Learning is Change

Core 1:

1. Discuss-on: What makes a conclusion a good one?
2. Check out some good feedback about revision.
3. Continue working on your essay, perfecting it into a form that you would want to turn in.
   • If you finish, get a couple of people to read it and comment.
   • Comment on other students’ essays.
   • Look for revisions to make your piece more persuasive
   • Edit using one of the following checklists if you like:
     • Checklist #1
     • Checklist #2
4. If and when you finish working on your essay, you can start/continue your Academy Authentic work.
5. Extension:
   • Make sure that your essay is ready to turn in by Thursday morning.

Core 2:

1. Write-on: What is creative non-fiction?
2. From within your niche (or not), finish work on your next Academy Authentic (due Friday).
   • Share with others on docs to receive comments (or receive comments on your blog)
   • Revise to the point that you would be proud to turn it in.
3. Finish work on your chapter three Oppression piece. (You can use it for your Academy Authentic if you wish.)
4. Extension:
   • Finish reading Chapter 3 and write your Oppression piece which was outlined in yesterday’s agenda.

Core 3:

1. Write-on: What is creative non-fiction?
2. From within your niche (or not), finish work on your next Academy Authentic (due Friday).
   • Share with others on docs to receive comments (or receive comments on your blog)
   • Revise to the point that you would be proud to turn it in.
3. Extension (or in class after blogging):
   • Finish Act II and your scale(s) for tomorrow.

Core 4:

1. Act-on: Grab a laptop.
   • Go onto morguefile.com and grab an image url for an image that
     represents your thesis. Start by searching for things to do with your
     book.
   • Put that image at the top of your essay for inspiration.
2. Work on writing your essay in any order you like. Please ask neighbors and Mr. Wilkoff for help if you need it.
   • Introduce your thesis.
   • State your thesis.
3. If you finish early, publish it and have others comment on it. You can also continue working on your Academy Authentic.
4. How can you use another author’s words to prove your point?
   • What are the attributes of a good quotation?
   • How do you plug that quotation into a persuasive paper?
   • How do you use those words to weave your own theories and ideas?
5. Extensions:
   • Refine your Introduction so that it in only introduces what is essential.
   • Write down 3 quotations that would help to prove your thesis.

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Bassanio and Portia engage in a relationship based upon nothing but a look from one to the other. They are overcome with this psuedo-love. So much so that Bassanio is willing to risk his friend’s life to pursue Portia. The total amount of time that Bassanio and Portia have spent together is so slim that it hardly seems worth the three thousand ducats he solicits from a sworn enemy. On the other side of this relationship, Portia is hardly involved. She merely believes that she could love Bassanio, that he is better than any other suitor to come her way. Of him she says, “I remember him well, and I remember him worthy of thy [nerissa’s] praise” (1.2). This hardly seems to be a description of true love.

Lorenzo and Jessica, however, have real affection and true experiences together. Their plans to be with one another do not involve schemes or money. They are simply interested in being with one another, not being with one another’s fortune or lack of fortune. Jessica is willing to give up her religion in order to be with Lorenzo, providing the old adage that “love is blind” to the follies and transgressions of the individual (2.6). Lorenzo is a master of action, and unlike Bassanio, he needs only to catch Jessica in her earnest confession of love, a leap of faith. Their relationship clearly is both more filled with true love and is more complex in deeds rather than words and money.

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This poem is a response to the oppression that Cassie feels in the third chapter of Roll of Thunder, Hear My Cry.
I tremble and shake.
I am huddled and awake.

I want to blow past these feelings.
Go deeper, unfurrow my brow beatings.

I push them deep into my head.
The fear of what they could do, it spreads.

We proved something to ourselves.
I thought we did, I can’t now tell.

The ditch we dug was our stand in the sand.
Purchased with fleeting thoughts, our dirty plan.

If they have the rights, we are always wrong.
Our sense of hope is lost, injustice prolonged.

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Core 1:

1. Write-on: What is revision?
2. Why are revisions made?
   • Choose two revisions made in the Declaration of Independence and write out your theory on why these particular revisions were made from the viewpoint of one of the founding fathers.
   • Speak as if in the continental congress and try to convince the assembly to revise the document before sending it out into the world.
3. How can you use the importance of such revisions to create your own value on revision.
4. What is in a conclusion?
5. Collect AR Contracts and Blogging Buddies
6. Extensions:
   • Comment on at least two other student’s essays in terms of revisions.

Core 2:

1. Write-on: How could you describe an emotion weighing down upon you?
2. Read Chapter 3:
   • Describe the feeling of oppression in the first person. What is weighing upon you? Where are you safe from this feeling?
3. Collect AR Contracts and Blogging Buddies
4. Extensions:
   • Finish Chapter 3 for Wednesday and finish your oppressive piece for Wednesday to be read to the class.

Core 3:

1. Write-on: How do you believe that antisemitism and stereotyping has played a role in the play up until this point?
2. Turn-in: AR Contracts, Blogging Buddies, and Questions from Friday.
3. 
   • In terms of the value of a human life, draw out how you believe Shakespeare would weigh out his characters.
4. Read to the end of Act II.
5. Extensions:
   • Quiz over Act I and II on Wednesday.

Core 4:

1. Share-on: Share your thesis with three others. Ask them if it is provable. Ask them if there is another way to write it so that it is more provable.
2. Work with thesis statements on the document camera:
   • Are the provable?
   • Are they interesting?
3. How can a thesis be an outline of an essay?
4. Talk about Start Me Up Sentences: start-me-up-sentence.doc
5. Extensions:
   • Write the introduction that goes along with your thesis (including a start-me-up sentence).

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Core 1:

1. Extended Write-on: Head over to the computer lab and continue your essay work.
2. Please ask yourself the following questions as you write:
• Am I proving my thesis?
• Are my examples and quotations as relevant as they need to be?
• Have I explained my quotations so that my words are even more vital than those in the quotation?
• What can I take out in order to make this more persuasive or vivid?
• Can I see the words as pictures in my mind?
3. Use those around you for help in writing your first draft (Mr. Wilkoff included).
4. Extensions
• Finish your first draft by Monday.

Core 2:

1. Quiz-on: Why do you think that Papa brought Mr. Morrison home?
2. Looking for setting:
• Setting is somehow the simplest and most complex of all of the elements of a novel. You can immediately recognize where something is taking place, but looking for all of the possible clues about the characters and plot within the setting is much harder.
• Setting has three parts: Time, Place, and Mood.
• What is the mood of Chapter 2? What are the details that lead you to believe that?
3. Take a look at AR and AR+ in our Class.
• New AR Contract
• New AR Commitment to reading in school and out of school.
4. Go down to the library to read Chapter 3 or your book of choice.
5. Extensions:
• Get your AR contract signed.

Core 3:

1. Write-on: What is a deal with the devil (with someone unsavory) that you would be willing to make?
2. Read through 2.2
• Does Shylock have legitimate grievances against Antonio?
• Is a pound of flesh too much to ask?
• What is the role of Gobbo?
• Why does the Prince of Morrocco choose the casket wrongly?
3. Take a look at AR and AR+ in our Class.
• New AR Contract
• New AR Commitment to reading in school and out of school.
4. Go down to the library to read Chapter 3 or your book of choice.

1. Extensions:
• Finally… Write out what you believe the boundaries of Shylock’s life are?

Core 4:

1. Write-on: How do you prove something about a book?
   • Just think about this question: What do you think that your change
     and persuasion notes would help you to prove about your character?
2. How do you show character development and change in piece of writing without resorting to plot summary? (Lord of the Flies Example)
3. Thesis writing as an art form:
   • How do you choose something that you want to prove?
   • How do you state it so that you will be able to prove it in multiple ways?
4. Take a look at AR and AR+ in our Class.
• New AR Contract
• New AR Commitment to reading in school and out of school.
5. Extension:
   • Write out your idea of a perfect thesis for what you want to prove
     in your book about change, persuasion, or character development.

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Core 1:

1. Act-on: Grab a laptop.
   • Go onto morguefile.com and grab an image url for an image that represents your thesis. Start by searching for things to do with your book.
   • Put that image at the top of your essay for inspiration.
2. Work on writing your essay in any order you like. Please ask neighbors and Mr. Wilkoff for help if you need it.
   • Introduce your thesis.
   • State your thesis.
   • Prove your thesis with examples/quotations.
3. What makes a good conclusion?
4. Extensions:
   • Finish the first draft of your essay for Monday.

Cores 2-4:

1. Discuss-on: What is a niche?
2. What do you think that your niche is or should be?
   • Go in search of your niche on Google Blog Search
   • Link to other blogs about your niche in your blogroll or in a new post.
3. Write and post your newest Academy Authentic.
4. Extensions:
   • Work on your Academy Authentic to turn in for the end of next week.

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