That's a Wrap!

Aim: How do we evaluate our collective learning this semester?

Quick Write: What did you learn about yourself as a student this semester? What did you learn about yourself as a person?

What's due by Monday, June 15, 2015*

• Allegories!
• Independent reading projects
• Prose poems!
• Daily Quick Writes and writing activities
• Returned books....................... -50 participation points if unreturned

Please complete the course evaluation. There are copies in the classroom and a link below. This will help me improve my teaching for my next crop of students.

I hope you learned at least half as much from me as I learned from all of you this semester.
I will miss and always remember you.

Carry on,


Ms. Becker


Click here for the course evaluation.


* If for some reason you need an extended deadline on something, please email me or speak to me privately.

Allegory as a Literary Device

Aim: How do authors use allegory to deepen understanding?
Quick Write: Describe a time when you were in a situation in which you expressed your individuality loud and clear. What did you do to express yourself. What challenges did you overcome in doing this? What is one reason it is good for someone to express their individuality? When might it not be such a great idea?

Today's Lesson
Individualism is a belief in the primary importance of the individual and in the virtues of self-reliance and personal independence. As a philosophy, individualists believe in freedom from government interference to achieve one’s economic goals. The doctrine or philosophy also believes that the interests of the individual should take precedence over the interests of a government or social group.

The United States was founded on a belief in the rights of the individual to live freely. The Bill of Rights was based on the understanding that all people are born equal and have the right to their individual beliefs. Many people believe that no one has the right to tell you how to vote, who to love, and to whom to pray. People express their individuality in the way they dress, their friends, music, dance, what they read, what they say, and what they do for work and fun.

Conformity: As you know, in social psychology, conformity is a social influence involving a change in behavior or belief in order to fit in with a group. It can be the result of something as simple as peer pressure or in some societies, a custom requiring individuals to act or dress a certain way. It also is not hard to understand the need for laws to control certain behaviors in every kind of society. For example, people obviously are not free to kill each other. People also must pay taxes.

In this country, there are laws and regulations covering all aspects of life from how to drive a car to procedures to follow when investing money or buying a house. Some public schools have dress codes that prevent students from wearing what they want to express their personalities. Students might not like these rules, but school officials have their reasons for it. Perhaps they feel dress codes create less of a distraction for students or perhaps they want to make it easier for disadvantaged students who cannot afford to buy expensive clothes that students consider “cool.” People must conform to rules and regulations of all kinds to be part of a peaceful and productive group or society.

In many cases, people actually want to conform so that they can feel part of a group that makes them feel important.

An allegory tells a story with the purpose of teaching about an abstract idea or principle. Allegories make use of symbols, characters and events to make their points. Watch this video that, using allegory, explains to children an aspect of conformity and how it can make people feel important by being part of a group: Dr. Seuss' "The Sneetches"  Consider: what does the star on the belly symbolize for the sneetches?

Your Challenge: Create your own allegory for how people conform to be part of a group and feel important, or how people express their individualism to be different. You may choose to write it, draw it, create a poster or slide presentation. Have fun with it!

Remember independent reading? Now is a good time to start thinking about your reading projects. See the list of suggestions under "Resources" in the right-hand margin. However, other ideas are encouraged. Just run them past me.

***Always check Engrade for your up-to-the-minute progress and to review missed assignments.***

Flash Fiction

Aim: How do we analyze the many layers of meaning of "The Story of an Hour" for theme? 
Quick Write: Describe the effect a cloudless, breezy day has on your attitude.

Read "The Story of an Hour" by Kate Chopin

Watch this video.

Close Reading Questions

After you have read the story, answer the following questions. The questions are chronological.

1. We are told that Mrs. Mallard has “heart trouble.” How might that be more than a physical ailment?

2. Mrs. Mallard is given “veiled hints” about her husband’s death. What does this suggest about the way she is viewed/treated by her family?

3. What does her passionate response tell us about her? Notice that this is our first real clue to her character, other than the description of her physical ailments.

4. “There stood facing the open window a comfortable, roomy chair.” What does this description tell us about her ordinary life? Look for other images of open/closed.

5. What time of year is it? Why is this important? What could the time of year symbolize? 

6. “Patches of blue sky [were] showing here and there through the clouds.” How does this relate to her situation? 

7. “She was young, with a fair, calm face.” Are you surprised by her age?  What does her face tell you about her life?

8. “There was something coming to her…” What do you think is coming to her? Why is it arriving from outside, rather than from inside her?

9. She “strives to beat it back with her will.” What is “it”? Could it BE her will?

10. Why does she repeat “Free, free, free”? What is happening to her?  How does she feel this in her body?

11. Why is her joy “monstrous”? Do you agree? What is your perception of her at this point?

12. Is there any doubt that her husband loved her? What can we infer about how he loved her?

13. “There will be no one to live for during these coming years.” What myth about women does this seem to challenge?

14. We do not know her first name until near the end of the story. Why do you think this is?

15. What do you think about her death? What do you think the final lines tell us about Chopin’s view of marriage?

16. How do you think the ending would have been different if Mr. Mallard had been waiting at home and received word of his wife’s death?

17. Choose what you think to be the most important or significant word from this story. Justify your choice.

18. Choose what you think to be the most important or significant phrase from this story. Justify your choice.

Final Reflection
After reading and discussing the short story, answer each of these four questions in well-organized paragraphs:

1. Read the final two one-sentence paragraphs of the story. Then, do a quick write on how you have had to revise meaning and the new interpretations you have formed as the story unfolded. Perhaps it may help by interpreting the final words: “a joy that kills.” Your idea of the theme or big idea has undoubtedly changed.

2. Were you able to relate anything in this story to your own life? Is there a particular lesson you may have learned which you can state as a theme, an insight into human life? Will you think or do something differently as a result of reading this story?

3. Is this story still relevant today? Explain, supporting your opinion with specific and relevant facts and evidence.

4. Finally, explain if and how this story relates to the idea of conformity, again supporting your opinion with specific and relevant evidence.

Remember independent reading books? Now is a good time to start thinking about your reading projects. See the list of suggestions under "Resources" in the right-hand margin. However, other ideas are encouraged. Just run them past me.

***Always check Engrade for your up-to-the-minute progress and to review missed assignments.***

Tradition in "The Lottery"

Aim: What exactly is Shirley Jackson saying about tradition and what does this have to do with conformity?

Quick Write: Put your critic's hat on and watch this student-made video of "The Lottery" by Shirley Jackson. Say whether you liked it or not supporting your opinion with specific and relevant details.

Watch this student-made video interpretation of "The Lottery."

Identifying Issues in Literature

Every story and poem we read, movie or TV show we watch and song we listen to deals with issues that people can relate to. For example, many songs deal with issues such as falling in love or falling out of love.

The movie The Lion King deals with the following issues:

• Growing Up
• Family Problems
• Death of a Loved One
• Falling in Love
• Facing Fear

In addition to these five issues, this movie has more issues as well (such as friendship, being a leader, etc.). Most movies and stories deal with many, many issues.

List two issues that characters deal with in “The Lottery.” (Download it here if you need to: THE LOTTERY by Shirley Jackson.)

Defining Theme

Theme is what a work of literature (such as a story, movie, TV show or poem) tells us about a specific issue. When a story, poem, movie, TV show, play or poem deals with an issue, it always tells us something about this issue. For example, one song that deals with love may tell us that love is a beautiful thing. Another song may tell us that love is a struggle. And another song may tell us that love causes pain.

In The Lion King, we can take any of the issues that we identified earlier and turn it into a theme. Each issue can be turned into several different themes.
For example:

• Growing up is a series of tests and struggles that we face.
• Part of growing up is learning to deal with the loss of loved ones.
• Growing up is about facing your fears and overcoming them.
• Family problems can destroy you if you let them.
• The death of a loved one may cause pain, but it can also push you to accomplish great things.
• Falling in love can save someone’s life.
• Facing fear is necessary if you ever want to grow up.

Today's Activity

Step 1: Choose one of the quotes below, interpret it in your own words, say whether you agree or disagree and explain why.

"Just because something is traditional is no reason to do it, of course."
(Lemony Snicket)
"Tradition becomes our security, and when the mind is secure it is in decay."
(Jiddu Krishnamurti)
"`Tradition': one of those words conservative people use as a shortcut to thinking."
(Warren Ellis)

Step 2: Explain how this quote connects to "The Lottery." Use details from "The Lottery" to support your opinion.

Step 3: Answer today's Aim 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 overdue!!!! 
• 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.****

Foreshadowing in "The Lottery"

Aim: How do we identify the literary device known as foreshadowing and why would an author use it? 

Journal Prompt #10: DOK Question
Using the DOK question stems, generate at least one level 3 or 4 question about "The Lottery."

Watch this video until 3:35 and STOP. Predict what is going to happen to the boy. List ALL the reasons you think this.

What is the difference between literary elements and literary techniques or devices?

Foreshadowing is a literary device that some authors choose to use to give you hints or clues about what will happen. In the clip from Jaws, the movie foreshadows that the boy will be eaten by a shark with a variety of hints and clues: ominous music, screams, loud laughter, people blocking views, the main character watching the water intently. When they made Jaws, why do you think they chose to use foreshadowing? Why do you think they give us so many hints as to what will happen?

Why do stories use foreshadowing?     

When stories give hints and clues about what will happen it can build suspense. It can stretch the moment out longer while you sit and wait for something to happen. It can prepare you for something major to happen. Sometimes, when big events happen in a story, if you’re not properly prepared, the big events can seem like they came out of nowhere, which can bring you out of your involvement in the story. Foreshadowing also involves you more in the story because it compels you to actively predict what will happen next.

Foreshadowing in “The Lottery”

Reread the first three paragraphs of the story. (Download it again if you need to: THE LOTTERY by Shirley Jackson.) Then answer the Depth of Knowledge (DOK) questions below.

1. What specific details foreshadow the ending?  

2. Can you explain how the foreshadowing affected your understanding of the ending?

3. What is your interpretation of the ending based on Jackson's use of foreshadowing?

4. Write a reflection explaining with a thesis what you think was Shirley Jackson's purpose in foreshadowing the ending to "The Lottery." In what specific ways did the foreshadowing impact your understanding of the story?

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 overdue!!!! 
• 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.****

Reading "The Lottery"

Aim: How do we identify and analyze an important theme in "The Lottery"? 

Quick Write: Describe a tradition or ritual your family follows. Explain how the tradition got started and what the tradition means to your family. For example, there might be a certain tradition your family follows for birthdays, Christmas, or even Sunday mornings.

From Wikipedia: “The Lottery” is a short story by Shirley Jackson, first published in the June 26, 1948, issue of The New Yorker.[1] Written the same month it was published, it is ranked today as “one of the most famous short stories in the history of American literature”.[2]

Response to the story was negative, surprising Jackson and The New Yorker. Readers canceled subscriptions and sent hate mail throughout the summer.[3] The story was banned in the Union of South Africa.[4] Since then, it has been accepted as a classic American short story, subject to critical interpretations and media adaptations, and it has been taught in middle schools and high schools for decades.

“The Lottery” was published after World War II when Americans were trying to forget the horrors of war and genocide and seeking the comfort and security of a steady job and a nice home in the suburbs with a car in the driveway. Why do you think conformity would be so important to people during this time period?

Vocabulary      

Reprimands = criticisms
Civic activities = community or public activities
Paraphernalia = miscellaneous articles, equipment or things
Perfunctory = performed as a routine without interest or care
Interminably = seemingly without stopping; endless

Read “The Lottery” here:
THE LOTTERY by Shirley Jackson

Answer the questions below as they come up in the story.

1. Where does the story take place? How does this setting affect the story? How do you think the story would change if it were to take place in the Bronx?

2. In what ways are the characters different from one another? Why might you think that Tessie Hutchinson is singled out as the “winner”?

3. What is the meaning of the title, “The Lottery”? What does it make you think about before you begin reading the story?

4. Re-read the opening description in the first paragraph. What does this make you think the story will be about?

5. Re-read the description of the black wooden box in paragraph five and the black spot on the “winning” slip of paper. Explain the meaning of these objects.

6. Were you surprised by the ending of the story? Why or why not? If not, at what point did you know what was going to happen? How does Jackson start to foreshadow the ending in paragraphs 2 and 3?

7. Define ritual. Then explain how this relates to conformity.

8. Why do you think people reacted so angrily when the story was first published in The New Yorker?

9. Based on analysis, what would you say is the major theme of "The Lottery"?

10. What do you believe Shirley Jackson was trying to say with this short story? Do you agree or disagree with this viewpoint? Why?

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 overdue!!!! 
• 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.****

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.)