- NOTES: dubitatio, apophasis, ad misericordiam, and tautology.
- Discussed non-fiction speech analysis (see "Assignment Page").
- With partner: Annotated one section of Antony's speech for rhetorical devices.
- Word of the Day: LAUDABLE
- Performed Antony's speech and 3.3; discussed the comic/tragedy possibilities of the plebeian scene.
- Reviewed the different rhetorical elements that we have learned. NOTES: syllogism and enthymeme
- Analyzed the first part of Antony's funeral speech.
- NOTES: "Argument & Persuasion"
- Word of the Day: VACILLATE
- Finished analyzing Brutus's speech with partner:
- Schemes: Which dominates and what is its purpose?
- Appeals: Which dominates and why?
- Tropes: What is the purpose of the rhetorical questions?
- Why does Brutus speak in prose?
- Scheme presentations (students took notes).
- ACTIVITY/HOMEWORK: Analyze Brutus's speech for schemes/tropes.
- Word of the Day: PARITY
- Plebeian response (homework) share & write; turned in homework.
- ACTIVITY: Reviewed scheme; assigned one scheme; with a partner, found two examples of assigned scheme. These will be presented in class on Monday.
- Word of the Day: MOLLIFY
- Finished performing 3.1: Discussed Antony's prevarication and desire for vengeance.
- Shared tropes; turned homework in.
- Started 3.2: Brutus's speech (see "Assignment Page")
- Word of the Day: SUPERCILIOUS
- Finished book cover presentations.
- FYI: Ides, nones, kalends (the Roman way of keeping time)
- Performed 3.1: Discussed the ironies of the scene, the motif of butchery, the conspirators' jubilation after assassinating Caesar; and the disconnect between Brutus' perception of the assassination (i.e., "I am a liberator . . . Rome's savior!") and how others would perceive him (a vicious murderer; a disloyal friend),
- Read Plutarch's account of the murder.
- Compared Brutus's depiction of Caesar's murder in 2.1.175-194 with what actually happens in 3.1.
- REVIEW: the topic sentence
- HANDOUT/ACTIVITY: Self & Peer review of Act 2 essay.
- Book covers: Why you chose the individual, or a description about some interesting aspect of their assassination.
- Word of the Day: PREVARICATE
- Finish performing Act II
- Artemedoris (according to Plutarch)
- Portia: a. How do we know that Portia know Brutus's secret (textual evidence)? b. Compare the Portia of scene 1 with sc 2.
- ACTIVITY: "Venn" diagram pre-writing (blue handout) with partner.
- Word of the Day: SALUBRIOUS
- Performed the "Brutus C" part of 2.1 with Portia, and performed 2.2. For each scene, we discussed the following questions:
- How would you characterize each of the two marriages?
- What kind of woman is Portia? Calpurnia?
- What does each wife want?
- What appeals does each use to get what they want?
- Word of the Day: BRUSQUE
- Performed the "Brutus B" part of 2.1 with conspirators. Discussed:
- How does Brutus usurp Cassius's position as leader of the conspiracy?
- Compare Brutus's portrayal of the assassination to the conspirators with his portrayal of the event to himself when he was alone (75 - 85-ish).
- HANDOUT/ACTIVITY: Self & Peer review of Act 1 essay.
- Word of the Day: SPURIOUS
- NOTES/LECTURE: Epictitus & Stoicism
- VIDEO: "Stoicism"
- Performed 2.1: Discussed Brutus's spurious argument, his use of the slippery slope fallacy, and his application of stoicism to his dilemma.
- Word of the Day: PORTENT
- Word Power quiz on 32 & 33.
- Performed 1.3: NOTES: the "Chain of Being," Cicero's warning, Cassius' interpretation of portentous events.
- Discussed the mini-essay that is due on Monday (see Assignment page!).
- Word of the Day: RETICENT
- Short review of Word Power 32 & 33.
- Finished reading scene 2 (Act 1): Discussed Caesar's physical infirmities and their symbolic implications; Caesar and Cassius's mutual keen insights into human motivation; Casca's cagey persona, why he speaks in prose, and what the real Cicero purportedly said "in Greek."
- Finished signing up for Act 2.
- Word of the Day: METTLE
- HANDOUT: "Ethos/Logos/Pathos"
- Watched introductory video to the appeals: https://www.youtube.com/watch?v=3klMM9BkW5o
- Finished scene 2 discussion.
- Story of Rape of Lucrece (the establishment of the Roman republic).
- LECTURE: ethos, logos, pathos; examined Cassius' lines (37 - 170) for their appeals.
- Word of the Day: MAGNAMINOUS
- Finished The Civil War: Crossing the Rubicon, war with Pompey, love with Cleopatra, War with Pontus, Numedia, Spain, the 4 - day triumph, and "Dictator for Life."
- Read 1.2, lines 30 - 187; discussed the imperfect lines, Brutus's personal civil war/internal conflict, and Cassius's appeal to Brutus's vanity.
- Word of the Day: ADROIT
- SPECIAL SPEAKER: Mr. Underland introduced and discussed AP Language (11).
- ACTIVITY: Tweeting from the battlefield in Gaul.
- LECTURE: The Civil War: Crossing the Rubicon, war with Pompey, love with Cleopatra, the 4 - day triumph, and "Dictator for Life."
- Word of the Day: TENACITY
- HANDOUT: Plutarch's general explanation of Caesar's success as a general.
- ACTIVITY: In groups, worked on "Tweets from the Battlefield"
- Word of the Day: ENERVATE
- LECTURE: "Who in the World is Julius Caesar?: Child of Venus . . . Romeo to Cornelia. . .Pirate captive. . . Rhodes & Rhetorical School . . . political upstart & rabble rouser . . . Super-Aedile . . .Resurrector of Marius' Popularis Party . .
- Word of the Day: ANTIPATHY
- Read scene 1 of Act in Julius Caesar.
- Reviewed the puns and discussed the purpose [irony -- appearances v. reality; emphasize class distinction & discord].
- Identified the play's conflict based on scene 1. NOTES: TRIBUNE
- Performed the opening of scene 2 to glimpse the initial characterization of Julius Caesar.
- Word Power quiz, session 30 & 31.
- Read the comic-condensed version of Julius Caesar.
- Checked out Julius Caesar; covered book!
- Discussed how to earn/lose points in a reading.
- Signed up for Act I.
- Word of the Day: PONTIFICATE
- Word Power review (30 & 31)
- Syntax handout & "The Trouble with Shakespeare"
- Word of the Day: GERMANE
- Levels of Generality:
- Paragraph "assembly"
- Apply levels to "jaguar" paragraph (45).
- Diagnosing and fixing problems (43 - 44).
- Word of the Day: RUMINATE
- Shared romance novel intro.
- HANDOUT: Romance rubric
- Word of the Day: IMPUGN
- COHESION v. COHERENCE
- Writing Activity
- Read pp 85 - 90: Highlight coherence rule
- Exercise 5.2
- Word of the Day: INCREDULOUS
- Word Power quiz: sessions 28 & 29
- Faulty parallelism quiz; went over answers.
- Word of the Day: EPHEMERAL
- Finished identifying parallel element in MLK's excerpt ("Birmingham Jail" letter); discussed how parallelism and periodic sentence supported content.
- QUIZ: Lincoln's "Gettysburg Address."
- Faulty Parallelism: Started homework; see "Assignment Page."
- Word of the Day: UBIQUITOUS
- Explained Romance novel assignment.
- Parallelism: words, phrases,clauses, paragraphs
Monday, 2/6 & Tuesday, 2/7: Snow Days
- Word Power quiz: Sessions 26 & 27.
- Reviewed the homework for passive construction.
- Parallelism: Packet, pp 38 - 41 (read).
- Word of the Day: PREDILECTION
- Word Power Improv.! -- A review of Sessions 26 & 27
- COHESION: Passive construction
- Finished going over the answers for "verb practice," 1- 15.
- The Rules for Using Passive Construction: Read pp 62-63 in packet.
- Word of the Day: CAPITULATE
- Looked at answers for problem pronoun homework.
- COHESION: Passive construction
- HANDOUT: Verb practice 1 - 15; went over answers.
- Word of the Day: MENDACIOUS
- NOTES: Cohesion techniques
- Identified cohesion techniques used on an LOTF student essay; went over homework.
- Problem pronoun activity.
- Word of the Day: ACRIMONIOUS
- Introduction to Cohesion
- Duke University Powerpoint
- Read pp 26 - 28 in "Cohesion" packet; identified cohesion techniques in "Reef" paragraph. [relevance; key word; metadiscourse; logical connection]
- Final instructions for the Final (see assignment page).
- Watched John Green's Flies "Crash Course" (review & discussion).
- HANDOUT: Other allegorical possibilities . . .
- Discussed the end of the novel.
- GRAMMAR: Went over answers for "Fragment/Run-on" handout.
- REVIEW: Theme subject, theme statement, thesis statements; wrote a theme statement for LOTF
- HANDOUT: "Classifying sentences (SS; CX; CD; CD-CX)"
- ACTIVITY: Passage read/respond
- Add an idea.
- Compliment content or style
- Ask a question.
- Grammar handout (#6, 7, 8 only): Identifying subjects & verbs; identifying clauses.
- Discussed Simon's confrontation with the "Lord of the Flies;" etymology/meaning of the novel's title.
- (Formative) D.G.P. QUIZ
- Define ALLEGORY; applied Freud's conception of the psyche -- ID, EGO, SUPEREGO -- to the characters Jack, Ralph, Piggy (NOTES!)
- Discussed mankind's "essential illness" and the characteristics of the beast; Simon as spiritual advisor/prophet.
- Exercise 4.1 (nominalization exercise):
- Identified prepositional phrases, subjects, verbs, and identified sentence type.
- Marked all the words that could be actions if expressed as a verb; identified potential main characters based on those actions.
- Rewrote the sentence for clarity.
- Grammar handout (#9 & #10 only): Identifying subjects & verbs; identifying clauses.
- Discussed chapters 4 & 5 of LOTF
- Finished discussing chapter 1.
- HANDOUT (purple): Discussed how to complete journal entries for LOTF.
- In groups of 4: Discussed most significant passages from chapters 2 & 3.
- Grammar handout (1 - 5): Identifying subjects & verbs; identifying clauses.
- Went over nominalization handout.
- Identified/rewrote one sentence in poetry essay that violates the "First Principle of Clarity."
- With partner, completed exercise 3.9.
- NOTES: Useful nominalization.
- On the back of homework, students responded (5 minutes) to: "What would humans be like in a State of Nature?" and shared their ideas in small group.
- NOTES: "State of Nature"; Hobbes; Locke; and Rousseau
- ACTIVITY: "Stole" 3 new "noticings" to add to homework list -- gave author credit.
- Introduction to Lord of the Flies: Why Golding wrote it; theme; "everything is symbolic."
- Began discussion of chapter 1.
- Turned in poetry class-work/essay prep work.
- VIDEO: "Nominalization: Zombie Nouns"
- POWERPOINT/notes: "Nominalization and Clarity Rule #1"
- HANDOUT: Practice activity/drill applying Rule #1.
- Poetry essay: In-class write.
- DGP partners; identified clauses.
- HANDOUT/ACTIVITY: FIT process for analyzing poetry -- applied it to "Richard Cory."
- Date-stamped homework.
- Checked in Oedipus; checked out The Lord of the Flies (4th only).
- DGP partners; identified clauses.
- Worked on METER by analyzing "Richard Cory" handout poems.
- Analyzed own poem for meter.
- MEMORIZE: You must know what an IAMB is and PENTAMETER!
- DGP partners; identified clauses.
- Introduction to Poetry Fundamentals
- Verse forms; stanza forms; rhyme scheme; meter
- HANDOUT: "Richard Cory," etc.
- DGP partners; identified clauses.
- Poetry partners; talked about poems using these discussion starters: "I chose this poem because . . ."; "This poem reminds me of . . . "; "My favorite word/line/image is . . . "; "The most difficult thing about this poem is . . ."
- HANDOUT: TP-CASTT (Worked with partner; examined one poem at a time and took notes (15 min. per poem). NOTES CAN BE USED DURING IN-CLASS WRITE.
- Dead Poet's Society seminar.
- Turned in seminar questions.
Tuesday, 12/13 - Thursday, 12/15
- Essay conferences with Mrs. Violette
- Watched movie, Dead Poet's Society. Took notes on archetypes, symbols [birds, uniforms/clothes, school "pillars"], poems, school subjects, settings, music
- HANDOUT: "Essay Mastery Checklist" and conference information (see "Assignment Page").
- Poetry Out Loud due dates: Jan. 13 -- class competition!; Jan. 19 -- school competition.
- Seminar question "DON'TS" and answer "DO'S.
- Mini-lesson: "Conclusions"
- Worked on essays (last day for in-class work).
- Discussed side #2 on yesterday's handout: "Things to Consider in Argument/Analysis."
- Worked on essays.
- Mini-Lesson: "Introductions"
- HANDOUT: "Types of Literary Analysis/Things to Consider in Argument/Analysis"
- Turned in "6-Step" thesis homework.
- Date-stamped "Literary Analysis Planning Guide."
- Worked on essays.
- Discussed the difference between an argumentative essay and a literary analysis essay
- Mock-up 5-paragraph essay from thesis statement about Subway.
- Date-stamped homework (6-steps to thesis statement); checked thesis statement against handout (1/2 sheet: "Things to Consider When Writing a Thesis Statement").
- Read Arthur Miller's essay, "Tragedy and the Common Man."
- Turned in seminar self-assessment.
- Discussed yesterday's seminar; finished discussing Antigone.
- HANDOUT: "Some Thoughts About Tragedy" (Read and discussed with partner).
- CREATIVE WRITING #4 (in class): "What makes Antigone a tragedy (or not) to you?"
- Set seminar goal.
- Antigone seminar!
- Turned in seminar prep.
- In grammar partnerships: Orally completed pp 495 - 498; exercise #3 -- in (green) Elements of Language book.
- Took Antigone reading check.
- Discussed Antigone archetypes; added the "cave" to our list; turned in homework.
- Created grammar partnerships: Orally completed pp 492 - 494 in (green) Elements of Language book.
- Finished archetype review: Made list of archetypes found in Oedipus Rex; date-stamped archetype homework.
- Gave plot synopsis for Oedipus at Colonus.
- Grammar HANDOUT: Diagnostic Preview "A" for Clause
- Archetypes -- small groups; shared archetype examples.
- While reading Antigone, mark any archetypes you note on the left-hand side of handout.
- Took a revised quick Oedipus test.
- Date-stamped Thanksgiving pieces; shared.
- TEST on Oedipus Rex.
- Word Power quiz, sessions 24 & 25
- Activity: Exchanged "exit slips"; wrote responses.
- Discussion: Who/what determines our life?
- Word Power (sessions 24 & 25) review.
- Crash Course: Oedipus
- What is Green's claim (main argument) about Oedipus?
- What is Aristotle's claim according to Green?
- Participles & phrases quiz.
- Exodus discussion
- Freud and the "The Oedipus Complex"
- Jung and Archetypes & #3.
- NOTES: Aristotelian tragedy
- HANDOUT/DISCUSSION: Exodus questions
- Grammar: "Chomp/Chomp" Pre-test on dangling modifiers.
- Finish performing Oedipus.
- "Adverb or Preposition": Identified which was which on handout.
- HANDOUT: Replaced blue "5-part paragraph" handout with new, improved PINK handout.
- NOTES/TERMS: "Peripeteia"; "Anagnorisis"; "hamartia"
- Performed the rest of Scene 3 and Ode 3.
- 4th only: Performed Scene 4 and Ode 4.
- Did 11 - 15 on preposition handout.
- Worked on 5-part paragraph (chrome books!).
- Did 6 - 10 on preposition handout.
- NOTES: "Golden Mean," Arete, hubris
- Performed part of Scene 3.
- HANDOUT (grammar): SAM diagnostic handout (green); preposition identification handout (white).
- Finished, discussed, and turned in Scene 2 questions.
- PRESENTATION: The 5-part (Oly-) paragraph.
- HANDOUT (blue)
- ACTIVITY: Put together the pieces of a (cut-up) 5-part paragraph.
- Discussed writing assignment.
- Word Power quiz, Session 23 and "sentence parts & phrases" quiz.
- Finished questions for Scene 2 (i.e., 2,3,5,6).
- DGP-8 (sentence parts & phrases)
- Word Power #23 review game
- Discussed the purposes of the Chorus and what particular purpose Ode 2 fulfills.
- In pairs, answered questions 2, 3, 5 & 6 for Scene 2.
- DGP 7-B (sentence parts & phrases)
- Finished performing Scene 2; read Ode 2.
- NOTES: STICHOMYTHIA & ANTILABE
- DGP 6-B (sentence parts & phrases)
- Reviewed characterization elements from Scene 1; discussed why the Chorus reached their conclusion in Ode 1.
- Began performing Scene 2; discussed the rhetorical appeals of ethos, logos, & pathos. (E.g., Pathos dominates Scene 1; logos dominates Scene 2)
- DGP 5-B (sentence parts & phrases)
- Read Scene 1 (focus: PARADOX) -- Discussed the heavy dramatic irony; discussed Choragus's roles.
- Read Ode 1 -- What characteristic of the Chorus dominates?
- SEE ASSIGNMENT PAGE FOR SCENE 1 PARAGRAPH.
- Finished Oedipus vocabulary poster presentations.
- Shared "scary periodic paragraphs"; turned in Creative Writing Notebook.
- (5th only) Discussed the diction blue sheet, answers 5 & 6.
- DGP 4-B (sentence parts & phrases)
- Poster presentations.
- DGP 3-B (sentence parts & phrases)
- Reviewed periodic sentences; took "quiz."
- Assigned Oedipus vocabulary posters. (See Assignment Page)
- DGP 2-B (sentence parts & phrases)
- Identified and analyzed the significance of the allusions in the Parados.
- NOTES: Purpose of Chorus & Choragus.
- DGP 1-B (sentence parts & phrases)
- Finished performing the prologue; date-stamped homework [Hold onto it! You will add onto this assignment).
- NOTES: Irony; identified dramatic and situational irony from the Prologue.
- Performed the "Parados."
- Word Power quiz, sessions 21 & 22.
- NOTES: The Greek theater and its relation to the parts of a Greek play.
- Performed "The Prologue"; discussed the exposition (i..e., setting, characters, conflict), and the extended metaphor, THE SHIP OF STATE.
- Word Power practice paragraph (handout!).
- LECTURE: The Oedipus backstory.
- Checked out and covered Oedipus books.
- LECTURE/NOTES: Origins of Greek theater and the story of Dionysus.
- Finished Greek god presentations.
- Took test.
- Continued Greek god presentations.
- Greek god presentations; students took notes that they may use on Tuesday's test!
- PSAT info.
- Last minute clarifications on presentations; pulled names to present tomorrow.
- Work & rehearsal time.
Library work time.
- Presentation "warnings":
- Works Consulted List must be MLA formatted -- don't forget to alphabetize, indent secondary lines, and double-space throughout.
- Remember that Greek gods have Roman equivalents, so allusions might use the Roman name (e.g., Jove instead of Zeus).
- Allusions are REFERENCES. A character -- such as Hecate in the play Macbeth -- is not an allusion; it's a character. Likewise, words derived from the god's name are not allusions.
- If doing a Power-point, make sure that all words are spelled correctly.
- Make sure you know how to pronounce your god's name.
- Don't chew gum during the presentation.
- Quiz: Parts of Speech (last class quiz)
- Discussed possible answers for diction homework (blue 1/2 sheet).
- Date stamped & shared "tone shift" paragraphs (5th period only).
- Greek Gods Allusion Assignment
- Discussed process.
- Chose partners & god.
- Allusion "quiz."
- DGP #12
- Passed back Mango thesis statements for rewriting.
- "Seven Days" and the "inductive method"
- Gather evidence
- Group & pattern [Look at annotations you made (i.e., evidence) and create category names.]
- Identify theme seed.
- DGP #11 (parts of speech)
- Discussed TPCASTT format for analyzing poetry.
- ACTIVITY: Categorizing details.
- DGP #10 (parts of speech)
- Discussed theme statements and how to transform them into thesis statements. (See homework page!)
- THEME SUBJECT: ambition
- THEME STATEMENT: The play Macbeth by William Shakespeare is about ambition and reveals that too much ambition can be morally corrupting.
- THESIS STATEMENT: In William Shakespeare's play Macbeth, overweening ambition not only corrupts Macbeth, but, more significantly corrupts the morals of Scotland.
- (OR) In William Shakespeare's play Macbeth, the motifs of beasts, storms, and unnatural behavior convey the thematic idea that ambition is morally corrupting.
- DGP #9 (parts of speech)
- Finished diction discussion; explained blue sheet.
- Video presentation
- HANDOUT (blue): Discussed both sides
- IN-CLASS WORK: Passed back summer assignment essay; wrote old thesis statement on a piece of paper, identified theme subject, and wrote a theme subject.
- DGP #8 (parts of speech)
- Word Power quiz, sessions 19 & 20
- Style Day #1: DICTION
- HANDOUT: (green) "Diction" and (blue) worksheet re. diction levels
- DGP #7 (parts of speech)
- Debriefed yesterday's seminar; turned in goldenrod colored self-evaluations.
- Word Power review!
- Shared "My Name" imitation.
- Seminar on The House on Mango Street.
- Turned in seminar prep. homework.
- DGP #6 (parts of speech)
- Discussed expectations for seminar.
- Increase the group's understanding and appreciation of the text.
- Make it conversational.
- Listen actively.
- Did DGP assigned for last Wednesday (i.e., "Breck & Jolie . . . ")
- Checked out Word Power; quiz on sessions 19 & 20, 9/30.
- Discussed the Style Imitation assignment and Seminar #1.
- HANDOUT: "Seven Days of Rain" -- began annotation (this will be completed in class).
Friday, 9/23 (I went home sick, so I hope this is what happened)
- Shared creative writing piece in small groups.
- HANDOUT: "My Name" rubric.
- BRAINSTORMING ACTIVITY for "My Name" style imitation.
- DGP sentence #4 (parts of speech)
- Discussed the structure of "My Name" and corresponding dominant literary element. (See "Assignment Page" for style imitation assignment.)
- Discussed the tone of "My Name."
- NOTES: Defined theme and thesis; wrote a THEME statement for "My Name."
- DGP Sentence Surprise: Standing on a ladder, I slipped and broke a window.
- Group Activity: Shared annotations from homework assignment.
- Began disseminating vignette -- paragraph by paragraph -- as a class.
- DGP Sentence #2 (parts of speech)
- Demonstrated how to THOROUGHLY annotate text using the vignette "My Name.
- HANDOUT (orange): "My Name" -- See homework page.
- Grammar assessment; graded it in class.
- Introduction to DGP: Spent all period (!!!!) on sentence #1.
- HANDOUT: DGP Appendix
- We'll start DGP on Monday!
- IN-CLASS WRITE: (See assignment [#3] in Thursday, 9/15).
- Finished "best of" discussion.
- FOCUSED DISCUSSION: We looked at the last two vignettes of the book in terms of SYNTAX. Discussed how syntax dominates the vignettes and reflects the main idea in both.
- ASSIGNMENT: Choose one vignette from the "best of" and explain how the dominant domain functions in the vignette. That is, what purpose does the domain play and how does it convey the vignette's main idea (i.e., theme). SEE ASSIGNMENT PAGE.
- Went over syllabus; discussed assignments that are "formative"; showed the formative assessment scale, and passed back the "Those Who Don't" assignment.
- Turned in (annotated) 3-vignette assignment and signed page from syllabus.
- Began "best of" domains presentations.
- Created account (if necessary) and submitted the introductory letter into turnitin.com
- With a partner, students found vignettes that represented the best example of these five domains: imagery, diction, syntax, tone, organization.
- Identified the purpose the each domain plays in the vignette.
- Students are to be ready to explain their choices on Wednesday.
- Identified characteristics of Cisneros's style.
- Read Cisneros's STATED purpose (from the introduction) for writing The House On Mango Street; discussed whether her style helps her achieve her purpose.
- Watched John Green's "How and Why We Read": Discussed what surprised us and what resonated with us from this video.
- HANDOUT (purple): "AP Style Analysis" -- Each student looked back at homework, and identified which domain they tend to annotate in the most.
- Voted for class senator.
- HANDOUT (pink): "Introductory Letter Assignment"
- Using a formal letter format, students typed letters of introduction to Mrs. Violette and placed them in their school folder.
- Gave senate speeches; will vote on Friday.
- Activity with homework: "Those Who Don't"
- Identify dominant annotation "type."
- Share and "steal" annotations from 3 other people.
- ANSWER: What is the vignette -- literally -- about? (Give a synopsis.) What do the annotations suggest about character? Setting? Tone? Theme?
- Turned in essay: First, students highlighted their thesis; put a box around the subject; and underlined the opinion/claim.
- DGP appendix packets?
- Senate elections: Discussed the role, benefits, and responsibilities of a class senator.
- "Get to know you" activity.
- HANDOUT (white): "Those Who Don't" (see assignment page).