Over the course of the week...
Read the following articles: The Full Chapter on The Purpose of Grading Alfie Kohn's famous article "The Case Against Grades" Lit Review of Grading with Some Possible Fixes New York Time's What College Want in an Applicants Relative importance of grades at Harvard Growth Mindset Brief Intro NPR Transcript into How Amherst Looks at Its Applicants TED Radio Hour Podcast Segment on Why People Work Hard Complete the following blog posts referring to the readings (unless you debating) : Blog Post One: "Look, I'd love kids to attend class "for the intrinsic value," and until then, I'd love them to do it for money. I just want them to do it." - Geoffrey Canada, on paying students in his Promise Academy schools for good attendance and strong performance. Respond to the quote above: what are a typical South student's motivations to earn high marks? What motivations should students have? What feels ethically, intellectually, or morally suspect about paying students for "showing up and doing well?" What feels ethically, intellectually, or morally suspect about internalizing grades as rewards themselves? In what ways do we already have a system that might undercut or overemphasize the supposed value of "a good grade?" Blog Post Two: What is right or wrong with colleges giving "scholastic achievement" or grades a premium weight while considering an application? What blind spots or unintended consequences would a focus on valuing grades above all else engender? What if they ignored grades altogether? What should colleges focus on when trying to see whether a specific applicant is "right for their school"? If you could change one thing about the college application process, what would it be? Submit your #MeToo editorial/op-ed on Turn It In by Tuesday the 26th Submit your HNZLMN on Turn It In by Thursday, the 28th Submit your Grading editorial/op-ed on Turn It In by Monday, March 4th
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C Block
Due for Tuesday 1. Finish reading Act 1 and study for Reading Quiz on Act 1 2. Answer this question in three complete sentences: How does Shakespeare celebrate love in this play? Due for Thursday 1. Read Act 2 scenes 1-2 2. Come up with 3 "did you read this" questions for a peer for Act 2 Scene 2. Due for Friday 1. Read Act 2 Scene 3 2. Come to class with a paraphrase of the Friar's opening monologue. 3. Study for Vocab Quiz Due for Monday 1. Read Act 2 Scenes 4 and 5. Develop a clear answer to the following question: "what kind of humor does this scene try to employ?" 2. Fill out and bring in your sophomore placement survey F Block Due for Tuesday 1. Finish reading act 1 and study for Reading Quiz on Act 1 2. Answer this question in three complete sentences: How does Shakespeare celebrate love in this play? Due for Wednesday 1. Read Act 2 scenes 1-2 2. Come up with 3 "did you read this" questions for a peer for Act 2 Scene 2. 3. Study for Vocab Quiz Due for Thurday 1. Read Act 2 Scene 3 2. Come to class with a paraphrase of the Friar's opening monologue. Due for Monday 1. Read Act 2 Scenes 4 and 5. Develop a clear answer to the following question: "what kind of humor does this scene try to employ?" 2. Fill out and bring in your sophomore placement survey C Block
Due for Tuesday Read Act 1 Scene 2, and answer the comprehension questions Due for Friday Read Act 1 Scenes 3 and 4. Finish answering the comprehension questions. Make a list of all the characters that we have met so far and do the following: 1. Find a quote from their mouths that perfectly sum up their character 2. Draw a symbol that will help you remember who they are 3. Would you date this individual? Why or why not? Don't consider gender! Due for Monday Nothing! Have a great break! F Block Due for Tuesday Read Act 1 Scene 2, and answer the comprehension questions Due for Wednesday Read Act 1 Scene 3 and answer the comprehension questions Due for Thursday Read Act 1 Scene 4. Make a list of all the characters that we have met so far and do the following: 1. Find a quote from their mouths that perfectly sum up their character 2. Draw a symbol that will help you remember who they are 3. Would you date this individual? Why or why not? Don't consider gender! Due for Monday Nothing! Have a great break! Over the course of the week...
Read the following articles: 1. Men's Response to Brett Kavanaugh - Slate 2. Working with Leon Wiesltier, Editor Accused of Harassment - The Atlantic 3. When Saying Yes is Easier than Saying No - NYT 4. The Evolution of #MeToo - Vox 5. One Year of #MeToo - New Yorker 6. Mixed Feelings about #MeToo - New York Times 7. Beware of Female Vigilantism - Boston Globe Complete the following blog posts referring to the readings (unless you debating) : Blog Post One: Is “it was different back then” a strong or reasonable excuse for men who have been accused of sexual harassment taking place decades ago? If something like inappropriate touching or inappropriate comments felt commonplace and “appropriate” 30 years ago, should we condemn those who committed those acts today? Can you think of any instance or example of something that you would consider excusable because "it was different back then?" Does it matter if the behavior takes place in the workplace or in general society? Blog Post Two: How should we understand and implement the ideals of "innocent until proven guilty" and "due process" when it comes to matters of sexual assault? What compulsion or considerations do companies, institutions, or society/public opinion have regarding individuals accused of something difficult to prove or disprove? If an individual is fired for allegations of sexual harassment, should he/she/they be hired back if these allegations cannot be proven? Submit your #MeToo editorial/op-ed on Turn It In by Tuesday the 26th Both Blocks
Due for Tuesday Bring in your completed sonnet! Please remember to engage with the following rules:1. 14 lines 2. Rhyme Scheme 3. Communicates an idea about love or romance 4. Presents and resolves a tension 5. 10 syllables per line (although I won't be demanding iambic pentameter, if you choose to do this, I will be impressed!) Due for Thursday Bring in a rough draft of a 2 paragraph and a thesis explication of your peer's sonnet! Due for Monday 1. Expand your rough draft into a 4-paragraph explication of your peer's sonnet, complete with a thesis and a conclusion! Have this printed out and ready to be submitted. Worth 40 points. 2. Read The Prologue, Act 1, Scene 1. Answer the comprehension questions - try it first without your book and just from your memory. AMENDED: if you are involved in the debate on Thursday, you are exempt from the blog posts!
Over the course of the week... Read the following articles:
Prepare for our in-class "debate" for Thursday if you are part of the assigned group! Write your editorial by Monday! Turn this in on Turn It In. |
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