March 9 - 13

his week, we will march (March?) forward, continuing with the argument unit and honing close reading skills.We'll write Outline #3 and then the class will select one to type out into a full argument.

MONDAY/TUESDAY: Journal warm-up. Evaluate and discuss "ideal man/woman" brainstorms. Group activity finding a variety of evidence and examples using Theroux's argument as a basis. Present evidence to the class as a group.

Due:  (all periods) Finish reading "Being a Man." On a separate piece of paper, write down three examples that agree with author Theroux's main point, and three examples that challenge his main point. Bring these to class with you and be ready to discuss.

(1st and 2nd period) "Why Johnny Won't Read," pages 1-4 in the Gender Packet. Determine what the main argument, or thesis is. What are some additional examples that would defend, challenge, or qualify the main argument? 

Homework: Read "Why Johnny Won't Read." What is the thesis, and what are some examples that would defend and challenge the argument being presented? 

WEDNESDAY (special pre-ACT schedule, shortened classes): Journal warm-up.  Discussion about the complex issue of the gender pay gap and possible underlying reasons, view statistics. Read blog entry from a young professional about what she wishes she'd known about negotiating her salary (beneficial for everyone in class, not just the women). Speaking and listening: small group activity - improve the blogger's suggestions for phrases that could be used during a conversation with a potential employer that are respectful and effective in negotiations of salary, terms, etc. when accepting a position. Whole class discussion/comparison.

Extension: If you have time, click here for a challenging and informative video from the Stanford Business School about negotiation. I learn something new every time I listen to the lecture.

Due: Read "Why Johnny Won't Read."

Homework: Study for the quiz covering Vocab #16.

THURSDAY/FRIDAY: Journal warm-up. Quiz covering Vocab #16, grammar, reading. Discuss "Why Johnny Won't Read." On a separate piece of paper, create a short, original outline response to the following prompt: Bauerlain and Stotsky assert that the changes in assigned books for students in grades K-12 have contributed to an alarming decrease in reading for boys. To what extend does the K-12 reading curriculum selection in schools contribute to the widening gender gap between boys and girls when it comes to reading?

Collect "Why Johnny Won't Read" outlines. Read "Just Walk on By" with related whole-class activity.

Due: Study for quiz.

Read "Why Johnny Won't Read."

Homework: Please read and annotate "Being a Boy," and "Many Ways to Be a Girl." Based on your own and your peers' experience, are the findings in these two pieces similar to your own observations? Be ready to answer questions posted on Turnitin.com on Monday morning and respond to classmates.