2A 2B 3A 3B 4A 4B 5A 5B 6A 6B 7A 7B 8A/8B 9A 9B 10A 10B 11A 11B 12A 12B 13A 13B 14A 14B
ENGLISH 20 LAB REQUIREMENTS AND EXPECTATIONS
The English 20 lab is a very important part of your
final grade for English 20. This
semester, the lab will consist of two parts: online (at home or anywhere with
Internet access) and on the ground (in a lab with your classmates at SMC). This “flipped” approach will allow you to
prepare at home for your work in the lab (e.g. discussion, writing, etc). So, each week, you will have one online lab
and one lab on campus.
It is imperative
that you be prepared for the lab at SMC.
That means viewing the videos, reading the articles, and completing the
writing assignments posted online. It
also means bringing your packet materials to the SMC lab each week. If you do not have your materials, it is at
the Instructional Assistant’s discretion whether you should stay in the lab.
If you are asked
to leave (because you have not brought your materials, have consistently
neglected to bring online assignments, are off task, are creating a
distraction, etc.) you will be counted as absent.
Before you leave
each lab on campus, the work you have completed will be checked by the IA’s and
initialed by them, verifying your efforts in the lab. All of the lab activities should be kept in
your notebook, and your instructor will specify how these assignments will be
Of course, it
goes without saying that as representatives of your English 20 class,
you will be expected to follow the same rules in the SMC lab
regarding attendance and punctuality as in your classroom. You will also be expected to confer the same
attention and respect to the Instructional Assistants as you do in class with
Cash, Marshmallows, or Mindset?
Freewrite for five
minutes about what you think are the best ways to motivate someone at work and
at school (if you think a different motivation is needed for each one, say
Before you watch the
video, read the following definitions and survey the questions listed in number
4 (you will be answering these questions after you watch the video).
into question (v)—to
challenge the accuracy or truth of a statement, theory, or belief
someone a motivation or incentive to
Mechanical skill (n)—an ability or expertise at moving one’s body in a certain way; for
example, a person who can paint a house more neatly and quickly than another
person would be said to have greater mechanical
Cognitive skill (n)—an ability or expertise at thinking or using one’s brain
repeat or reproduce; for example, one scientist might replicate another scientist’s experiment to make sure that the
results were correct
(adj)—different from what was
expected or normal; for example, a rubber ball not bouncing back when thrown at
the ground would be very anomalous.
Preview the study
questions below and then watch the following animated video about motivation
according to Daniel Pink: https://www.youtube.com/watch?v=u6XAPnuFjJc
Go to the transcript
of the video and read it before you answer the study questions below. (The
transcript does have a few errors in it; be patient!) See the transcript here: http://www.thersa.org/__data/assets/pdf_file/0010/558919/RSA-Lecture-Dan-Pink-transcript.pdf?_ga=1.78880532.1235301195.1390344326
sentences, evidence from the text, and your own words, respond to each of the
following questions. Note that the most thorough response to each question will
be about a paragraph in length, using quotations and your own careful
explanation of those quotes. Bring your written or typed responses to lab. Do
not write your answers on this page.
your own words, clearly and fully explain the “idea” about motivation that
Daniel Pink “calls into question” throughout his talk.
own words, summarize the results of the experiment performed with MIT students
and people from Mudarai, India.
Daniel Pink arguing that money is not important? Explain what he says about the
role of money when it comes to work that is cognitive and creative.
own words, carefully explain each of the three important concepts from Pink’s
IN LAB With your mind on your what?
For five minutes,
freewrite about your life goals. What are they, and where do you see yourself
five years after college?
Once students are
done freewriting, Instructional Assistants quickly review popcorn reading and
Talking to the Text.
Get ready to read the
excerpt “The Good Life” from Daniel Pink’s book Drive. Start by reviewing the following key terms from the article:
Extrinsic (adj)—coming from outside, not originating from
Intrinsic (adj)—coming from inside, essential
Aspiration (n)—a hope or ambition of achieving something
Attain (v)—to achieve or reach what one has worked for or seeks
Conundrum (n)—a confusing and difficult problem or question
Within your small
groups, read “The Good Life” popcorn style so that each group member reads a
paragraph before the next person starts. On top of that, use Talking to the
Text throughout your reading.
Once your group has
finished reading (and re-reading) the text, discuss your responses to the
following questions and be prepared to share your responses with the class.
a “profit goal” and what is a “purpose goal”? Explain each one and give an
example of each.
what happened to the “profit” goal students a few years after college.
read the free write you did at the beginning of lab. Apply what you have
learned from Drive to your own goals. Would you consider them “purpose” or
“profit” goals? Do you have just one kind, or both? Share with your group, and
be as specific as you can be.
to share with the class your group’s responses to question A, B, and C.
ONLINE Students getting paid?
Print and read the New York Times article “Next Question:
Can Students Be Paid to Excel?” Find it here: http://www.nytimes.com/2008/03/05/nyregion/05incentive.html?pagewanted=all
Notes of “Next Question: Can Students Be Paid to Excel?” (Notes due at the
beginning of lab.) For a quick review of Cornell notes, see this short video: https://www.youtube.com/watch?v=WtW9IyE04OQ
own words and evidence from the text, respond in complete sentences to the
following questions about the article. Do not write your answers on this page.
1. Why might a student be “disdainful of
2. Take this sentence: “Critics of these efforts
say that children should be motivated to learn for knowledge’s sake, not to
earn money, and question whether prizes will ultimately lift achievement” (2).
Explain the two different arguments that the “critics” have here.
3. What evidence in the article suggests that test
scores may improve as a result of the cash program? Look carefully and explain
what you find.
4. In all of your years in school, were you ever
influenced by the idea that getting good grades wasn’t socially acceptable?
Offer a specific example to support your explanation.
5. Your Cornell Notes and written responses to
questions 1-4 are due at the beginning of lab next time. Bring your printed
copy of the article, too.
IN LAB Evidence—what do you see?
Present Cornell Notes
and responses to questions for quick check and signature by Instructional
whole-class discussion of responses to questions 1–4 from lab 3A.
Now, you are going to
create an evidence journal. The question is, what evidence for and against the cash
reward program does one find in “Next Question: Can Students Be Paid to Excel?”
To answer this question, start by dividing a blank piece of paper into two
columns. At the top of the left column, write “For cash rewards”; at the top of
the right column, write “Against cash rewards.”
Now, as a group,
search the text for evidence and record what you find. In the left column of
your paper, jot down any piece of evidence that you think supports the cash
program; in the right-hand column, record any bit of evidence that you think
goes against the cash reward program. For each piece of evidence, write down
the first few words of the quotation, the page number in parentheses, and a very brief paraphrase or summary
of the quote; just be sure your notes will actually help you to find the quote
again . . . because you might need it in a future assignment!
Here is an example of
your two-column evidence journal, with just two sample pieces of evidence (you
should have many in your two columns once you are done):
“For cash rewards”
“First three words
of quote . . . “ (page #) Paraphrase/summary of quote
“This motivates us.
. . . (3). Student in cash program says students are more motivated because
(These columns would go down the entire
page, and you should fill them with as many pieces of evidence as you can
find. Follow the format for each one!)
“First three words
of quote . . . “ (page #)
“No teachers were
willing. . . .” (4). Teachers admit that the cash rewards will not cause them
to work harder.
If time allows, work
on the same two-column evidence journal but for Daniel Pink’s “The Good Life.”
In other words, look in “The Good Life” for any evidence that would either
support or go against the kind of cash reward program described in “Next
Question: Can Students Be Paid to Excel?” (Note: if you are finding evidence on
one side of the debate only, discuss with your group why you think that is.)
Be sure to ask an
Instructional Assistant to sign your two-column evidence notes before you leave
work from labs 3A and 3B are due by the end of lab today.
--Responses to study questions 1–4
--Two-column evidence journal
ONLINE A marshmallow tells your fortune—or not.
“marshmallow experiment” video and think about what it has to do with the
issues raised by the last few readings about motivation. Here is the video link*:
Respond to the
following questions about de Posada’s lecture. Each response should be about a
paragraph in length. Do not write your answers on this page:
Posada mentions that those children who ate the marshmallow were more likely to
grow up to be bullies. Why do you think that is? Explain (and speculate) as
best as you can.
does the marshmallow experiment have to do with motivation, the subject of our
lab discussions the last two weeks? Explain.
marshmallow experiment evidence for or against the kind of cash reward program
described in “Next Question: Can Students Be Paid to Excel?”
Finally, write at
least three drafts of a thesis statement in response to the following essay
question: Should Los Angeles middle schools adopt a cash reward program like
the one described in “Next Question: Can Students Be Paid to Excel?” Why or why
Your responses to
question A-C and three drafts of a thesis statement are due at the beginning of
lab next time.
*For a typed
transcript of the video, use the “Show Transcript” menu to scroll down to
English. You might use the transcript to respond to questions A, B, and C.
IN LAB The Body Paragraph
responses and three drafts of thesis to Instructional Assistants for signature.
Assistants, review the basic components of a body paragraph in an argumentative
essay: Point, evidence, explanation.
Using any of the
articles we have discussed in the last few weeks, write one strong body
paragraph in support of the best thesis statement you brought to class. Make
sure your paragraph expresses a clear point that supports your thesis; be sure
to use evidence from one of the texts to support your point, and remember to
explain, explain, explain that evidence and how it proves your point. Copy the
thesis statement you are using to the top of the page on which you write your
Your paragraph and
thesis statement are due by the end of lab.
ONLINE Are some people just not good at Math?
and Dr. Carol Dweck
will be doing some writing during this activity so take out some paper and
something with which to write.
in writing to this question: What is your belief about intelligence? Can young
adults become more intelligent than they already are, or is intelligence
something that can’t be changed by the time we mature? Please be sure to say
why you have your particular beliefs about intelligence.
the following video showing a psychology experiment about intelligence:
over the study guide questions in STEP 4 and then watch the following video
(which you might want to pause every once and a while to write your answers to
video to the 12 minutes, 32 seconds mark (12:32):
Using complete sentences,
evidence from the video, and your own words, respond to each of the following
questions. Some of these questions probably need a paragraph to be fully
explained! Do not write your answers on this page.
does Dr. Dweck mean when she says “fixed mindset”?
does Dr. Dweck mean when she says “growth mindset”?
what happened to the medical students with a fixed mindset when they
experienced a setback or made a mistake.
how praise influences mindset, according to Dr. Dweck. Be sure to explain the
two types of praise and what they do.
one of the following options:
someone you know who seems to have a fixed mindset—and be sure to explain how
you know he or she has that mindset.
someone you know who seems to have a growth mindset—and be sure to explain how
you know he or she has that mindset.
bring your written responses to these questions (and the Step 1 question) with
you to lab next time. Responses will be checked and signed by Instructional
5B In Lab: “Brainology” and Descriptive Outlining
Chunking is an activity where you
break up a reading in order to understand what you’ve read. Typically you would
break the reading into separate chunks such as the introduction, examples,
explanation, and conclusion. You would then briefly summarize the important
content or details of each section. In this activity, a section of Dweck’s
article, “Mindsets and Achievement,” has been broken into different chunks for
STEP 1: Read the chunks
of the text and pull out the most important details and ideas. With your group
or partner, write a one- or two-sentence paraphrase of the main idea and/or
details in the box below the text.
Transforming Students’ Motivation to Learn,
by Carol S. Dweck
believe that intelligence is fixed, that each person has a certain amount and
that's that. We call this a fixed mindset, and, as you will see,
students with this mindset worry about how much of this fixed intelligence they
possess. A fixed mindset makes challenges threatening for students (because
they believe that their fixed ability may not be up to the task) and it makes
mistakes and failures demoralizing (because they believe that such setbacks
reflect badly on their level of fixed intelligence).
believe that intelligence is something that can be cultivated through effort
and education. They
don't necessarily believe that everyone has the same
abilities or that anyone can be as smart as Einstein, but they do believe that
everyone can improve their abilities. And they understand that even Einstein
wasn't Einstein until he put in years of focused hard work. In short, students
with this growth mindset believe that intelligence is a potential that
can be realized through learning. As a result, confronting challenges,
profiting from mistakes, and persevering in the face of setbacks become ways of
(1) To understand the different worlds these mindsets create, we followed
several hundred students across a difficult school transition — the transition
to seventh grade. This is when the academic work often gets much harder, the
grading gets stricter, and the school environment gets less personalized with
students moving from class to class. As the students entered seventh grade, we
measured their mindsets (along with a number of other things) and then we
monitored their grades over the next two years.
(2) The first thing we found was that students with different mindsets
cared about different things in school. Those with a growth mindset were much
more interested in learning than in just looking smart in school. This was not
the case for students with a fixed mindset. In fact, in many of our studies
with students from preschool age to college age, we find that students with a
fixed mindset care so much about how smart they will appear that they often
reject learning opportunities — even ones that are critical to their success
(Cimpian, et al., 2007; Hong, et al., 1999; Nussbaum and Dweck,
2008; Mangels, et al., 2006).
(3) Next, we found that students with the two mindsets had radically
different beliefs about effort. Those with a growth mindset had a very
straightforward (and correct) idea of effort — the idea that the harder you
work, the more your ability will grow and that even geniuses have had to work
hard for their accomplishments. In contrast, the students with the fixed
mindset believed that if you worked hard it meant that you didn't have ability,
and that things would just come naturally to you if you did. This means that
every time something is hard for them and requires effort, it's both a threat
and a bind. If they work hard at it that means that they aren't good at it, but
if they don't work hard they won't do well. Clearly, since just about every
worthwhile pursuit involves effort over a long period of time, this is a
potentially crippling belief, not only in school but also in life.
(4) Students with different mindsets also had very different reactions to
setbacks. Those with growth mindsets reported that, after a setback in school,
they would simply study more or study differently the next time. But those with
fixed mindsets were more likely to say that they would feel dumb, study less
the next time, and seriously consider cheating. If you feel dumb —
permanently dumb — in an academic area, there is no good way to bounce back and
be successful in the future. In a growth mindset, however, you can make a plan
of positive action that can remedy a deficiency. (Hong. et al., 1999;
Nussbaum and Dweck, 2008; Heyman, et al., 1992)
(5) Finally, when we looked at
the math grades they went on to earn, we found that the students with a growth
mindset had pulled ahead. Although both groups had started seventh grade with
equivalent achievement test scores, a growth mindset quickly propelled students
ahead of their fixed-mindset peers, and this gap only increased over the two
years of the study.
(6) In short, the belief that
intelligence is fixed dampened students' motivation to learn, made them afraid
of effort, and made them want to quit after a setback. This is why so many
bright students stop working when school becomes hard. Many bright students
find grade school easy and coast to success early on. But later on, when they
are challenged, they struggle. They don't want to make mistakes and feel dumb —
and, most of all, they don't want to work hard and feel dumb. So they simply
It is the belief that
intelligence can be developed that opens students to a love of learning, a
belief in the power of effort and constructive, determined reactions to
STEP 2: Make sure your group finishes chunking Dweck’s writing, and be sure to ask
for an Instructional Assistant’s signature before you go.
Science Versus Pseudoscience Online Assignment 1
ACTIVITY 1: FILL OUT THE
FOLLOWING SURVEY PRIOR TO VIEWING VIDEO
PARANORMAL BELIEFS SURVEY
PLACE A CHECK NEXT TO EACH YOU BELIEVE TO BE TRUE OR PROBABLY
3. ALIENS LANDING ON EARTH____
4. DINOSAURS AND HUMANS LIVING ON EARTH TOGETHER_____
5. PYRAMID ENERGY_____
6. EXTRASENSORY PERCEPTION ( E.G. MIND READING,
WITH ONE’S MIND, SEEING THE FUTURE, ETC.)_____
7. COMMUNICATION WITH THE DEAD_____
9. PSYCHIC DETECTIVES_____
10.THE BERMUDA TRIANGLE_____
ACTIVITY 2: PRIOR TO VIEWING VIDEO, READ THE FOLLOWING
Science- A set of methods designed to describe and interpret,
through observation and experimentation, the natural world. Science creates a testable body of
systematized knowledge open to rejection or confirmation.
Pseudoscience- False science claiming to be science. Its claims (of truth) are unverified and
falsified by the scientific community.
Examples of pseudoscience: astrology, mind reading, talking to the dead,
alien abduction, etc.
Skeptical Inquiry- A set
of methods testing claims using the scientific method. The assumption of skepticism is that a claim
should not be believed until it is confirmed using logic and
evidence. It is a vital part of science.
Dowsing- A method of locating a hidden substance, most commonly
underground water, using a bent stick or rod.
After numerous tests, it has been deemed a pseudoscience by the
Cognitive Biases- Brain functions that prejudice objective
observation. Examples include the
tendency to see human faces or bodies where none exist and our mind inclined to
seek patterns where none may exist.
Auditory Illusions- Sounds that the brain wrongly perceives to be
words. Examples include songs that when
played backward appear to be transmitting a message.
ACTIVITY 3: View video of Michael Shermer TED Lecture: Why People
Believe Weird Things: http://www.youtube.com/watch?v=8T_jwq9ph8k
WRITING ASSIGNMENT AFTER VIEWING VIDEO
Make a list (at least four) of bogus (false) claims and bad ideas
Shermer uses as examples of weird things people believe. (You may need to view the thirteen minute
video a second time and stop it at certain points to jot down the
For each example, explain the false claim and why you
think people believe(d) it.
6B In Lab
Science Versus Pseudoscience In Lab Assignment 1
ACTIVITY 1: REVIEW AND DISCUSSION OF ONLINE WRITING ASSIGNMENT
Briefly review the Shermer video and the survey in the large
group, and discuss the written responses for the day 1 online lab either in a
large group or at tables in small groups. (20-25 minutes)
Day 1 online lab work should be checked by IA’s before
ACTIVITY 2: WRITING ASSIGNMENT (25-30 minutes)
Michael Shermer argues that whenever we are confronted with
something extraordinary, we should ask, “What is the most likely
explanation?” Scientists state that
extraordinary claims require extraordinary evidence to be believed.
For example, psychics would need to prove in a controlled
scientific setting that they have the ability to read minds. Many people
believe in ESP, but science has not verified it. A series of experiments would need to be
conducted by objective observers to verify the claim of mind reading, perhaps
placing the psychic in one room attempting to “read” the cards selected by
someone in another room. (So far, no “mind reader” has ever successfully passed
Discuss two extraordinary claims (see previous lab written
assignment and today’s discussion) mentioned by Shermer that should require
extraordinary evidence to be believed. What is extraordinary (i.e. hard to
believe,going against science) about each of them? Explain what kinds of evidence you think
would satisfy science in these specific cases to prove them to be true. (One
Day 1 online and day 2 lab activities should be checked and
initialed by the IA’s before leaving lab.
Science Versus Pseudoscience Online Assignment 2
ACTIVITY 1: PRIOR TO VIEWING THE VIDEOS, READ THE DEFINITIONS
Psychic- A person who claims to have the ability to perceive
hidden information through extrasensory perception (ESP).
Tarot Cards- Special cards used by a “reader” in the belief that
the cards can be read to gain insight and predict people’s lives.
Palm Reading- The belief someone’s life and future can be “read”
by studying the lines on one’s palm.
Therapeutic Touch- A practice of some health professionals where
it is claimed that negative energy of a patient can be identified and removed
by placing hands four or five inches from the body. The therapeutic touch specialist then
“channels the healing energy of the universe” into the patient.
Placebo- A fake medicine, usually a pill, given to a patient who
is told the pill is a real.
Placebo Effect- A fake pill is given, but then the unsuspecting
patient, expecting the real pill, still feels the effects of what a real pill
would have done.
ACTIVITY 2: View video of James Randi: Testing Psychics for the
One Million Dollar Prize: http://www.youtube.com/watch?v=pxHni1ggM1E
ACTIVITY 3: Answer the following questions from the James Randi
1. Explain the $1,000,000 test.
2. What excuses did each contestant give for why
they didn’t win the prize?
ACTIVITY 4: View video of John Stossel: Testing Therapeutic Touch
5: Answer the following questions from the John Stossel video
1. Explain Emily Rose’s test of therapeutic
touch. What were the results?
do you think the prestigious Journal of the American Medical Association,
decided to publish 4th grader Emily Rose’s results of her therapeutic touch
do you think the placebo effect experiment was added after the first segment on
this ABC program? How is the concept of
placebos related to therapeutic touch?
7B In Lab
Science Versus Pseudoscience In Lab Assignment 2
ACTIVITY 1: REVIEW AND DISCUSSION OF ONLINE WRITING ASSIGNMENT
Briefly review the Randi and Stossel videos in the large group,
and discuss the written responses for the day 1 lab either in a large group or
at tables in small groups. (20 min.)
Day 1 lab work will be checked by IA’s before discussion.
ACTIVITY 2 WRITTEN
ASSIGNMENT (30 minutes)
Working in pairs, write a
dialogue between a scientist and someone who firmly believes in a particular
“weird idea” we’ve come across in videos during these past two weeks.
Decide together what your character’s pseudoscience weird idea should be. Here is your chance to show how these two
worlds think and talk. Below is an
example of how your conversation can be put into a dialogue format. First , you should set the scene as to where
the dialogue takes place and who is speaking. Then, each person talks, like this:
Scene: A sports bar at
half time. Two strangers at the bar, one
a biologist and the other a couples counselor, have been drinking and talking
about their jobs, when the subject of alien abductions comes up.
Alien Abduction Believer:
Since you’re a scientist and I’m just an amateur believer in UFO’s, I
know you must think I’m a wacko, but how do you explain all the people who
claim alien kidnappings happened to them? Are they all lying?
Scientist: People can say
anything they want. Maybe they want
attention, maybe they’re delusional.
Maybe it really did happen, but where’s the proof?
AAB: They’re the
proof!! Their testimony. They are eyewitnesses to what happened.
Why can’t you accept that?
Why can’t you believe sincere people?
S: Because I need physical evidence, not just somebody’s word.
Tell me, why is there never any physical evidence? That’s suspicious, don’t you
think? And what do you think is more
likely--that aliens travel billions of miles to secretly abduct and experiment
on a poor guy named Bubba--or that Bubba is making it up?
AAB: Now you’re getting nasty, belittling these victims. Do you
really think intelligent aliens would leave evidence? Maybe they don’t want to be discovered.
S: Why not? They don’t seem to mind leaving all these
witnesses around.....etc. etc.
Finally, bring your
dialogue to a fitting close. Don’t leave
it hanging. (Next page)
FURTHER DIRECTIONS AND SUGGESTIONS
Your dialogue should be
between two and three pages and will be read in class at our next meeting.
If you run out of time in the lab, finish the dialogue together after the lab,
by phone, e-mail, meeting in person, etc.
Help each other with the lines of both characters. Make sure you stay “in character” as the
scientist and the pseudoscience believer converse. Only one person needs to actually write down
the dialogue for both of you. Put both
of your names at the top of your paper and have the AI’s check and initial your
dialogue before you leave lab.
There are no 8A or 8B lab
plans in this packet—by design.
9A ONLINE ASSIGNMENT What is Code-Switching?
View the comedy skit “Phone Call” by Key and Peele. It is a good example of code-switching.
Read the following definitions:
Code-switching is the act of alternating between two or more
languages, dialects, or registers.
Dialect - A dialect is a distinct form of a language. Generally, you can recognize a dialect by its
accent (pronunciation), diction (vocabulary), and/or grammar. There are
national dialects (think American English versus British English), regional
dialects (a Brooklyn accent versus a Boston accent), social dialects (shared by
members of certain socio-economic groups), and ethnic dialects (common to
certain ethnic groups).
Register - Within any language or dialect, there are formal and
informal ways of speaking. Writers and
speakers move between "formal" and "informal" registers
depending on their purpose and their audience.
Purpose - Writers and speakers usually have a goal (or purpose)
when they express themselves. For
example, a writer may want to persuade, inform, analyze, or describe.
Audience – Writers and speakers often tailor their words to appeal
to specific audiences. A speaker might
use a different dialect, register, or rhetorical strategy in a televised debate
than when asking a friend for a favor.
(In both cases, the purpose is persuasion, but the audience makes a
View the documentary video “Code-Switching” to 26:40. https://www.youtube.com/watch?v=gO7cjyEYtGM
As you view, take Cornell
Notes of the video’s main ideas. Be
sure your Cornell Notes include a one-paragraph summary of the video.
NOTE: If you need to
review the format for Cornell Notes, you can view a tutorial here: https://www.youtube.com/watch?v=WtW9IyE04OQ
Reflect on what you’ve seen.
What relevance does the concept of code-switching have for you?
your Cornell Notes to your next Lab. You
will receive credit for your notes.
9B HANDOUT 9B: Code-Swtching
From Vernacular English to Academic English
TO BE COMPLETED IN LAB
As you read the
excerpts below from Roy Choi’s L.A. Son,
make note of places where the author uses non-academic English such as slang,
non-standard verbs, or incomplete sentences.
The first week of high
school. A lot of new faces: unfamiliar kids
from the other junior high schools not only in Villa Park but from Anaheim and
Orange, too, were all funneled into Villa Park High. Everything was real quiet. That junior high school stuff, I thought, had
just been a phase – drugs, heavy metal, typical preteen anger at the world,
experimenting with Frank, class clowning.
Kids’ play. Now this was tenth
grade, and I was going to block out all the angst I was having about my parents. I was going to buckle down, be a good kid,
and study hard. . . .
shit lasted for about as long as your New Year’s resolution to lose the
fat. Barely a day. (93-94)
1. What are the non-academic features of the sentences shown
below? How would you code-switch the
author’s words into academic English? (An example has been provided.)
Academic English Version
The first week of high school.
Everything was real
Uses an adjective
in place of an adverb.
Everything was really
That shit lasted for about as long as your New Year’s
resolution to lose the fat.
Barely a day.
HANDOUT 9B (page 2 of 2)
moment I bought that ’87 Chevy Blazer, white with gold trim, I knew it was too
then, everyone had these Nissans and Impalas, but not too many were up on the
Blazer game yet. And that’s why I knew I
had to have it.
My boy Matt Kudra had just moved from
Compton and brought a swagger to Grove Street that I was instantly attracted
to. He was built like an ice block,
always with two sawed-off shotguns under the seat and khakis so fresh you’d
think he owned a dry cleaner’s. He had
this canary-yellow VW Squareback dropped to the floor with fifteen-inch Enkeis
deep-dish rims. This thing sat so low,
you could call it a Landscraper, and it was the illest ride on the scene. I loved riding shotgun with the shotguns
under my seat, bouncing throughout the night.
That kind of shit is straight Cali, eyes wide open, scanning everything
And so I worked hard to get that
Blazer. My parents were making mad dough
through the jewelry business and would have dropped the allowance on me had I
asked, but no. That ain’t me. I was stubborn and still not used to riches,
so I was on my grind. After school at a
toy story, restocking shelves. Washing
dishes at Leatherby’s ice cream parlor.
Busing tables and cleaning the salad bar at a steakhouse called Cask ‘n
I eventually made enough to get the
Blazer. Then I had to trick it out. At that time of my life, it was the only
thing I was truly diligent about. The
car became an extension of me. The
Millennium Falcon to my Han Solo. (103)
1. Complete the chart below by identifying a non-academic
sentence for each row. Next, code-switch
the sentence into academic English.
Academic English Version
2. Based on the excerpts, describe the author. What do his language choices reveal about him
as a person?
10A ONLINE ASSIGNMENT Code-Switching Complete Sentences
INSTRUCTIONS TO STUDENT
One of the most important ways we code-switch into academic
English is by using complete sentences.
(aka incomplete sentences) are used frequently in spoken English and in short
messages such as emails and text messages.
Fragments are often used effectively in published writing such as
advertising slogans, newspaper headlines, and novels. In academic English, however, fragments are
considered a grammatical flaw.
For a quick review of
the elements of a complete sentence, view the first 2:12 minutes of “English 101: Sentence Fragments and Run-on Sentences.”
For a more thorough explanation of complete sentences and
sentence fragments, view the first 8:40 minutes of “Unit 1 Grammar Tutorial –
If you prefer a written explanation, read:
Fragment Tip 1 – Recognize a Fragment: http://www.chompchomp.com/handouts/fragtip01.pdf
Fragment Tip 2 – Types of Fragments: http://www.chompchomp.com/handouts/fragtip02.pdf
Fragment Tip 3 – Punctuation Rules for Fixing Fragments:
Practice identifying sentence fragments by completing
Interactive Exercises 1 and 2 on GrammarBytes: http://www.chompchomp.com/handouts.htm#Fragments
Print the Handout for Exercise 3. Complete the exercise. http://www.chompchomp.com/handouts.htm#Fragments
REMINDER: Bring your
completed handout to your next Lab meeting
COMPLETE SENTENCES WORKSHEET
TO BE COMPLETED IN
In order to be complete, a sentence must have at least one
subject and at least one sentence verb. For
each sentence below, underline the simple subject(s) once and the sentence
1. He had this
canary-yellow VW Squareback dropped to the floor with fifteen-inch Enkeis
2. I loved riding shotgun with the shotguns
under my seat, bouncing throughout the night.
3. I eventually
made enough to get the Blazer.
4. Then I had
to trick it out.
5. The car
became an extension of me.
6. This thing
sat so low, you could call it a Landscraper, and it was the illest ride on the
7. At that time
of my life, my car was the only thing I was truly diligent about.
Identify and correct each fragment in the paragraphs below.
And so I worked hard to get that Blazer. My parents were making mad dough through the
jewelry business and would have dropped the allowance on me had I asked, but
no. That ain’t me. I was stubborn and still not used to riches,
so I was on my grind. After school at a
toy story, restocking shelves. Washing
dishes at Leatherby’s ice cream parlor [and] Busing tables and cleaning the salad bar at a
steakhouse called Cask ‘n Cleaver.
I eventually made enough to get the Blazer. Then I had to trick it out. At that time of my life, it was the only thing
I was truly diligent about. The car
became an extension of me. The Millennium Falcon to my Han
Code-switching and Comedy
Freewrite or list for five minutes the pros and cons of
View the clip of Key and Peele talking to their studio
audience about how and why they “adjust their blackness.” http://www.youtube.com/watch?v=kO-EwelnvxU
View the Key and Peele
sketch, “White-sounding Black Guys.” http://www.youtube.com/watch?v=3zDHSLDY0Q8&list=RDkO-EwelnvxU
Freewrite for ten-minute in response to this question:
What did you think of this sketch? How do race and code-switching lend
themselves to comedy, if at all? Be specific.
Now let’s take a closer look at why you believe these
things you wrote in your freewrite. To do this, we will learn about the fact-idea
list, sometimes called a metacognitive log or an evidence-interpretation log,
and then practice using it.
Review the Powerpoint presentation that briefly describes
the Fact/Idea list.
Watch someone create a fact/idea list. http://www.youtube.com/watch?v=09Q8Z_MZ_4w
Re-watch “White-sounding Black Guys” and make a fact/idea
list for it. Bring this list to lab.
Write down any questions or comments you have about the
fact/idea list and the Key and Peele clips and bring to lab as well.
Bring your fact/idea list, freewrites, and questions and
comments to lab.
11B In Lab
Students get in self-selected pairs and discuss the
fact/ideas lists and questions and comments about the lists and Key and Peele
IAs field questions that cannot not be answered in pairs.
As a large group, watch Key and Peele’s, “Substitute
IAs facilitate classroom fact/idea list for “Substitute
Teacher” on the board. Each student should copy what is on the board.
Students individually revise/add on to their own
fact/idea list from “White-sounding Black Guys.”
For 5-7 minutes, freewrite on this topic: How did the
fact/idea list help you go deeper into thinking about Key and Peele?
Small group discussion (if time is available). Everyone
in the group should take notes.
Summarize the article and write 2-3 questions or comments
you’d like to discuss in lab. Type everything and bring to lab.
Let’s get acquainted with a reading strategy called, “Talking to the
Text.” To find out what this is, go to this site below and read just the
first page of it: (Please print this page and write down any questions you
have about it.)
Also, take a look at just the first page of this: (Please print
this page and write down any questions you have about it.)
Keep in mind that steps 5 and 6 are the most important for higher
Now watch different types of teacher demonstrate how Talking to the Text
Write any questions or comments you have about the Talking
to the Text (TttT) clips and bring those and questions from Steps 3 and 4 to
12B In Lab
Take out your questions about TttT. Discuss these with a
partner and see if he or she can help you with them.
Watch the IAs demonstrate how to TttT with “Edge-less,
Ask questions about
TttT, if you have you. (You’re going to be doing it on your own soon, so please
get clarity from the IAs.)
TttT on your own
with the rest of “Edge-less, Post-racial Lie.” Ask questions of IAs if
you come across any obstacles during this process.
concluding thoughts about the article and 1-2 questions you’d like to discuss
either on the backside of the article or another sheet of paper.
Go to this site and print the article, “The Daily Show’s
‘Racist or Not Racist’ Segment was Offensively Funny.” http://www.newrepublic.com/article/115596/daily-show-racist-or-not-racist-key-peele-their-best
TttT on this article.
Summarize the article and write 2-3 questions or comments
you’d like to discuss in lab.
Take out your summary and discussion questions/comments
for “Are Key and Peele Biracial
Geniuses or Are They Just Really Funny?” and “Edge-less, Post-racial Lie.” Look
at these readings as well as “The Daily Show’s ‘Racist or Not Racist’ Segment
was Offensively Funny.” Compare the comments and
notation on the readings. Which of the three do you recall best? Why do you
think this is? What impact does TttT have on your reading process? Be specific.
Do 10-12 minute freewrite to respond to these questions.
Look at the discussion questions/comments you have for
all three articles. Add any that you think blend concepts from more than one
article. For example, do you see contradictions? Commonalities? Of these, which
questions would you most like to discuss in lab? Select 2-3 from your list and
write them on a separate piece of paper. Make sure that they are legible. Bring
these to lab.
13B In Lab
Give your selected questions/comments to IAs.
While the IAs review these questions and put them on the
board, get yourself into a group of 3-4 people. Sit with these people.
Look at the questions/comments the IAs have put on the
board. In your small group, quietly choose one question and begin discussing
it. Pick specific evidence from one or more of the readings and/or details from
the online sketches to help develop your ideas.
Participate in large group discussion facilitated by the
Begin group project:
As a group, choose a question on the board that has not been discussed.
group, discuss the question thoroughly.
and prepare to perform a sketch
that includes code-switching. Please make sure that your sketch is related to
the question your group discussed and has some social commentary and/or theme.
the group should exchange contact information.
leaving lab today, decide on a meeting time for all of you to work on this next
week or later in the week.
applicable, delegate certain tasks today. For example, if you know the setting
of your sketch is on a farm, the person playing the role of the farmer can be
tasked to find a straw hat or other farmer-like things.
You may incorporate singing, dancing, rapping, playing an instrument, etc.
lab, be prepared to explain to the class why you wrote this sketch and how it
relates to your response to the question your group chose. You will be asked to
tell this to the class as well as perform your sketch and turn in a typed copy
of it. Bring costumes, props, etc. Each person in the group must have some
lines in the sketch, and the sketch must be 5-7 minutes.
Meet with your group to finish writing and typing your
sketch. Discuss who will bring what props, costumes, etc.
Practice your sketch together. While you do not need to
memorize it, the sketch will be more effective the better you know your lines.
Make any other plans necessary for your lab performance,
discussion, and typed work.
14B In Lab
Groups will have 3-5 minutes to prepare their sketch and
Each group will go to the front of the room and do the
Introduce each person
Tell the class the question the group chose and
their response to it. Additionally, the group will explain how the sketch was
inspired by this.
Perform the sketch.
Turn in the hard copy.
Large group discussion about sketches and their relevance
to issues raised by Key and Peele.