Week 1

1.In-class writing sample
2. KWL+ on syllabus

HOMEWORK:
(1) Carefully read the syllabus.
(2) Complete your "KWL+" chart.
(3) Turn in your syllabus contract.
(4) Complete the student questionnaire.
(5) Read Essay #1 prompt

1. Finish KWL+ on syllabus
2. Syllabus quiz
3. Your Worst and Best Writing Experiences -- FREEWRITE
4. "Sausages and Oysters"
5. Vocbulary study cards

HOMEWORK:
(1) 2 copies of your writing sample, "Your Best and Worst Writing Experiences."
(2) Read "What True Education Should Do" by Sydney J. Harris (p. 173 in Course Reader)
(3) Complete 5 vocabulary study cards (p. 154)

1. "Bonding Bingo"
2. Vocabulary review
3. Summary of article
4. GATT
5. FREEWRITE: Zitkala-Sa's "Incurring My Mother's Displeasure" and Booker T. Washington's Up From Slavery

HOMEWORK:
(1) Complete 15 more vocabulary cards; Vocabulary Quiz #1 on Friday.
(2) Read Zitkala-Sa’s “Incurring My Mother’s Displeasure” and Booker T. Washington’s “Up from Slavery” (pp. 248-251 in Course Reader)
(3) For each story, write a 1- to 2-page typed summary that includes: (1) a GATT sentence and (2) responses to “Reading Fiction” (p. 141 in Course Reader)

1. Discuss Zitkala-Sa's "Incurring My Mother's Displeasure" and Booker T. Washington's Up From Slavery
2. Subject-verb ID
3. Sentence focus

HOMEWORK:
(1) Vocabulary Quiz #1.
(2) Vocabulary Cards #1.
(3) Read Nicholasa Mohr’s “The English Lesson” and Michael Lancaster’s “The Eyes of Chickens” (pp. 252-262).
(4) For each story, write a 1- to 2-page typed summary that includes: (1) a GATT sentence and (2) responses to “Reading Fiction” (p. 141 in Course Reader).
(5) Sentence Focus (3) on p. 86 in Course Reader --- on a separate sheet of paper to hand in.

1. Vocabulary Quiz #1
2. Discuss Nicholasa Mohr’s “The English Lesson” and Michael Lancaster’s “The Eyes of Chickens”
3. Finish sentence focus
4. "What I Learned" cards

HOMEWORK:
(1) Vocabulary Quiz #2.
(2) Vocabulary Cards #2.
(3) Read “Excerpt from The Struggle That Must Be: An Autobiography” by Harry Edwards (pp. 174-177 in Course Reader).
(4) Write a 1- to 2-page typed summary that includes: (1) a GATT sentence and (2) responses to “Reading Fiction” (p. 141 in Course Reader).
(5) Read “The Writing Process” (pp. 24-30 in Course Reader).


VOCABULARY WORDS FOR QUIZ #2
1. loquat
2. shimmered
3. unhesitatingly
4. fraternity
5. tolerated
6. impenetrable
7. dogged
8. discus
9. formidable
10. shrugged
11. tedious
12. retention
13. encompassing
14. pored
15. patently
16. devout
17. assumption
18. linchpin
19. implicit
20. interrelating
21. consistency
22. bluffing
23. caliber
24. crude
25. aspirations

1. Vocabulary Quiz #2
2. Discuss “Excerpt from The Struggle That Must Be: An Autobiography” by Harry Edwards
3. Themes
4. Assign Essay #2, due on Tuesday, July 5.
5. "Organizational Charts"

HOMEWORK:
(1) Complete your “Organizational Charts” (pp. 178-180)
(2) Formal Freewrite #1: What is the story of your educational career up to this point? Where did you start out? What did you have to go through to get to where you are today? What are the themes of your own story? Be detailed and use specific examples! (1 to 2 pages, typed)
(3) Read pp. 49-52 in the Course Reader about thesis statements.
(4) Bring in a draft of your thesis statement.
(5) Read “Reader-Friendly Paragraphs” (p. 118 in the Course Reader)

1. Narrative vs. expository writing
2. Thesis statements
3. "Reader-Friendly Paragraphs" and PIE ¶'s
4. Topic sentences
5. Writing plans

HOMEWORK:
(1) 2 copies of your writing plan.
(2) Bring in a disk to save your work on in the writing lab.
(3) Complete the topic sentence exercises (pp. 58-59)
(4) Read pp. 60-61, “The Idea Draft”
(5) Read about the writing process (pp. 31-36, 40-44); be prepared for a quiz on the readings tomorrow.

1. Quiz on "The Writing Process" and "Introductions and Conclusions"
2. Mini-peer review on writing plans
3 . Work on idea drafts

HOMEWORK:
(1) Bring in three copies of your rough draft for peer review.
(2) Read about peer response (pp. 63-65)

1. Peer review training
2. PEER REVIEW
3. Essay format
4. Using quotations

HOMEWORK:
(1) Revise your rough draft and bring in one copy on Friday. Include at least one properly formatted quotation.
(2) "Quotation Exercises" (p. 183) --- TYPED.
(3) "Proofreading Warm-Up" (p. 107)

1. "Proofreading Warm-Up"
2. "Quotation Exercises"
3. Using MLA documentation style
4. Coordination conjunctions (FANBOYS)
5. "What I Learned" cards

HOMEWORK:
(1) Essay #2 packet.

1. Correct essay format (refer to pp. 11-14 in Course Reader)
2. All of your peer review drafts
3. All of your peer review sheets
4. 2 copies of your final draft, with your thesis in [brackets]
5. "Works Cited" page
6. Writing Reflection #2

(2) Coordination (2): "Car Shopping" (pp. 92-93) -- please write out each sentence completely.
(3) Bring your dictionary with you to class on Tuesday.

Week 3

HOLIDAY - No Class Meeting.

Essay #2 packet due.
Root words, prefixes, and suffixes

HOMEWORK:
(1) Complete the root words worksheet.
(2) On 3 x 5" cards, create 10 "nonsense words" using the prefixes, root words, and suffixes.
(3) Read Kenneth Meeks' "Shopping in a Group While Black."
(4) Formal Freewrite #2: Write a 1- to 2-page typed response to the following questions:

• What exactly is going on in this situation, in your own words?

• How did the coach react to the situation? How did the players react?

• How did you feel when you read the ending of the story?

• Has anything like this happened to you or anyone you know? What happened, and how was the situation resolved?
  

1. "Nonsense Words" exercise
2. Racial injustice awareness --- ACTIVITY & DISCUSSION
3. Discuss Meeks, "Shopping in a Group While Black."
4. "Jim Crow" discussion groups

HOMEWORK:
(1) Vocabulary Cards #3
(2) Read your assigned section of Ronald Davis's "From Terror to Triumph: Historical Overview."
(3) Define any unfamiliar terms, and write a summary of the section's main points. Please type this assignment.

1. Context clues
2. "Jim Crow" article presentations
3. "The Death of Emmett Till"

HOMEWORK:
(1) "Using Contexxt Clues"(pp. 149-150)
(2) "Using Other Context Clues" (pp. 151-152).
(2) Formal Freewrite #3: Write a 1- to 2-page typed response to the following questions:

Read the lyrics to Bob Dylan's "The Death of Emmett Till" and freewrite a response to the song. You can listen to the song again here. How does this song make you feel? Summarize what happens in the song, then discuss the author's commentary and advice at the end.

1. A Time for Justice (38 minutes)
2. KWL+ on capital punishment: Go to the Death Penalty Information Center website and browse under "FACTS." On your KWL+ chart, find the answers to as many of your questions as possible. Try to make a list of at least 10 different facts in the "L" column, then finish the "+" column.
3. "What I Learned" cards

HOMEWORK:
(1) Vocabulary Cards #3
(2) Vocabulary Quiz #3
(3) Formal Freewrite #4: Write a 1- to 2-page typed response to the two death penalty editorial cartoons, "Opposing Viewpoints on the Death Penalty" (p. 203 in Course Reader).
(4) Bring in your copy of A Lesson Before Dying by Ernest J. Gaines.

Week 4

1. Vocabulary Quiz #3: "From Terror to Triumph: Historical Overview"
2 . "Analyzing Quotations in Fiction" (p. 205)
3 . "Checking Out" a Fiction Book
4 . "Literature: What Does It All Mean?" (p. 204)
5 . Vocabulary Logs
6. Reading Journals Assignments

For each set of chapters of this novel, you will create a 1- to 2-page reading journal that consists of these three parts:

1. Write a brief summary (1-2 paragraphs) of the chapters: identify the characters involved and summarize what happens.
2. Choose a quotation from the chapters that you find interesting, important, controversial, or otherwise significant. Remember to provide the context for the quotation: indicate who is saying this, who the quotation refers to, and cite the page number.
3. Respond to that quotation with a thoughtful paragraph or two that explains what you think the quotation means and why you chose to write about it.

Please make sure these assignments are at least 300 words, typed in black ink, double-spaced, in a 12-point font, and with 1” margins all around. Reading journals that are not typed will not be accepted. In the title of each assignment, indicate which chapters this reading journal refers to.

HOMEWORK:
(1) Read Ch. 1-5 of A Lesson Before Dying (pp. 1-41)
(2) Reading Journal #1
(3) Vocabulary Log #1
(4) Write down as many questions as you can about everything in the reading that interests you or confuses you. Write everything out as a question, even if you just want to remark on something you liked. Please type this assignment.
(5) Study for your "Root Words" QUIZ

1. Vocabulary Quiz #4: Root Words
2. Creating a Questioning Circle
3. Discuss Ch. 1 - 5 of Ernest Gaines' A Lesson Before Dying

HOMEWORK:
(1) Read Ch. 6-15 of A Lesson Before Dying (pp. 42-117)
(2) Reading Journal #2 & 3
(3) Vocabulary Log #2 & 3

1. Vocabulary Quiz #5: Context Clues (1)
2. Discuss Ch. 6-15 of ALBD

HOMEWORK:
(1) Read Ch. 16-25 of A Lesson Before Dying (pp. 118-203)
(2) Reading Journal #4 & 5
(3) Vocabulary Log #4 & 5

1. Vocabulary Quiz #6: Context Clues (2)
2. Discuss Ch. 16-25 of ALBD

HOMEWORK:
(1) Read Ch. 26-31 of A Lesson Before Dying (pp. 204-256)
(2) Reading Journal #6
(3) Vocabulary Log #6
(4) Create 10 text question cards (with answers) on 3 x 5” index cards about anything in the book. Be sure to cite the chapter and the page number that the answer is from.

1. Vocabulary Quiz #7: Context Clues (3)
2 . Assign Essay #3, due on Thursday, July 21
3. A Lesson Before Dying GAME SHOW
4. "What I Learned" cards

HOMEWORK:
(1) 2 copies of your writing plan.
(2) Bring in a disk to save your work on in the writing lab.

Week 5

1. Mini-peer review on writing plans
2 . Work on idea drafts

HOMEWORK:
Bring in three copies of your rough draft for peer review.

1. "Using Quotations in Literary Analysis"
2. PEER REVIEW

HOMEWORK:
Revise your rough draft and bring in one copy tomorrow. Make sure that your quotations are properly formatted.

1. Coordinators and subordinators
2. "Sentence Focus: Who's to Blame?"
3. Essay coherence
4 . Proofreading

HOMEWORK:
(1) Essay #3 packet due on Friday.

Essay #3 packet:

1. Correct essay format (refer to pp. 11-14 in Course Reader)
2. All of your peer review drafts
3. All of your peer review sheets
4. 2 copies of your final draft, with your thesis in [brackets]
5. "Works Cited" page
6. Writing Reflection #3

(2) "Subordination (3): Stay on the Trail" (pp. 98-99 in Course Reader).

1. "Your Early School Experiences"
2. Anyon, Social Class and the Curriculum of Work

HOMEWORK:
(1) Essay #3 packet.
(2) Read Jean Anyon’s Social Class and the Curriculum of Work (pp. 221-228 in Course Reader)
(3) As you are reading, circle or highlight any unfamiliar words.
(4) Bring your American Heritage Dictionary to class with you on Friday.

Essay #3 packet due.

1. Anyon, Social Class and the Curriculum of Work
2. In-Class Freewrite
3. "What I Learned" cards

HOMEWORK:
(1) Read John Holt’s “School Is Bad for Children” (pp. 229-232 in Course Reader)
(2) Formal Freewrite #5:
Identify the problems that John Holt writes about. What does he suggest as solutions? This article was first published in 1969: what problems remain and what new problems have occurred in schools? Which of the solutions that he suggested have worked and which have not? Why?

(3) Read William A. Henry III’s “In Defense of Elitism” (pp. 233-235 in Course Reader)
(4) Read Kate Boyes, “Signed, Grateful” (pp. 268-270 in Course Reader)
(5) Formal Freewrite #6:
In his article, “In Defense of Elitism,” what does Henry suggest that we do in order to solve the problems with the educational system today? Do you think that Henry would’ve considered Boyes as a student prepared for college? Why or why not?

1. Holt, "School Is Bad for Children"
2. Boyes, "Signed, Grateful"
3 . Henry, "In Defense of Elitism"

HOMEWORK:
(1) Read George B. Vaughn’s “Redefining ‘Open Access’” (pp. 236-238 in Course Reader)
(2) Read Shirley Lauro’s “Open Admission” (pp. 263-268 in Course Reader)
(3) Formal Freewrite #7:
What is the definition of “open access,” according to Vaughn? Why does he believe that open access should be limited? Do you agree or disagree with his assertions? Why? Consider the character of Calvin in Lauro’s play: is he benefiting from the open access policy at his school? Why or why not?
(4) Additional Readings (pp. 236-238 in Course Reader)
(5) Write a 1-paragraph summary of each article and their main points/arguments. You should have a total of 4 summaries. Please type this assignment.

1. Vaughn, "Redefining 'Open Access'"
2. Lauro, Open Admission
3. Current Issues in Higher Education
4. The Problems with Higher Education --- BRAINSTORMING
5 . Assign Essay #4, due on Friday, July 29

HOMEWORK:
(1) 2 copies of your writing plan.
(2) Bring in a disk to save your work on in the writing lab.

1. Mini-peer review on writing plans
2 . Work on idea drafts

HOMEWORK:
(1) Bring in three copies of your rough draft for peer review.
(2) Read Roberts, "How to Say Nothing in 500 Words" (pp. 239-245 in Course Reader)
(3) Complete the exercises (pp. 246-247)

Essay #4 packet:

1. Correct essay format (refer to pp. 11-14 in Course Reader)
2. All of your peer review drafts
3. All of your peer review sheets
4. 2 copies of your final draft, with your thesis in [brackets]
5. "Works Cited" page
6. Writing Reflection #4

Essay #4 packet due.

1. Discuss revision conferences.
2. Assign Essay #5, due on Thursday, August 4
3. Writing Process Inductive
4. Go over Essay #6 prompt

HOMEWORK:
(1) Complete the "Outcome Sentences" on p. 165 --- type these sentences out on a separate sheet of paper to hand in.
(2) Bring in two copies of your writing plan.

Week 7

1. Discuss "Outcome Sentences"
2. Mini-peer review on writing plans

HOMEWORK:
On Wednesday, bring in:

• Your writing reflections
• A typed copy of your writing plan
• "What I Learned" cards

NOTE: If you do not bring these items in on Wednesday, you cannot bring them in on the day of the exam.

Essay #5 Revision Conferences. NO CLASS MEETING.

1. Discuss Essay #5 packet
2. Assemble and collect the Final Exam packet.

HOMEWORK:
1. Completed lab folders.
2. Essay #5 packet.
3. Bring in a disk to save your work in the computer lab.

Essay #5 packet (REVISION) due.

Final Exam
10:35 am - 12: 35 pm