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	<title>Mr. Girard Online</title>
	<link>http://learn.robgirard.net</link>
	<description>How do you know? And how do you know that you know?</description>
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		<title>APELC Class Notes</title>
		<description><![CDATA[Objectives: APELCers 1) completed a critical reading assessment, and 2) assessed their thinking, reading, and writing skills.
First and third period, you completed the multiple-choice section of the practice exam today and you calculated your overall scores. As I suspected, there were plenty of fours and threes, with some a handful of scores on the top [...]]]></description>
		<link>http://learn.robgirard.net/2010/03/11/apelc-class-notes-286/</link>
			</item>
	<item>
		<title>English 9 Class Notes</title>
		<description><![CDATA[Objectives: Freshmen identified and explained literary concepts in autobiography.
We completed the short Angelou piece today, freshmens, and you had time to begin your homework based on the reading.
Here&#8217;s more on &#8220;Lift Every Voice and Sing&#8221;, also known as the Negro National Anthem: The song was featured on an NPR broadcast several years ago as part [...]]]></description>
		<link>http://learn.robgirard.net/2010/03/10/english-9-class-notes-387/</link>
			</item>
	<item>
		<title>APELC Class Notes</title>
		<description><![CDATA[Same as yesterday, kids. Have your work highlighted for next class so we can figure your composite scores after the multiple-choice practice.
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		<link>http://learn.robgirard.net/2010/03/10/apelc-class-notes-285/</link>
			</item>
	<item>
		<title>APELC Class Notes</title>
		<description><![CDATA[Objectives: APELCers wrote a rhetorical analysis and an argument.
So did you as the objective states, first and third. We talked over your impressions of your own work with the little time we had before you were dismissed. Highlight and score your essays for next class when you&#8217;ll figure your overall score after completing the multiple-choice [...]]]></description>
		<link>http://learn.robgirard.net/2010/03/09/apelc-class-notes-284/</link>
			</item>
	<item>
		<title>English 9 Class Notes</title>
		<description><![CDATA[Objectives: Freshmen identified and explained literary concepts in autobiography.
We continued with &#8220;Graduation&#8221; today, freshmens, and we discussed a bit about the differences between the &#8220;black&#8221; and &#8220;white&#8221; schools in the text and Mr. Donleavy&#8217;s expectations of the different groups of students. I asked if expectations of young minority men have changed much since the time [...]]]></description>
		<link>http://learn.robgirard.net/2010/03/08/english-9-class-notes-386/</link>
			</item>
	<item>
		<title>APELC Class Notes</title>
		<description><![CDATA[Objective: APELCers completed a synthesis essay.
You did as stated in the objective. Highlight and score the essay yourself; bring it Thursday or Friday. You&#8217;ll bring the highlighted and scored rhetorical analysis and argument you&#8217;ll complete tomorrow then, too.
You have a process due next class.
See you then.
]]></description>
		<link>http://learn.robgirard.net/2010/03/08/apelc-class-notes-283/</link>
			</item>
	<item>
		<title>English 9 Class Notes</title>
		<description><![CDATA[Objectives: Freshmen identified and explained literary concepts in autobiography.
Freshmens, we began a new short piece today by Maya Angelou. We did with this much as we&#8217;ve done in the past, read and listened to the narration and studied the passages closely. These&#8217;re familiar tasks and will take us to the end of the quarter. We&#8217;ll [...]]]></description>
		<link>http://learn.robgirard.net/2010/03/05/english-9-class-notes-385/</link>
			</item>
	<item>
		<title>APELC Class Notes</title>
		<description><![CDATA[Periods 2 and 4, we did the same as yesterday. What would Malcolm X think of the situation of black in America today? How would he regard our President? Here&#8217;s a brief piece about how one personality and activist is approaching State of the Black Union in 2010: &#8220;PBS host Smiley calls meeting to urge [...]]]></description>
		<link>http://learn.robgirard.net/2010/03/05/apelc-class-notes-282/</link>
			</item>
	<item>
		<title>APELC Class Notes</title>
		<description><![CDATA[Objectives: AEPCLers 1) processed an autobiography, and 2) researched their worldviews.
We finished The Autobiography of Malcolm X today with little fanfare, first and third. Cody asked a question about race, pigmentation, and designation when he entered class that was relevant to our reading and connected to our discussion of identity last week nicely. It made [...]]]></description>
		<link>http://learn.robgirard.net/2010/03/04/apelc-class-notes-281/</link>
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	<item>
		<title>English 9 Class Notes</title>
		<description><![CDATA[Objectives: Freshmen wrote expository-analytical paragraphs about theme.
You did as the objective states, freshmen, bringing to close our long conversation with creeper William Shakespeare and his obsession with teen love. Well done, boys and girls. We&#8217;ll begin to tackle non-fiction next class; it&#8217;s time we spent some time in the real world.
See you Friday.
]]></description>
		<link>http://learn.robgirard.net/2010/03/03/english-9-class-notes-384/</link>
			</item>
	<item>
		<title>APELC Class Notes</title>
		<description><![CDATA[Periods 2 and 4, we did much the same as your peers in 1 and 3 yesterday. Check their notes for objectives and details.
Bailey in fourth handed me this opinion by George Will (&#8221;The Equity of Inequality&#8221;) the other day: &#8220;Lack of character often is just that, not a disability&#8221;. She astutely connected it to [...]]]></description>
		<link>http://learn.robgirard.net/2010/03/03/apelc-class-notes-280/</link>
			</item>
	<item>
		<title>APELC Class Notes</title>
		<description><![CDATA[Objectives: APELCers 1) processed a correspondence, and 2) processed a correspondence.
We completed the process of the King text today which led to our continued examination of The Autobiography of Malcolm X, which we will complete next class. Several of you asked about the differences between theology of the Nation of Islam and that of true [...]]]></description>
		<link>http://learn.robgirard.net/2010/03/02/apelc-class-notes-279/</link>
			</item>
	<item>
		<title>English 9 Class Notes</title>
		<description><![CDATA[Objective: Freshmen began writing expository-analytical paragraphs about theme.
We reviewed your potential themes for Romeo and Juliet today, freshmen, and it appears that many of you were closer to the target than not. You worked in pairs to work your themes into topic sentences and began searching for evidence to support your argument. You&#8217;ll finish your [...]]]></description>
		<link>http://learn.robgirard.net/2010/03/01/english-9-class-notes-383/</link>
			</item>
	<item>
		<title>APELC Class Notes</title>
		<description><![CDATA[Objective: APELCers framed a correspondence.
APELCers of all periods, we did as the objective states with the King text I assigned over the break and that some of you read. We&#8217;ll finish proofing it next class, and we&#8217;ll begin to close out The Autobiography of Malcolm X.
Since we didn&#8217;t finish examining King today, I&#8217;d combine today&#8217;s [...]]]></description>
		<link>http://learn.robgirard.net/2010/03/01/apelc-class-notes-278/</link>
			</item>
	<item>
		<title>English 9 Class Notes</title>
		<description><![CDATA[Objective: Freshmen 1) differentiated between theme and motif, and 2) generated their own themes for movies.
We did as the objective states, freshmen. Remember that a motif is a recurring element, idea, image, et cetera, that appears throughout and/or helps structure a text. A theme is an independent clause (a sentence, a declarative statement), not a [...]]]></description>
		<link>http://learn.robgirard.net/2010/02/24/english-9-class-notes-382/</link>
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