Harris/Engl. 101 LESSON PLAN: Class 4

10 tu / Paper 1: evaluation groups. Fragments exercise. Word choice. Paper 2: nuclear web site evaluation. Computer classroom visit. T / Ch. 20. Bring draft and interview notes to class.

1.  Call roll.

2.  library: choosing web site for paper 2. must be done by 7:25 p.m.

  1. Show them my web site: nuclear.htm
  2. Give example of what paper 2 should do using the bureau of atomic tourism site: http://www.atomictourist.com/
  3. Tell what type of site it is: list of sites (each site contains description of the site, signed articles giving details of
  4. overview
  5. what you’ll see
  6. how to get there
  7. public tour dates and times
  8. related links
  9. Describe site contents
  10. atomic museums (14)
  11. sites of atomic explosions (7)
  12. related links (3)
  13. evaluate site
  14. currency: when was site last updated—sept. 2001
  15. author: no information found
  16. testimonials (optional): several reviews and web awards listed atop first screen (reviews don’t know who authors are either)
  17. broken links or graphics
  18. titan missile museum by The Center for Land Use Interpretation
  19. catalog of nuclear explosions
  20. high energy nuclear archive has new url
  1. answer questions on topic handout
  2. what attracted you to this site? The idea of playing tourist at an atomic site.
  3. How big is the site? Estimate number of pages. Approx 21 (one page per site listed links not included in count). If you choose a large site, you’ll need to focus on one or two specific parts of the site rather than trying to write about the whole site. Remember the size of your assignment.
  4. Is the site for/against/neutral about nukes? Neutral. How can you tell? No slanted language. Presentation is straightforward and objective.
  5. What is the most interesting, unusual, or bizarre piece of information on the site? The greenbrier link since it is somewhere I could drive to in a day to take the bunker tour and bikini atoll tour, where it is assumed that all visitors are scuba divers.
  6. How up to date is the site? See above.
  7. How reliable is the information presented on the site? Very. All these places exist.
  8. you’ll need to organize the information from your site into a logical pattern that you think will interest your audience

3.  return response papers. Distribute theme correction symbols. Students should make a list of mechanical problems noted on papers. Those who wrote one giant paragraph should review their paragraphing skills. These responses are very loose and easy, so you don’t have to worry about the conventions that are important for the three official papers. Don’t just summarize the movie/documentary; remember your audience saw it too. These response papers should discuss the thoughts that watching brought to you.

4.  evaluation groups: go over student example first. Divide class into groups of 3 or 4. after each group finishes, they should take the quiz and then leave.

5.  for homework, read the information in the text on fragments and do exercises 1-1 and 1-2 starting on page H9.

6.  syllabus changes: grammar work moves down a couple of days. Fragments and exercise on 6-11, practice quiz on 6-12, official quiz on 6-17.