December 17, 2009

Homework:
Good draft of the ant essay is due Monday.

Today:
We had 30 minute periods, and I only saw sections 1, 2, and 3.  We continued the debates.

In section 1, we had a heartbreaking defeat.  Anmol and Jake had finished their debate yesterday.  All we had to do was enter the scores.  Well, after I had entered all the scores, the result was 753 to 754: Jake won by one point!  That type of score rarely happens.  Anmol was disappointed that she will receive the B for losing (it's a 92%), but that is the way it goes.  There is only one winner.

In section 2, the students witnessed an underdog win.  Before the debate, I asked the class to raise their hands to see who they thought would win.  The class picked Colby over Travis.  I am sure Travis was a little disappointed, but I explained that the class should be impartial in their scoring.  I explained to them that when we are predisposed towards something, that can skew how we view things.  Well, after the first round, it was even. But during the rebuttal rounds, Travis took off!  Even though he was picked to lose, by the end, the class was convinced.  Travis won, and he was so happy.

December 16, 2009

Homework:
Be ready for the ant debate
Good draft due Monday

Today:
We took the quiz on unit 6
We continued the debates. 

The debates can never be predicted.  That's why I love to do them.  We all have different skills and talents.  The ability to critically evaluate the opponent's arguments is something we develop over time.  Whereas we think to win we should have a great first round presentation, we saw in some debates today that the second round rebuttal is where many debates are won or lost.  In one debate in particular today, Pasha and Anyia, both were even after the first round.  However, in the second round, Anyia took every one of Pasha's points and rebutted them.  Every point he thought he won in the first round was equalized once she was done.  I had to tell her to stop.  The class enjoyed seeing this.  This type of thing cannot be predicted, which is why I look forward to every debate.

With that said, I can't reinforce enough that I have provided ample opportunities for points in the debates.  A few too many students are being lazy thinking they will do fine when they get up there.  I assure you that they will not do well if they have not done all that I asked. 

December 15, 2009

Picture: In the debates, there is a winner and a loser.

Homework:
Quiz on Unit 6 Wednesday
Be prepared for the debates

Today:
Quick review of vocab.
We continued the debates.  I can tell that we need to discuss introductions and conclusions before the good draft.  I will do that Thursday or Friday.

I will start updating the winners and losers on the ant debate page soon. 

I will post the grades for the debates when the class is finished.

December 14, 2009

Homework:
Quiz Wednesday on Unit 6
Sections 3, 6, and 7 should be making flashcards
The good draft is due next Monday.  I will discuss the essays later this week.

Today:
I had a little competition to see who is a vocab master for unit 6.  I did it like a spelling bee where students were eliminated.  First I did definition.  Then I challenged them to identify the antonym of the word.  If there were any students left, I did spelling or part of speech.  It was fun.

Next we continued with our debates.  I have tried my best to get the students prepared, and if they followed my directions, they would be ready.  Some students just seem lost, and I cannot figure out why.  Regardless, I am pressing on and handing out the grades students earn.

We did have an interesting thing happen in one class: the winner got a lower grade than the loser.  This happened because the class thought the one girl had the better debate, but I scored them differently.  My numbers did not match theirs.  I give the grade.  The class gives the win as long as we are close enough, and we were.

December 11, 2009

Homework:
Rough draft of the ant essay is due on Monday.
Students saw what a debate consists of today.  Now they know how they should prepare.
We will have debates all next week.
The good draft is due December 21.

Today:
I collected the signed grade slips from very few students.  It counts as 10 points.
We reviewed the completing the sentence looking for context clues.
We had one debate and I explained how they are scored.  I will be posting the winners soon.

Have a nice weekend.
Happy Hanukkah if it applies.  My family is getting together tonight for dinner and gifts.

December 10, 2009

Homework:
Get grade slip signed.
Completing the Sentence Unit 6
(For those on the band trip, you owe me the Choosing the Right Word and the ant essay outline.)

Today:
The students entered the Choosing the Right Word on the responders.  I will get those grades up when all the band students do it.
I discussed the grades for this marking period and how many students are dropping the ball.
I discussed how the debates will be scored.  In some classes we had some students present to be scored.
Here is the scoring sheet we will use.  If a student wants an A, he/she must earn 35 points AND win the debate.  If two students earn 35 points, only the winner gets the A.  The loser will get a B+.  Is that tough?  Yep!  So I tell them if they want the A, they need to be prepared to win!

December 9, 2009

Homework:
Choosing the Right Word unit 6

Outline for the ant essay is due Thursday

Today:
We reviewed the pictionaries and synonyms.
Then we discussed how to fill in the outline for the ant essay.  Here is basically what I said.  The first thing they have to do is come up with a creative introduction.  I gave them a basic one to start.

The Ant Essay Outline
Then they have to come up with three main reasons to support their position.  For example, the boy in the story should squish the ant because ants are 1. nasty, 2. useless, and 3. the ant is lying.  These are not great, but they will do.

Then they need to think of three supports for each of the reasons.  For example, ants are nasty because 1,2,3.  Last, explain the 1,2,3 for each.  See this basic example:

Thesis: Mom and Dad, you should get me a car when I am 16 years old.

1. You won’t have to drive me around.
          a. You have things to do.
               Laundry
               Cook
               Clean
           b. I can do the food shopping.
              Won’t waste time.
              More cleaning!
           c. ______________

2. I can get a job.
      a. I will help pay for insurance
           I will give you money to help pay!
      b. It may be far, and I can drive.
          You can do more cleaning!
      c. Teach responsibility.
          Have to be on time, life lessons!

3. I won’t be driving your car.

Next, the students need to explain the other position.  I gave them the example of asking parents for a Playstation3.  Kids will first present their position.  This next section is where they demonstrate that they fully understand why Mom will not want to buy them a Playstation3.  The paragraph will show that they understand the complexity of the request.

Next, they will take each of the supports that Mom had and show why she is wrong.  For the ant debate, they will need to be ready to show how the opponent is wrong.  The best way to be prepared is to have an idea of what the opponent will say.

Finally, the essay will end with a conclusion.  I have supplied a basic one.

December 8, 2009

Homework:
Pictionaries and synonyms unit 6

Today:
We discussed artificial means of persuasion using the children's book Earrings, by Judith Viorst.  The 9 year old girl in the story wants earrings, and she does not persuade very well.  She argues like a child: whining, threatening, bribing.  Her arguments are weak, but the parents do not argue very well either.  The girl lists the reasons her parents do not want her to get earrings.  Basically, they don't want her to get them, but they really don't have any logical reasons.  Their reasons are opinionated and weak. 

We did not get into the depth I like to with this, but I think the kids got the point: examine your opponent's reasons carefully.  Tomorrow we will begin to outline the essay, and the first debates begin Friday.

December 7, 2009

Homework:
Pictionaries 1-10 unit 6

Today:
Copied the calendar in our agenda.
The students copied the notes below while I checked their notes and bibliography.
(Too many students were not prepared with notes or bibliography!  Regardless, I am putting the check in the book!)
I discussed strategies for doing well in the debate using the notes.
Most classes did not get to hear the vocab words.  I will discuss them tomorrow.

Notes
How to win your debate

___ Have a clear focus
            Have a clear, overall point that you want to prove beyond squish/not squish.
            Maybe a motive for the boy’s or ant’s actions.

___ Have three main ideas you want to prove.
           Helps the audience know what to expect.
           They will follow your supports.
           Know your opponent’s weakest arguments.

___ Be ready to rebut
           Know your opponent’s strongest arguments.
           Have rebuttals prepared.

___ Visuals
          You can earn three extra points.
          Give you something to talk about.
          Helps your audience stay focused.

___ Artificial means of persuasion
          Some students will give points if they think you made a good point.
          Twist the truth a little, but be warned! Your opponent may jump on it!
          Leave things out that make you look bad.
          Be a powerful presence at the podium.
          Make your opponent look weak. (You may not talk to your opponent.)

Must say the following
         ___ “In the book, Hey, Little Ant, …”
         ___ “From the movie The Ant Bully, …”
         ___ “According to the article titled ____, …”

December 4, 2009

Homework:
Notes and bibliography are due Monday.  This will be graded.  They should have a sheet that looks like notes, not a collection of web pages they have printed out.
By Monday, I expect the students to have gathered some interesting details about ants.
I plan to spend next week helping them think through their reasons and organize a clear argument for their position.

Today:
We were in the library.  Please see the library link on my website for any handouts we used.

December 3, 2009

Homework:
Just like yesterday, keep researching for the ant debate.

Today:
Look on this page to see what I talked about in the library today.

December 2, 2009

Homework:
Continue to research for the ant debate.

Today:
We were in the classroom today. 
The students copied the important dates into their agendas.  The dates are on the ant debate page and my calendar.

I wanted to give the students some time to step back from the research to see what they have learned so far.  We organized a few thoughts, and a few students even presented to the class.  It was like a very early scrimmage.
 
See this page for what we did today.

December 1, 2009

Homework:

All this week, students should be researching for the ant debate.  We are in the library for four days this week, but that will not be enough time.  I think students should spend some time researching on their own.  After two days, most students only know what ant we are dealing with and have examined a few of the arguments from the book.  There is a lot more they need to research!

Please see the assignment page on my website for further information.  You can click on the link for "Today in the Library" to see what we are working on each day in school.