TNCC English 109 Spring 2009, 9:30-10:45, T-Th

painting the big blue marble

Your wish is YOUR command. You gotta believe!

Last Updated, 11 May 2010, 9:00 a.m.

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Class Resources

Contact Mr. D. by email, dollier@tncc.edu; by phone, 825-3543; or in person, room 874, first floor of Templin Hall


Week One

Tuesday, January 19
In class: Foundations. 1] Introductions and information-gathering for colleagues quiz 2] On Course
pre-semester self-assessment 3] Write Journal Entry #1 in class.

Homework for Day Two: 1] Make a one-page list of the behaviors of successful people that you know and the beahivors you have observed of the most successful students that you have known. 2] Get your book this week, please. For future reference, check out Chegg.com, a website from which you may rent books (at about half the cost of buying them!)

Week Two

Tuesday, 1/26/10
In-class: 1] Understanding the
Natural Human Learning Process (NHLP) 2] Taking notes on the NHLP using the Cornell (University) notetaking method.

Homework for Wednesday 1/25: Summarizing what you learned about the NHLP: 1] Review your notes from class on the NHLP. 2] Put your notes away. 3] Orally, explain the NHLP to someone you know. 4] Write a summary at the bottom of your Cornell notes page.

Thursday, 1/28/10
In-class: 1] Show me your notes from Tuesday. 2] An owners manual for your brain.

Homework for Tuesday 2/2:
1] Finish Cornell notes
about the NHLP and brain development from Tuesday's and Thursday's class lectures. Here are the steps: a] Review your notes from class on the NHLP and growing dendrites. b] Write test questions from the main notes section in the Cues Column. c] Summarize each page of notes at the bottom follwoing the summarizing instructions posted above.
2] Read On Course, pages 12-36
3] Write Journal entries 1-4

Week Three

Mr. D's Chapter II summary: The paths our lives take are not predetermined or written in some cosmic scriptbook that can't be known to us. Rather, we create our lives by the choices we make and the attitudes we hold to. Creator or Victim choices are not "good" or "bad" per se. They direct the processes by which we arrive at the outcomes and experiences we wish to create in our lives, so make the appropriate choices to make the things happen which you desire as outcomes. Whether we want them to or not, the choices we make (and even passively deciding to do nothing is a choice we make) create our lives.

NOTICE: My plan for the week changed because so many folks did not show up for class on Tuesday. Instead we had a journal writing workshop on Tuesday (2/2/10), which was Groundhog's Day, btw. Punxsutawney Phil (that's him below, the one without the top hat.) says 6 more weeks of winter. Oh, boy. :-( Mr. D

Punxsutawney Phil

Tuesday, 2/2/10
Very low attendance today :-( due, purportedly to weather conditions(?), so we will have a journal writing workshop; it's just "gravy" for those who have been diligent and made it to class.

Homework for Thursday 2/4:
1] Study for the test
about the NHLP and brain development during learning.
2] Read On Course, pages 36-42
3] Write journal entry 5
Due at the start of class Thursday, journals, tabbed into a three-hole folder, with entries 1-5 completed for grading.

Thursday, 2/4/10
In-class: Turn in journals at the beginning of class with entries 1-5 completed, to be graded (5 points each is the maximum)
Agenda: 1] Discuss our metahpors and analogies for understanding neuron growth, e.g., trees and spark plugs. 2] Practice thinking metaphorically by doing "Forced Analogies" exercise. 3] Play "The Graduation Game." 4] Write a reflection: "How does the Graduation Game reinforce what we learned about developing neuronal networks in the brain?" (Note: This reflection is your attendance quiz for today. 5 points possible) 5] Paired study: Apply C.O.R.E. learning system principles (p. 16-17 in On Course) to prepare for Tuesday's test on the NHLP and brain development during learning.

Homework for Tuesday 2/9:
1] Study for the test
about the NHLP and brain development during learning.
2] Read pages 42-62 in On Course (Note: That is just 4 pages per day, so remember the lesson of the Graduation Game: Inch by inch, life's a cinch. Yard by yard, life is hard.)
3] Write Journal entries 6 and 7. I will have your journals in my possession for grading, but you can go ahead and do these journal entries and add them to your journal when I return them to you next week.

Week Four

Tuesday, 2/9/10
In class:1] Discuss Victim and Creator mentality and language. 2] Creator v. Victim activity: "The Language of Responsibility" (Practice "V" and "C" hand signal reminders during the exercise.) 3] recognizing Creator and Victim messages in popular culture, begin the "
Lyrics Analysis Project," but first, let's analyze the message in this music video: Carrie Underwood: Creator, Destroyer, or Victim?

Homework for Thursday 2/11:
Finish
the song lyrics assignment, following the instructions (5 points possible)
Copy and paste lyrics from 6 songs of your choice into a word document and analyze them in the same way. Select three songs with Victim lyrics and three with Creato lyrics. You probably don't need to copy ALL they lyrics of each song in order to make your point about whether they are Victim or Creator messages (5 points possible). However, analyze each song according to the instructions on the handout.
Study for the test about the NHLP and brain development during learning.

Thursday, 2/11/10
In class: First, turn in the lyrics analysis project. 1] In-class: Paired study: Apply C.O.R.E. learning system principles (p. 16-17 in On Course) to prepare for today's test on the NHLP and brain development during learning, a twenty-point test. 2] NHLP/Brain development test 3] Discussion: What materials do I need for each class and what are my responsibilities to each class?

Homework for Tuesday 2/16: Note that we are jumping ahead to Chapter 8. It's about Emotional Intelligence, which ties in with our brain development research. Think about how it does when you read the assignments.
1] Read pages 244-65 in On Course (Break it down: That is about 5 pages per day. Don't let it pile up and expect to get it all done Monday night.)
2] Write Journal entries 28, 29, and 30.

Week Five

Tuesday, 2/16/10
In-class: 1] Practice "Wise Choices" process 2] Cornell note-taking from textbooks, previewing the rest of Chap 8 using the chapter test as a model.

Homework for Thursday 2/18:
1] Read
pages 130-137 on preparing for tests
2] Read pages 198-206 on taking tests
3] Turn in Journals with entries 6, 7, 28, 29, 30 to be graded

Thursday, 2/18/10
In class: First, turn in journals (#s 6, 7, 28, 29, 30) to be graded. 1] Discuss test-taking strategies: a) What to do to prepare for the test, b) what to do when getting started on the test, c) what to do during the test, d) what to do after taking the test. 2] Note-taking from a textbook, using Cornell notes.

Homework for Tuesday 2/23:
1] Read
pages 63-85
2] Write journals 8, 9, 10
3] Write Cornell notes on all of Chap 3 (These will be collected for a grade, and you will have an "open notes" test on Chap. 3 on Tuesday.)

Week Six

Mr. D’s Chapter III Summary: Creating our satisfying futures or completing specific yet very important goals begins with imagination, projection and mental imaging so that visualization of the desired results becomes the means of developing a commitment to their achievement.  Our futures or the realization of major objectives in our lives come about by actions we take and by our own design, not by chance.  The motivation to accomplish our greatest goals and to become the person we want to be comes from within in us rather than extrinsically, and we can shape the motivation into reality, becoming who and what we, first, just dreamed of.

Tuesday, 2/23/10
In-class: Write Cornell notes on all of Chap 3.

Homework for Thursday 2/25:
1]
Finish writing Cornell notes on all of Chap 3 (These will be collected for a grade, and you will have an "open notes" test on Chap. 3 on Thursday, 20 questions.)
2] Write the questions in the "cues" column of your Cornell notes on brain development.
3] Study for the re-test on brain development
4] Turn in journal entry #11 on Thursday. You may email it to me if you wish to.

Thursday, 2/25/10
Due: Journal entry # 11. Just # 11
In-class: 1] Open notes test on all of Chap III. 2] RE-test on NHLP/brain development

Homework for Tuesday 3/9:
1]
Read pages 93-100.
2] Write notes on good note-taking techniques and note-taking for different purposes. I will collect these notes for a grade on 3/9/10 and you may use any of the note-taking methods that are presented on these pages, so skim them before taking your notes. There will be an open-notes quiz on the material in these pages on Thursday, 3/11/10.

NOTE: I will post your grades for the first 6 weeks in BlackBoard, and I will send you an email when they are ready to be viewed. On the whole, y'all are doing great, so keep it up!

March 1-5 is Spring Break Week

Week Seven

Mr. D’s Chapter IV Summary: Self-management, time-management, life-management happen because of planning by people who are, or who want to be, successful at whatever they do.  There are numerous self-management tools, or heuristics, that are helpful in prioritizing goals, managing time successfully to achieve the goals that take priority, and developing habits that lead to achievement of important goals.

Tuesday, 3/9/10
In-class: 1] Turn in notes on pages 93-100. 2] Discuss "The Procrastinators" case study and write a reflection for a quiz grade

Homework for Thursday 3/11:
1]
Read pages 93-100.
2] Write notes on good note-taking. Everyone has lost five points for not turning in notes on pages 93-100 today, btw. :-(
3] Bring Journal entry 11 to class with you on Thursday

Thursday, 3/11/10
In-class: 1] Open notes quiz on pages 93-100, note taking techniques 2] Revising our personal affirmations (journal entry #11); affirmations as motivators 3] Reviewing NHLP/brain development tests

Homework for Tuesday 3/16:
1] Read pages 101-129 All
of Chap. 4, "Mastering Self-Management" That is 29 pages of reading, or 5 and 2/3rds pages per day, average. You already know you won't get these pages read on Monday night before class, so spread the work out over all five days.
2] Write journal entries 9, 10, 11, 12, 13, 14, 15 (That's about one per day from today through next Tuesday, so schedule your time wisely and make this an easy assignment.)

QUIZ! There will be a readings quiz on Chap 4 on Thusday 3/18. To encourage and reward you for reading the book there will be a quiz on every chapter hereafter, so don't just read the journal entries and write them, also READ the book! You may use notes for your chapter quizzes, but not your book.

Week Eight

Tuesday, 3/16/10
In-class: 1] Finish the cues column of brain notes 2] Discuss VARK Learning preferences 3] Prep for test by doing the "partner initials" review activity

Homework for Tuesday 3/16:
1] Turn in
journal entries 8, 9, 10, 11, 12, 13, 14, 15
2] Prepare for Chapter 4 quiz (you may use chapter notes if you have written them)

Thursday, 3/18/10
In-class: 1] Due: Journals 8-15 2] Chapter IV quiz, 9:30- 9:50 3] Group study (triads) for Brain Test using each of the VARK learning modalities and the Cornell notes study guide 4] Show me your mid-term course corrections and self evaluations from Eng 1 and Eng 4 classes.

Homework for Tuesday 3/23:
1] Read pages 139-157

2] Write journals 16, 17, 18

Homework for Thursday 3/25:
1] Read
pages 155-170
2] Write journal 19

Week Nine

Mr. D’s Chapter V Summary: Interdependence refers to the degree to which people cooperate in order to achieve mutually beneficial results. Successful people “develop mutually supportive relationships . . . create a support network . . . and strengthen relationsnhips with active listening" (Downing, p. 139) helping both others and themselves to reach their goals and dreams. Interdependence is developed by working together to accomplish specific objectives, is strengthened by active listening and honest communication. In an interdependent system, everyone contributes to agreed upon processes or objectives and everyone benefits.

Tuesday, 3/23/10
In-class: 1] Write the Chap 4 quiz, you may use your notes, but not the text. 2] Write the Brain Development test. Goal 80% pass rate for ALL! (at least 16 correct answers) 3] Begin the homework assignment for Thursday

Homework for Thursday 3/25:
1] Read
pages 155-170
2] Write journal 19

Extra credit opportunities! You may earn up to 15 points of extra credit for turning in two pages of notes from up to three Student Success Seminars or TNCC Cultural Events (not athletic events). Five points total is possible to earn for each of the three optional seminars or activities. Check the Campus Calendar for events and seminars.

Thursday, 3/25/10
In-class: 1] View and discuss "Celebrate What's Right" video 2] Discuss Interdependency 3] Interdependency activity: "I Did the Puzzle as I Do My Life"

Homework for Tuesday 3/30:
1]
Write a half-page reflection on the puzzle activity, beginning it with this sentence: "I did the puzzle as I do my life." Write about the ways in which that statement is TRUE because it IS true.
2] Write: Reflection activity #2: "The Goose Story"
3] Read 171-189
4] Write journal entries 20, 21, 22

Week Ten

Mr. D’s Chapter VI Summary: Self-awareness refers to having conscious knowledge of the things that motivate us and of the inner workings of the self that result in emotional reponses to outside stimulus.  Memories are embedded almost from birth in our consious and our sub-conscious mind. In the sub-conscious they may not be fully known to us because our “Scripts” were written early in life and, in many cases, in ways that we are not aware of.  If we are aware of our Scripts and how they operate in us, we can manage them and change them so that our sub-conscious responses reflect our conscious, responsible decision making and our desired behaviours result.

Tuesday, 3/30

In-class: 1] Turn in "The Goose Story" reflection 2] Plan a schedule for Summer and Fall

Thursday, 4/1

In-class: Registration workshop. Learn how to navigate and operate the Student Information System to register for classes.

Week Eleven

Tuesday, 4/6/10
In-class: Do your on-line research on your project for Mr. Sulzberger's class. I will not be in class today or Thursday because I am at a state conference for teachers at the Virginia Community College System. Be Creators!!! And use your in-class time wisely! Don't blow this opportunity to help each other to do your research.

Homework for Thursday 4/8:
1] Read
pages 190-197
2] Write journal entry 23

Week Twelve

Tuesday, 4/13/10
In-class: Discuss and take notes on the editing skills we need to demonstrate in the portfolio essays.

Thursday, 4/15/10

In-class: Correcting commas in Perfect Copy lessons using the handout: "The Least You Need to Know About Editing for Eng. 1 and Eng. 3"

Homework for Tuesday 4/20:
1] Comma lesson (handout):
Add the commas where they are needed, and indicate which comma rule from your in-class handout applies to each correction.
2] Sentence boundaries and subject/verb agreement lessons (handouts): Complete these two exercises per the instructions at the top of the page

Due at the start of class on Tuesday, journals 16-23

Week Thirteen

Tuesday, 4/20/10
In-class: Group exercise in identifying types of comma errors. the whole class will turn in one copy of the lesson, and the whole class will receive the same grade for the exercise, so make it right.

Homework for Thursday 4/22:
Read
pages 207-216, including Melissa Thompson's story on page 216.
Do NOT fill out the Learning Styles Inventory on pages 210-211. We will do this in class on Thursday.
Do NOT write
journal entry # 24 (just yet). We will do it in class on Tuesday, 4/27

Thursday, 4/22/10
In class: Using commas and other punctuation to make meaning: the "Dear John" letter

Homework for Tuesday 4/27:
Read
pages 216-242
Write Journal entries 25, 26, 27
Read
these letters
Prepare to discuss: How can a comma be valued at $2.13 million?!?!

Week Fourteen

Tuesday, 4/27/10
In-class: 1] Do the
HBDI learning styles inventory. 2] Do popcorn reading of Melissa's story, pg. 216. 3] Write journal entry #24. 4] Write journal entry # 22 (if time permits)

Homework for Thursday 4/29:
Read
pages 263-270
Write journal entry #31
Take the VARK learning styles questionairre to compare to your HBDI results
Submit journals for the final time on Thursday (note: we will write journal entry # 32 in class on Thursday)

Thursday, 4/29/10
In-class: 1] Do the post-semester self assessment. 2] Write journal entry #32. 3] Submit journals for the final time

Week Fifteen

Tuesday, 5/4/10
In-class: View
The Secret

Tuesday, 5/6/10
In-class: Finish viewing The Secret and discuss application of the principles to our lives

Week Sixteen

Tuesday, 5/11/10
In-class: Final meeting. 1] The Final Exam. Open notes test on NHLP/Brain Development & on Test Taking Techniques. 2] Tie up loose ends. a) Discuss "lessons learned." b) Tally up grades.


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