In-Class:
- We went through a powerpoint reviewing the three articles we studied in groups. If you were absent, you need to read the powerpoint on your own in preparation for the journal entry. Here is the link to see the powerpoint: https://drive.google.com/file/d/0B3he23YqN8xJRGVISEZVYTAwdWc/view?usp=sharing
- Journal: See the powerpoint (above). The assignment for the journal is on the powerpoint!
- Students chose one of three tasks (listed at the end of the powerpoint) and submitted their choice to me. We will work on those tasks next class period.
Homework:
In-Class:
- Journal: Discuss how you are treated as a man or a woman in comparison with the opposite gender. Consider how you are treated in the following areas:
- Family
- At school
- At work
- Sports
- We got in to groups and finished activities A, B and C.
Homework:
- If you were absent for either of the group days, finish the activities at home that you didn't do with a group.
In-Class:
- No journal (short assembly day)
- Students got in to groups of 3-5. Groups were given either activity A, B, or C and they completed it as a group. Each activity was based on an article from the collections text on gender roles.
- After completing the first activity, students were given a second one. The last activity will be finished on Tuesday by each group.
- Students who were absent need to complete the assignments on their own as homework.
In-Class:
- Students turned in their revenge essays (100 points)
- Students got in to groups and were each given a different assignment regarding gender roles and stereotypes.
- Students presented to one another the things they discussed/worked on in their groups.
- Journal: Students wrote about how they think the roles of men and women will continue to shift over time.
Homework:
In-Class:
- No journal
- Students turned in rough drafts (20 points)
- We did a peer review of each others' rough drafts (20 points)
- Students checked their term 2 grades
Homework:
- Final essay due Wednesday, January 20
In-Class:
- I gave a presentation on general MLA formatting rules and more details on in-text citation.
- Students practiced in-text citation in their journals.
- I handed out the rubric for the essay.
Homework:
In-Class:
- No journal
- We went to the computer lab and researched for our papers on revenge
Homework:
In-Class:
- Journal: Students took notes on MLA format based on a PowerPoint presentation given.
- We discussed the prompt for our end of the unit essay on Revenge. We took notes on what the essay should consist of.
- Students filled out a "brainstorm" sheet coming up with ideas for the focus of each body paragraph.
- Students began their essay outline.
Homework:
- Finish the essay outline started in class.
In-Class:
- Journal: Write your thoughts about gun control. Then, after our class discussion, write new insights you gained.
- We put a sticky note with our name on it on the board on which side we fall when it comes to the issue of gun control.
- We had a class discussion. Everyone had three pieces of paper with their names on them. When they spoke, they turned in one of their papers. To get full credit, everyone had to turn in at least two papers (participate twice).
- We read the last three pages of, "Blocking the Transmission of Violence" as a class.
- Students got in groups and wrote down similarities between Hamlet and "Blocking the Transmission of Violence."
Homework:
- None
- All late work will be reduced 10% through the end of this week. Next week, the last week of the term, any late work will only receive half credit.
