1. Hand in/share Imaginary Conversations. 2. Complete last CB in Unit 2 (reliable sources and people and then The You Paper = all due IN CLASS). On Wednesday: Bigger introduction to P2 and talk about Chuck #6 and the Chapter on Definition (mixed with Chuck = assignment).

English 120: Writing Conferences in my office, Monday/Wednesday/Thursday. To switch your meeting time, check the sign-up sheet on my office door - please do not email me.
English 110: No class (long story about a meeting mix-up), but there is an assignment (dealing with George Carlin) due for Wednesday. P1 was due this last Saturday; we start P1.5 on Wednesday.

+ Any everyday controversies? Arguments?
+ Video on Everyday Arguments.
+ Review Chapters 1 and 5?
+ Rubric Quiz to take in class? [Attendance.]
+ Intro to Chuck and read #16 (and complete a reading activity = Top Ten List?) for next time.
+ Fill out more of the Tweet Sheet using Chapters 20&22.

+ Hand in second Mini-Argument.
+ Video on Everyday Arguments? Left time for Book Quiz instead.
+ Introduce P1 and brainstorm using scratch paper. Show samples?
+ Book Quiz due for next class time.
+ Read Chapters 1&5 (or give them Tweet from your Seat) for next class time.
+ Next class time: Start reading Chuck and Chapters 20&22 (using more of the rest of the Tweet Sheet).

+ Second mini-argument due for next class time.
+ Create The Controversial LIFE game w/groupmates and then play the game.

Syllabus Quiz due by class time!
1. Attendance (using CB due in class). 2. A Party for 7Billion video?  3. CB: Everyday arguments due for next class time or due in class? [Video in eCompanion = forgot to watch]. 4. Prep for creating The Controversial LIFE game during next class period - get into groups, figure out controversial elements, plan how it'll look, etc.
p.s. Class was canceled yesterday.
p.p.s. This list may be updated after class today.

Items on this list are subject to how much time we spend on each item.
1. Take attendance with PeopleSoft printout.
2. Show this teaching blog.
3. Ask if they've seen any arguments or controversy since our last class time.
4. Questions about the two pages in the syllabus that they had to read?
5. Look at the first mini-arguments; the topic was "Write a bad argument." Share in groups maybe and then have them share a few with the whole class.
6. Show eCompanion and how to change email addresses.
7. For next Wednesday: respond to first Class Blog question - What makes you controversial? [Show my video in class?]

I'll save the Syllabus/Book Quiz for Wed (due Thurs) and the Chapter 1/5 readings for Thurs? just in case students don't have the books yet. And, hopefully, by next Wednesday, I'll have an updated chart to hand out to them with more of a day-to-day schedule (instead of weekly).

This image will indicate that the blog entry is about the English 120 On-Campus class. Hopefully, my online students won't confuse it with their list of activities, etc. nor will my English 110 students think these entries are about their class either. Yep.

Okay, so today in class, I started off with Lady Gaga's "The Fame" and told them I'd give 'em all 10 million dollars. DJ and So got into it right away, arguing money and fame. It was awesome. As they argued, and as I asked the other students questions, I used clips from The How of Happiness to ask more questions. Then I asked them to connect what I did (the song, the book) to the class; from there, we looked at how many things in the classroom were arguments. Then, I sent around the very pink sign-in sheet and handed out the syllabus. I think I pointed out the main stuff, like I did with the English 110 class this morning. We ended with 5-10 minutes to spare, and I assigned the "bad" argument, two sheets in the syllabus, and the attempt at eCompanion for tomorrow's class.

It's a good group of students; I know about a third from last semester, and while it was at 29 students for awhile, it looks like it'll be a more manageable 24-25 students.