August 21, 2017 - August 25, 2017

Monday, August 21st: 
Breakfast in the Classroom

Text - "Hidden Intellectualism"
Activity 9

1. Write down three people you feel are intellectuals.
2. In groups of three or four, share your list and choose three from the combined list you all can agree are intellectuals. 
3. After the class discussion write down your definition of an intellectual.

Look at the following quotations about intellectuals:

•• “The demand for certainty is one which is natural to man, but is
nevertheless an intellectual vice.” Bertrand Russell
•• “An intellectual is a person who takes more words than necessary to
tell more than he knows.” Dwight D. Eisenhower
•• “An intellectual is someone whose mind watches itself.” Albert Camus

Select the quotation that best matches your definition of an intellectual.
 Why did you select this quotation? Share your answer with your group or as part of a class discussion.

Activity 10
Understanding Key Vocabulary

Working in a group, look at the words and phrases in the graph below. Try to predict what each word means. After you have arrived at a prediction, locate the words and/or phrases in the text and test your prediction against the meaning of the word or phrase as it is used in context.

There are several strategies to draw on:

Using context to determine the meaning
Looking for other words or sentences nearby that help clarify the word or phrase
Looking at the function of the word to determine its significance or meaning
Looking up the meaning of the word and applying that information to the passage, sentence, or phrases that house the word.

After you have figured out the meaning of the words, share your findings with the class.

The word or phrase               Our Prediction              Its meaning in the essay
educational depth and
weight
retrospect
interminable
to exploit its game-like element
and turn it into arresting public
spectacle
domain

cogitations
it's more complicated
philistine
intellectual thirst
school culture

life of the mind
anti-intellectualism
negotiating this class boundary
public argument culture that
transcended the personal
a sociologically acute analysis on
an issue

book smart
egghead world
propose a generalization
analysis
literacy training

inarticulate
ambivalent
Adlai over Ike
rudiments of the intellectual life
school culture

the trouble with this assumption
grist for the mill
the intellectual bit
invidious
see those interests through
academic eyes

Tuesday, August 22nd:

Breakfast in the Classroom

8:00 – 8:20

8:20

Vocabulary Homework:

Vocabulary Word

Definition

Part of speech: Either a noun, a verb, an adjective, or an adverb

Etymology: word origin

Synonyms: at least three synonyms

Antonyms: at least three antonyms

Three Original Sentences – which you make up

Find two literary sources where the word is used.

Example:

Approbation

Definition:

The expression of approval or favorable opinion; praise; official approval.

Part of speech: noun

Etymology: Latin

Synonyms: commendation, sanction, approval

Antonyms: disapproval, condemnation, censure

Two original sentences:

1.     The young intern was constantly seeking the approbation of his boss.

2.     News of the pay raise was met with universal approbation from the workers, and universal disapproval from the management.

Literary Sources for Approbation:

“A murmur of approbation and satisfaction ran through the crowd.” Things Fall Apart  by Chinua Achebe

“Still, approbation for the bill was not universal.” New York Times, April 2017

 Tuesday, August 29th: Vocabulary Workshop; Unit 1; #11 - #20 will be due.  

For next week’s vocabulary work, only do two original sentences, and one sentence from a literary or published source. 

*****************************************************************************

Working in a group, look at the words and phrases in the graph below. Try to predict what each word means. After you have arrived at a prediction, locate the words and/or phrases in the text and test your prediction against the meaning of the word or phrase as it is used in context.

There are several strategies to draw on:

Using context to determine the meaning
Looking for other words or sentences nearby that help clarify the word or phrase
Looking at the function of the word to determine its significance or meaning
Looking up the meaning of the word and applying that information to the passage, sentence, or phrases that house the word.

After you have figured out the meaning of the words, share your findings with the class.

The word or phrase               Our Prediction              Its meaning in the essay
educational depth and
weight
retrospect
interminable
to exploit its game-like element
and turn it into arresting public
spectacle
domain

Refer to your ERWC handbook, page 5, “Hidden Intellectualism”

Education depth and weight:

Stephanie: power of education

Jonathan: the benefits of knowledge

Alejandra: the importance of learning

Retrospect:

Jack: hindsight

Jaylan: looking back on something

Daylan: common sense

Interminable:

Alejandra: for an eternity

Nicholas: constant

Doug: drags on forever

“To exploit its game-like element”

Jack: changing someone’s opinion about something

Ashley: game-like prediction

Exploit: to manipulate or to take full advantage of and to derive full benefit from

Arresting:

Henry: striking, eye-catching

To be so interesting that it makes someone stop to look at it or to think about it.

Street Smart vs. Book Smart: discussion

Domain: a place that you dwell in, a place that you control

Read the first paragraph of page 5, "Hidden Intellectualism"

Wednesday, August 23rd: 

Breakfast in the Classroom

8:00 – 8:20

Period 1:

Read “Hidden Intellectual”

Readers: Katherine, Jaylan, George, Kenneth, Ashley

Discussion on what people are fascinated by: 

Atlantis, conspiracy theories, string theory, etc. 

Vocabulary:

Cogitations: thinking

Negligible: so small as to be unimportant; so small and insignificant as to not be a factor.

Inarticulate: not well spoken, slurred, difficult to understand speech; not able to express oneself verbally.

Telltale: (adjective) a mark or a sign that reveals or indicates

Example: The ability to add long columns of four digit numbers together in one’s head is a telltale sign of intelligence.

Ambivalent: ambi = both; ambivalent means having split or conflicting feelings about a subject.

Philistine: a person who is hostile or indifferent to moral values, or to intellectual or artistic pursuits. A philistine would not see the value of art, philosophy, education, or science.

Cogitation:

Jack: thinking, ideas,

Gabrielle: the faculty of thinking

Meta-cognition: the process of thinking about thinking; thinking about how your brain thinks

Egghead: an intellectual

Stopped at paragraph 11.

Thursday, August 24th: 
Breakfast in the Classroom 
8:00 - 8:20

1^st Period:

How to do the vocabulary:

1.     Approbation

Definition:  

Part of Speech: Noun

Etymology: Latin

Synonyms:

Antonyms:

Original Sentence

1.

2.

Literary Source:

1.     (Please cite)

Second half #11 – 20 will be due on Tuesday, August 29^th.

Kahoots! Level F; Unit 1

Read "Hidden Intellectualism"

Open your books to page 7, paragraph #11 – 

Read, discussion, etc.  

Friday, August 25th: 

Finish reading "Hidden Intellectualism"
Discussion

For Monday, please do the following:

Activity 12
You will be asked to write Idea Chunks. Idea Chunks are short pieces of writing, perhaps one to three paragraphs in length, that are in response to ideas presented in essays. You will be asked to write Idea Chunks in response to the two essays we have read: "Hidden Intellectualism" and "Want to Get into College? Learn to Fail!" Write down any ideas, thoughts, realizations, connections, etc., that came to you as you were reading the two essays. Write down any textual support (evidence from the text) for these ideas, thoughts, realizations, and connections that came to you as you were reading. Finally, write down the reasons you feel these ideas, etc. are important.  This is not a formal paper; this is a prewriting exercise for you to prepare for your college letter.

Activity 13
Without really worrying about how well you spell or whether you are making complete sense, write a letter to a trusted friend about how well you are - or are not - prepared for the next stage of your life.

For homework:
Grammar Activity 5 and 6
Due Monday, August 28th.