about the setting of this story?

5. What tasks or chores does the narrator associate with being a girl? Support your answer with specific details from the story.

6. What behaviors do you think the narrator associates with being a girl? Support your answer with specific details from the story.

7. What is the listener’s reaction to the narrator? What is the narrator’s reaction to the listener?

8. If a girl follows all of these instructions, what kind of person do you think she will become? In what ways could a girl establish her individuality if she follows all these rules?

Next answer your assigned critical question in at least one well-organized paragraph.

1. How do gender expectations relate to conformity?

2. Are gender expectations a good or a bad thing and why?

3. How do gender expectations relate to your own life?

4. Do you conform or not to these expectations and why?

Finally, write your own DOK level 3 or 4 question.

Discussion Question!!!!
What was the most interesting question or comment you heard today in class? Put your thoughts on the comment section below and earn one extra credit Accountable Talk II point.

What's Due

• Argument essays are due!!!! 
• PowerPoint on the human behavior experiments 
• Daily classwork/blog posts 
• Independent reading book 

***Don't forget to complete and turn in your "Six Elements of Engagement Daily Self-Tracker" before leaving class.

****Always check Engrade for your up-to-the-minute progress in this class.****

If you read this far, see me privately for the keen observer award. (Day two.)

Interpreting Literature Through the Lens of Conformity

Aim: How do we interpret literature through the lens of conformity? 

Quick Write: List the expectations 1) you have for yourself, 2) your family has for you, and 3) your culture or society has for you. Then compare and contrast them in a well-organized paragraph. Are the expectations much different? Explain.

Today we will begin a new unit, interpreting literature through the lens of conformity and individuality. To warm up, interpret the above famous painting by Norman Rockwell through the lens of conformity. What do you see? In detail. What do you think Rockwell was trying to say?

We have some enduring understandings and essential questions to guide us through this unit. An enduring understanding is an understanding that we hope you will keep with you for the rest of your life. 

There are two enduring understandings we hope you carry away from this unit:

• To some degree we all must and do conform to our culture's expectations.
• Our culture and families shape us as individuals.

Do you agree?

An essential question is an open-ended question that cannot be answered with a yes or no. It has no right or wrong answer.    It is a

question designed to make you think. The answers shouldn't come easy and they may change as we dive deeper into the unit.One of the essential questions of the last unit was:

• What does it mean to be part of a group?

Step 1: Write at least one well organized paragraph responding to the above question. Is it easier now to answer than it was back in February?

Step 2: Here are some other essential questions to guide us through this unit.

• How are we shaped by our culture, family and ourselves?
• Why are we so influenced by others?
• How are we individually influenced by our various social circles?
• Why is it important to recognize these influences?

Thinking about all of this, write at least one essential question to guide us through this unit. We will share them all out before you leave.

Step 3: Complete a final reflection answering one of the essential questions discussed today in a well-organized paragraph.

Discussion Question!!!!
What was the most interesting question or comment you heard today in class? Put your thoughts on the comment section below and earn one extra credit Accountable Talk II point.

What's Due

• Argument essays are due!!!! 
• PowerPoint on the human behavior experiments 
• Daily classwork/blog posts 
• Independent reading book 

***Don't forget to complete and turn in your "Six Elements of Engagement Daily Self-Tracker" before leaving class.

****Always check Engrade for your up-to-the-minute progress in this class.****

If you read this far, see me privately for the keen observer award. (Day two.)

In Conclusion

Aim:How do we conclude our argument essays? 

Quick Write: Explain what the consequences might be if society is not convinced by your argument.

If you completed the quick write with no problem, then you have created an important element of your conclusion. In general, your conclusion should have three elements according to this Web site (Click here!!!) 1) It should restate your claim, 2) provide one or two statements summarizing your main reasons or arguments for making this claim, and 3) provide a warning of the consequences that will befall anyone who does not follow your advice. Alternatively, you can explain what great things will happen if your argument is accepted.

Again, the rubric. Click here!!!!

**When you have completed your essay, share it with msbecker4@gmail.com. (Please give me editing privileges.) Also, share the link on your blog but NOT EDITING PRIVILEGES. Don't forget to give your readers context!**

Discussion Question!!!!

What was the most interesting question or comment you heard today in class? Put your thoughts on the comment section below and earn one extra credit Accountable Talk II point.

What's Due

• PowerPoint on the human behavior experiments
• Daily classwork/blog posts
• Independent reading book

***Don't forget to complete and turn in your "Six Elements of Engagement Daily Self-Tracker" before leaving class.

****Always check Engrade for your up-to-the-minute progress in this class.****

If you read this far, see me privately for the keen observer award. (Day two.)

Peer Editing!

Aim:How do we draft, edit and revise our argument essays? 

Quick Write: Write down one or two specific things you could use help, advice or support with in order to complete your argument essay.

Your argument essays are still in the drafting stage, but it is never too early to begin the editing process. Editors are most helpful in the earliest stages of the writing process. A good editor is like a shepherd. Your editor will guide you as you try to establish a precise and sophisticated claim, gather evidence and begin writing. This time, we are assigning "desks" in which students will be reading and editing each others' work for its compliance with a specific part of the rubric. Editing assignments are flexible depending on attendance. Extra points for those of you who step up to the plate for your peers. Still, you can get anyone you know to edit your work, including me. Just make an appointment.

Click here for the peer editing worksheet. 

Click here to see the rubric.

Step 1: Put your name and title on the worksheet. Write one or two things you would like your editors to help you with in particular in the space provided at the top of the sheet OR you may wait until you feel you are further along in the process.

Step 2: Each student will be assigned "desks" for the day. Take your essay to any of the desks for editing as you are ready. Desk editors should read the essay for their assigned purpose each day. Editors should sign off on the section when editing for that part of the rubric has been completed.

Step 3: The assigned editor-in-chief each day is responsible for copy flow and for answering the two questions in the beginning of the sheet. Back-up editors will also be appointed so that no one edits their own essay.

Each student is responsible for turning in a completed editing sheet along with the final draft of the essay. A fully completed editing sheet provides evidence/documentation for the effort portion of your grade. Please be sure to complete and sign the "Effort Desk" section of your editing sheet yourself, adding any additional information that is helpful in evaluating the level of effort you put into your essay.

Argument Essay Guidelines

Write a 750-word essay in which you:

• Establish a sophisticated, precise and convincing claim, maintaining the focus across the essay. Explain what's at stake. Why is the topic important?
• Defend your position with a range of different types of evidence, facts, and information from the articles and videos we watched and discussed in class.
• Include any other research that you may have conducted independently.
• ADDRESS AND RESPOND TO COUNTERCLAIMS TO YOUR POSITION.
  Draw your own conclusions.

Again, the rubric. Click here!!!!

Discussion Question!!!!

What was the most interesting question or comment you heard today in class? Put your thoughts on the comment section below and earn one extra credit Accountable Talk II point.

What's Due

• PowerPoint on the human behavior experiments
• Daily classwork/blog posts
• Independent reading book

***Don't forget to complete and turn in your "Six Elements of Engagement Daily Self-Tracker" before leaving class.

****Always check Engrade for your up-to-the-minute progress in this class.****

If you read this far, see me privately for the keen observer award. (Day two.)

Introducing Your Claim

Aim: How do we introduce our argument essays? 

Quick Write: Restate your claim on your blog and then explain why you believe this claim is important.

Introductions are perhaps the first thing you draft when writing an essay, but they also should be the last thing you tweak. In other words, don't get all caught up in writing the perfect intro on your first draft. You'll have plenty of time to revise it, and you should as you dive deeper into your argument.

As a refresher, here again is the overview on writing an argument essay. 

Click here for a short video on writing an argumentative essay.

And here is a video on writing your introduction. We will discuss it more in class.

Click here to see a video on writing your introduction.

***Before you leave today you should at the minimum draft your introduction.***

Finally, read below for a review of the guidelines and rubric.

Argument Essay Guidelines

Write a 750-word essay in which you:

• Establish a sophisticated, precise and convincing claim, maintaining the focus across the essay. Explain what's at stake. Why is the topic important?
• Defend your position with a range of different types of evidence, facts, and information from the articles and videos we watched and discussed in class.
• Include any other research that you may have conducted independently.
•  ADDRESS AND RESPOND TO COUNTERCLAIMS TO YOUR POSITION.
  Draw your own conclusions.

Again, the rubric. Click here!!!!

Discussion Question!!!!
What was the most interesting question or comment you heard today in class? Put your thoughts on the comment section below and earn one extra credit Accountable Talk II point.

What's Due

• PowerPoint on the human behavior experiments
• Daily classwork/blog posts
• Independent reading book

***Don't forget to complete and turn in your "Six Elements of Engagement Daily Self-Tracker" before leaving class.

****Always check Engrade for your up-to-the-minute progress in this class.****

If you read this far, see me privately for the keen observer award. (Day two.)

An Outline on Outlining

Aim: How do we analyze the relationship between claims, reasons, and evidence in an argument essay? (Outlining)

Quick Write: Think about the last argument you had with someone that you are willing to share. Which side did you take and what were your reasons for taking that side?

I. Option #1
You may choose to use this graphic organizer to outline your essay. (Hard copies are available in the classroom.)

II. Option #2
Click here for an interactive persuasion map. This is also available under "Resources" in the righthand margin. Note: The map does not offer a section for counterclaims. You will have to provide for that yourself.

III. Option #3
Click here to see my outline and annotated body paragraph for my argument essay on blind obedience. (Hard copies are available in the classroom.)

Here is the rubric by which it will be graded. 

Click here for the original post on the assignment, rubric and guidelines.


Discussion Question!!!!
What was the most interesting question or comment you heard today in class? Put your thoughts on the comment section below and earn one extra credit Accountable Talk II point.

What's Due

• PowerPoint on the human behavior experiments
• Daily classwork/blog posts
• Independent reading book

***Don't forget to complete and turn in your "Six Elements of Engagement Daily Self-Tracker" before leaving class.

****Always check Engrade for your up-to-the-minute progress in this class.****

If you read this far, see me privately for the keen observer award. (Day two.)

Staking Your Claim

Aim: How do we establish a sophisticated, precise, and convincing claim?

Quick Write: We have been studying social psychology and the influence groups have on individual behavior this semester. State one really strong opinion you have personally formed about group behavior and explain why you believe this.

Yesterday, we reviewed the assignment, guidelines and rubric for the argument essay challenge. Did the assignment overwhelm you? It shouldn't. Convincing people of your position on an issue is something you do every day. In this sense, life is one long argument essay.

Click here for a short video on writing an argumentative essay.

Writing an argument essay is a process, and you are at the beginning. This is an exercise in stretching yourself to complete a challenging task. There will be  mistakes and obstacles to overcome along the way. It's all part of the learning process. As long as you keep trying, you cannot possibly fail. That is my unconditional guarantee. 

Step 1: To review, an argument is a reasoned, logical way of

demonstrating that a writer's position, belief or conclusion is valid. In ELA, students make claims about the worth or meaning of a literary work, defending their interpretation/opinion with evidence from the text. The same holds true for non-fiction works except that students defend their positions with facts, studies, and other information from the text.

A CLAIM is an argument or opinion that is powerful, unique, and can be supported by evidence. This is another word for "thesis" or "controlling idea."

A COUNTERCLAIM is any opposing idea. (The prefix "counter" means against.) Just as the best athletes anticipate what their opposing teams will do (the best defense is a good offense), good debaters anticipate what the opposing side will say and disprove their counterclaims before they even get a chance to make them. This is why we say it is important to dismiss, disprove or rebut the counterclaim.

Step 2: Review your quick write for today and the suggested topics. Decide what your claim will be. Write your claim at the top of this double-entry journal (Click Here!!!!!!) 

Step 3: Use the double-entry journal to take notes as you review the experiments, studies, articles and videos that relate to your topic. As you review, take notes on evidence supporting your claim and your analysis as to why this evidence matters (the "So What?" factor). If you haven't yet identified your topic, then you might want to use the Claims and Counterclaims GO that we used for the crowdsourcing lesson to take notes as you review the course material. You can find an electronic copy of the GO under "Resources" on this page. Hard copies also are available in the classroom. 

Step 3: For your final reflection, explain why your claim (topic) matters. Why do you believe it is important to argue this topic? Post your refection on your blog along with your quick write for today. Don't forget to give your readers some context for your writing.

Discussion Question!!!
What was the most interesting question or comment you heard today in class and why? Put your thoughts on the comment board below and earn one extra Accountable Talk II point for the day.

Discussion Question!!!!
What was the most interesting question or comment you heard today in class? Put your thoughts on the comment section below and earn one extra credit Accountable Talk II point.

What's Due

• PowerPoint on the human behavior experiments
• Daily classwork/blog posts
• Independent reading book

***Don't forget to complete and turn in your "Six Elements of Engagement Daily Self-Tracker" before leaving class.

****Always check Engrade for your up-to-the-minute progress in this class.****

If you read this far, see me privately for the keen observer award.

Argument Essay Challenge

Aim: How do we establish a claim (strong opinion) about conformity, obedience, crowd manipulation or crowdsourcing?

Quick Write: Select one of the five prompts below. Answer the question as best you can at this point in time.

• Is crowd manipulation a worthwhile endeavor? (Why or why not?)
• Is following orders a sign of weakness in character? (Why or why not?)
• Does the Bystander Effect prove that we are all mostly weak-willed and dumb? (Why or why not?)
• Is it wrong to manipulate a crowd for your own interests? (Why or why not?)
• Is conformity a building block of society? (Why or why not?)

Congratulations, Critical Thinkers! You are ready to take on the first essay challenge in this course. Your challenge for this unit on the power of the crowd will be to write an argument essay. Choose an issue or controversy related to conformity, obedience, crowd manipulation or crowdsourcing. Take a strong position on this issue and support it with facts and evidence from the articles, videos, and discussions we have had in class related to these topics. You may also use facts and evidence you gather from outside resources as long as the material relates to conformity, obedience or the power of the crowd.

Those prompts you just reviewed for your quick write? They are among the topics you may choose for your essay. Just remember that a claim is an argument that is p o w e r f u l, unique, and can be supported by evidence. Take a stand! Don't sit on the fence!
Here are the suggested topics once again:

• Is crowd manipulation a worthwhile endeavor? (Why or why not?)
• Is following orders a sign of weakness in character? (Why or why not?)
• Does the Bystander Effect prove that we are all mostly weak-willed and dumb? (Why or why not?)
• Is it wrong to manipulate a crowd for your own interests? (Why or why not?)
• Is conformity a building block of society? (Why or why not?)

Or, run your own topic/claim by me. 

Here are some critical questions you should think about as you plan your essay:

• How do conformity, obedience and crowd manipulation work for the common good?
• In what ways are groups a good or bad influence on individual behavior?
• Why are people so influenced by groups?
• What does this say about human nature?

Argument Essay Guidelines

Write a 750-word essay in which you:

• Establish a sophisticated, precise and convincing claim, maintaining the focus across the essay. Explain what's at stake. Why is the topic important? 
• Defend your position with a range of different types of  evidence, facts, and information from the articles and videos  we watched and discussed in class.
• Include any other research that you may have conducted independently.
• ADDRESS AND RESPOND TO COUNTERCLAIMS TO YOUR POSITION.
• Draw your own conclusions.

Start with an outline. You may choose to use this graphic organizer to outline your essay.

Here is the rubric by which it will be graded.

*Here's the twist: You may write your essay as a group. Think of all the positive and negative influences groups have on individual behavior. Ironic assignment, isn't it?

**Set up a conference with me if you want to modify (change) the question and/or work independently.**

Discussion Question!!!!
What was the most interesting question or comment you heard today in class? Put your thoughts on the comment section below and earn one extra credit Accountable Talk II point.

What's Due

• PowerPoint on the human behavior experiments
• Daily classwork/blog posts
• Independent reading book

***Don't forget to complete and turn in your "Six Elements of Engagement Daily Self-Tracker" before leaving class.

****Always check Engrade for your up-to-the-minute progress in this class.****

Wikipedia and Crowdsourcing

Aim: How does Wikipedia make use of a crowd--for good or for bad?  

Quick Write: Why did people get brainwashed so easily by Hitler? 

Today we will explore the idea of crowdsourcing. In groups, you will read and analyze a Wikipedia article on crowd manipulation, annotating its claims and deciding if they are reliable or not.

Wikipedia article about crowd manipulation.

Before beginning, it's important to understand two important terms:

A CLAIM is an argument or opinion that is powerful, unique, and can be supported by evidence. This is another word for "thesis" or "controlling idea."

A COUNTERCLAIM is any opposing idea. (The prefix "counter" means against.) Just as the best athletes anticipate what their opposing teams will do (the best defense is a good offense), good debaters anticipate what the opposing side will say and disprove their counterclaims before they even get a chance to make them. This is why we say it is important to dismiss, disprove or rebut the counterclaim.

Step 1: Working with a partner, use the Claims and Counterclaims graphic organizer (available under "Resources" on this blog or in the classroom) to identify claims made by the article. After identifying a claim, find the evidence (studies and facts) that support this claim. Note: In many if not most cases, you will have to check the footnotes for the source of the evidence.

Step 2: Write a final reflection at least one paragraph long considering these questions:

• How is Wikipedia's use of what is called "crowd sourcing" similar to conformity, the Bystander Effect, and/or crowd manipulation and how is it different?
• How is Wikipedia good and how is it bad as a reliable source of information?
• What does all this say about the benefits of relying on crowds for information?

Discussion Question!!!!
What was the most interesting question or comment you heard today in class? Put your thoughts on the comment section below and earn one extra credit Accountable Talk II point.

What's Due

• PowerPoint on the human behavior experiments
• Daily classwork/blog posts
• Independent reading book

***Don't forget to complete and turn in your "Six Elements of Engagement Daily Self-Tracker" before leaving class.

****Always check Engrade for your up-to-the-minute progress in this class.****

The Spring Break Happy Dance

Aim: How do we establish a claim (strong opinion) about conformity, obedience, and/or crowd manipulation?

Quick Write: Check out your progress on Engrade. See what work you are missing. Make a workable plan for catching up over spring break.

Remember independent reading books? Spring break is a good time to start thinking about your reading projects. Here's a list of suggestions. However, other ideas are encouraged. Just run them past me.

Now we will step back one post and introduce you to the Argument Essay Challenge. Follow all the directions carefully. Prepare yourself to jump into this project as soon as we return from break!

Last, but not least, have a joyful Spring Break!

*****Always check Engrade for your up-to-the-minute progress in this class.*****