Sometimes, students choose not to think. I completely believe they are all capable of thinking and learning, so instead of replying to emails with frustration, I'm going to send pictures of Einstein. This one is perfect because it's like he's thinking, "Dude, you know better; you can do better." I think I'd like to use the one of him sticking his tongue out too. Yeah.

On-Campus Students: I'm home sick today. Please read the emails I sent out OR read the Announcement I placed in our eCompanion shells. Stay warm & see you soon.

 1.We looked at George Carlin Flickr/Pixlr Images & the "Baseball versus Football" video. 2. I assigned the Steve Carell essay for Wednesday. 3. The rest of class time was used for open writing conferences/workday time for P1.

*There were quite a few missing students this morning in my 9am... and the same goes for last Friday in my 3pm class. Please remember, students, that I don't take late work if you don't have an excused absence. Excused absences are outlined in the syllabus.

1. Collect My Words. 2. Collect George Carlin Tweets & discuss what they read? 3. Videos (listed below or watch Sir Ken Robinson & G.C.'s "American Dream" video). 4. Chain Paragraphs (3pm class) or Peer Review (9am class or they could opt to do the Chain Paragraphs too). 5. Reading activity with George Carlin for next time (Flickr/Pixlr.com)?

Videos To Consider: “Strongbad,” “Totally Like Whatever,” and "The The Impotence of Proofreading." (Watch “Erin McKean Redefines The Dictionary,” TED talk)...

p.s. Mashpedia may be is my new best friend.

1. Collect summaries of "Shitty First Drafts" & collect bad essays turned good (was due for last class time, but I forgot to grab 'em). 2. Introduce P1 [then show this video (she's quiet but it's useful; it's 9min in length) or flip flop introduction with video?]. 3. Introduce My Words and have first batch due for next class period (they could start working on these in class, really). 4. Reading activity with George Carlin for next time (Tweet From Your Seat)? 5. Next class time, watch a few videos, talk about George, hand in My Words, and do a small peer review session with P1 drafts?

Videos To Consider: “Strongbad,” “Totally Like Whatever.” (Watch “Erin McKean Redefines The Dictionary,” TED talk)...

1. Read "Shitty First Drafts" in Doc Sharing + write a summary for next class time. 2. Create and play LIFE project. Winners get candy? (Fill out post-game worksheet and hand in before you leave.)

*Bring bad = good essays next time too!

1. Bits & Pieces writing assignment? 2. Attendance (with PeopleSoft printoff or bright pink sign-in sheet). 3. Little animation video and a video about the History of Language (via FilmsOnDemand - NDSCS Library - show 22min of it?) - start at second piece, "Searching for the first language," [4min] and then show "How Languages evolved: English" [3min] + "Language: Innate or Learned" [3+min] + "Social Functions of Language" [2min] + and the last three sections [10min]. 4. Tell them to plan/prep for a LIFE game about the writing process during next class period! Have a handout or just tell 'em what it'll encompass... 5. Exchange bad essays & do something to them for the next class period.

p.s. 3pm class = no class. My sister had her baby this morning! See you Friday.

Before jumping into the list, I'll check attendance using the PeopleSoft printout and show 'em this blog.
1. Gather Pre-Tests. 2. Share bad essays. 3. Carlin's "Modern Man" video on YouTube. 4. David Sedaris' recent video from CBS? 5. TheScribbleProject (started in 9am somewhat, but I didn't assign in 3pm yet) will be due in class. 6. For Wednesday: "Dear Me On May 7th or 8th or 9th..." and 7. the Student Cafe in eCompanion.
If they don't want homework, they should definitely try to finish up all three assignments (5-7) in class.

The First Day of Classes. Woo Hoo... Basically, I started out with a brief lecture of how composition and language and words are all around us. Then, I jumped into me & the class before using the First Day PPT to have them learn more about each other. We looked the syllabus next, and I jumped around a bit covering the big things. After that, we had like 10-15min left and so I wrapped up with the 3.5 assignments for Friday. On Friday, I plan to cover eCompanion more (their .5 assignment was to attempt to log in), show this blog to them (maybe), show Carlin's "Modern Man," and use some class time for them to get to know one another using TheScribbleProject (bring markers and crayons).

I need to make an image like the one above for my English 120 class.

Meanwhile, my online 120 keeps growing. It's nuts. I think I may be at the most students I've had (with 5 classes). Sheesh.

Some more stuff, because I know you like it.
From Ivonne's paper-
Camus was an Existentialist, and he explained it. “The existentialism maintain that the individual is solely responsible for giving his or her own life meaning and for living that life passionately and sincerely, in spite of many existential obstacles and distractions including despair, angst, absurdity, alienation, and boredom.”

From Skylar's paper-
“I think the world is run by C students.”  ~Al McGuire
From Krista's paper -
“I don’t believe in accidents. There are only encounters in history. There are no accidents.” ~Pablo Picasso
“Sibling relationships...outlast marriages, survive the death of parents, resurface after quarrels that would sink any friendship. They flourish in a thousand incarnations of closeness and distance, warmth, loyalty and distrust.” ~Erica E. Goode
From D.J.'s paper-
“Ask, and it shall be given you; seek, and you shall find; knock, and it shall be opened unto you: For every one that asks receives; and he that seeks finds; and to him that knocks it shall be opened.” – Matthew 7:7-8
From Emily's paper-