Objectives:
After this class, students will be able to:
1. reflect on what they have learned throughout this marking period.
2. synthezie thoughts into a letter.
3. read for enjoyment.
Agenda:
Today, students will take part one of their final exam. Exam question (200 points):
Write a letter to a student who will take public speaking next marking period. Include a paragraph on each of the following:
a. What is public speaking?
b. What kinds of things did we learn in class?
c. What is good about the class?
d. What is not good about the class?
e. Advice on how to pass public speaking?
If there is time, students should read for the 25 Book Challenge.
Monday, October 29, 2007
Monday, October 29, 2007
Objectives:
After this class, students will be able to:
1. reflect on their personal thoughts and opinions.
2. speak in front of a group.
3. support an opinion with evidence.
Agenda:
1. Warm-up: Students should answer the following question in their notebook: Who is your favorite actor or actress? Why? What does this person do that makes him or her a great public speaker?
2. Students will do a SAY ANYTHING writing exercise. Students will write one page about anything that is on their minds with no concern for censorship. Students will share their SAY ANYTHINGS with the class (50 points).
3. If time permits, students will engage in a debate regarding gender stereotypes and myths.
Homework: There is no homework assigned for this class.
REMINDERS: THE FIRST MARKING PERIOD OFFICIALLY ENDS ON NOVEMBER 7, 2007. GRADES FOR THIS CLASS MUST BE SUBMITTED BY NOVEMBER 2, 2007. A FINAL TEST WILL BE GIVEN IN CLASS ON WEDNESDAY, OCTOBER 31, 2007. NOTEBOOKS WILL ALSO BE COLLECTED AND GRADED ON THAT DATE.
After this class, students will be able to:
1. reflect on their personal thoughts and opinions.
2. speak in front of a group.
3. support an opinion with evidence.
Agenda:
1. Warm-up: Students should answer the following question in their notebook: Who is your favorite actor or actress? Why? What does this person do that makes him or her a great public speaker?
2. Students will do a SAY ANYTHING writing exercise. Students will write one page about anything that is on their minds with no concern for censorship. Students will share their SAY ANYTHINGS with the class (50 points).
3. If time permits, students will engage in a debate regarding gender stereotypes and myths.
Homework: There is no homework assigned for this class.
REMINDERS: THE FIRST MARKING PERIOD OFFICIALLY ENDS ON NOVEMBER 7, 2007. GRADES FOR THIS CLASS MUST BE SUBMITTED BY NOVEMBER 2, 2007. A FINAL TEST WILL BE GIVEN IN CLASS ON WEDNESDAY, OCTOBER 31, 2007. NOTEBOOKS WILL ALSO BE COLLECTED AND GRADED ON THAT DATE.
Thursday, October 25, 2007
Wednesday, October 24, 2007
Objectives:
After this class, students will be able to:
1. demonstrate creative thinking and writing after analyzing a historical photo.
2. speak in front of a group and answer questions ad lib.
3. listen to others.
Agenda:
1. Warm-up: Students should look at the photo above. If any of these boys could talk, what would he say about his life? Note: These boys are children living in approximately 1920; they work as miners in PA. Ms. Kingsbury will solicit answers from the students.
2. The remaining students will perform their State of the Union speeches - last day to do so! 300 points for 3 minutes of speaking, one prop, and a script. Students in the audience should listen and have questions to ask the speaker at the end of his or her speech.
Homework: There is no homework tonight.
Tuesday, October 23, 2007
Tuesday, October 23, 2007
Objectives:
After this class, students will be able to:
1. analyze quotes about ancient wisdoms.
2. speak in front of a group.
3. generate questions after listening to a speech.
Agenda:
1. Warm-Up Part 1: Students should consider the following quote:
Much speech is one thing, well-timed speech is another.
Question: Why does the timing of what you say matter? What is the effect of saying the right thing but at the wrong time?
2. Warm-Up Part 2: Students should consider the following quote:
One word frees us of all the weight and pain of life; that word is love.
Question: Do you agree or disagree with this quote? Why? Give two examples to support your position.
3. Students will continue their State of the Union speeches - 300 points - one prop and a script.
Homework: There is no homework assigned for this class. Tomorrow is the last day for speeches. Students who are not prepared should be sure that their speeches are ready to go tomorrow.
After this class, students will be able to:
1. analyze quotes about ancient wisdoms.
2. speak in front of a group.
3. generate questions after listening to a speech.
Agenda:
1. Warm-Up Part 1: Students should consider the following quote:
Much speech is one thing, well-timed speech is another.
Question: Why does the timing of what you say matter? What is the effect of saying the right thing but at the wrong time?
2. Warm-Up Part 2: Students should consider the following quote:
One word frees us of all the weight and pain of life; that word is love.
Question: Do you agree or disagree with this quote? Why? Give two examples to support your position.
3. Students will continue their State of the Union speeches - 300 points - one prop and a script.
Homework: There is no homework assigned for this class. Tomorrow is the last day for speeches. Students who are not prepared should be sure that their speeches are ready to go tomorrow.
Sunday, October 21, 2007
Monday, October 22, 2007
Objectives:
After this class, students will be able to:
1. generate questions for a semester test.
2. speak in front of a group.
3. listen to others.
4. analyze ancient widsoms and literature.
Agenda:
1. Warm-up: Students should complete the following activity: On a sheet of paper, write three multiple choice questions and one essay question based on anything we have covered this marking period. Look back through your notebook for ideas. 40 points for your warm-up today (10 points for each question you submit).
2. Students will continue their State of the Union Speeches - worth 300 points. Must include one prop and a script.
3. Speech/Quote Analysis: Students should consider the following quote:
Much speech is one thing, well-timed speech is another.
Question: Why does the timing of what you say matter? What is the effect of saying the right thing but at the wrong time?
4. Speech/Quote Analysis: Students should consider the following quote:
One word frees us of all the weight and pain of life; that word is love.
Question: Do you agree or disagree with this quote? Why? Give two examples to support your position.
Homework: There is no homework for this class tonight.
After this class, students will be able to:
1. generate questions for a semester test.
2. speak in front of a group.
3. listen to others.
4. analyze ancient widsoms and literature.
Agenda:
1. Warm-up: Students should complete the following activity: On a sheet of paper, write three multiple choice questions and one essay question based on anything we have covered this marking period. Look back through your notebook for ideas. 40 points for your warm-up today (10 points for each question you submit).
2. Students will continue their State of the Union Speeches - worth 300 points. Must include one prop and a script.
3. Speech/Quote Analysis: Students should consider the following quote:
Much speech is one thing, well-timed speech is another.
Question: Why does the timing of what you say matter? What is the effect of saying the right thing but at the wrong time?
4. Speech/Quote Analysis: Students should consider the following quote:
One word frees us of all the weight and pain of life; that word is love.
Question: Do you agree or disagree with this quote? Why? Give two examples to support your position.
Homework: There is no homework for this class tonight.
Saturday, October 20, 2007
Take Action!
http://www.washingtonpost.com/wp-dyn/content/article/2007/10/19/AR2007101902543.html?wpisrc=newsletter
How can racism still exist in our country? Read this article. Take action.
How can racism still exist in our country? Read this article. Take action.
Thursday, October 18, 2007
Friday, October 19, 2007
Objectives:
After this class, students will be able to:
1. read independently.
2. speak in front of a group.
3. listen to others.
Agenda:
1. Warm-Up: Students should answer the following question in their notebook: What did you bring to read for today's 25 Book Challenge reading time? Why did you pick it? If you didn't bring anything, why? 2-3 sentences
2. Students will have 30-45 minutes to do their reading for the 25 Book Challenge.
3. Students will begin to give their SOTU speeches in front of the class. 300 points plus some extra for volunteers...
Homework: There is no homework assigned for this class for the weekend.
After this class, students will be able to:
1. read independently.
2. speak in front of a group.
3. listen to others.
Agenda:
1. Warm-Up: Students should answer the following question in their notebook: What did you bring to read for today's 25 Book Challenge reading time? Why did you pick it? If you didn't bring anything, why? 2-3 sentences
2. Students will have 30-45 minutes to do their reading for the 25 Book Challenge.
3. Students will begin to give their SOTU speeches in front of the class. 300 points plus some extra for volunteers...
Homework: There is no homework assigned for this class for the weekend.
Thursday, October 18, 2007
Objectives:
After this class, students will be able to:
1. create a poster about themselves.
2. define vocabulary words related to public speaking.
3. perform a self-assessment on their grade for this class.
Agenda:
1. Warm-up: In their notebooks, students should answer the following question: As we approach the end of the marking period, what grade do you think you deserve in this class? Why? (3 sentences)
2. Today's Vocabulary:
a. Oratory: the art of public speaking
b. Pace: the overall speed of a speech
c. Enunciation: the clearness and crispness of a speaker's voice, the more you enunciate, the better your speaking voice
3. Announcements:
10/31/01 - last official day of work for the marking period - semester test - turn in notebooks.
4. Classwork:
a. finish State of the Union speeches
b. finish prop for the speech
Homework: Bring a book to read for the 25 Book Challenge! Four speakers should be prepared to do their formal speeches tomorrow.
After this class, students will be able to:
1. create a poster about themselves.
2. define vocabulary words related to public speaking.
3. perform a self-assessment on their grade for this class.
Agenda:
1. Warm-up: In their notebooks, students should answer the following question: As we approach the end of the marking period, what grade do you think you deserve in this class? Why? (3 sentences)
2. Today's Vocabulary:
a. Oratory: the art of public speaking
b. Pace: the overall speed of a speech
c. Enunciation: the clearness and crispness of a speaker's voice, the more you enunciate, the better your speaking voice
3. Announcements:
10/31/01 - last official day of work for the marking period - semester test - turn in notebooks.
4. Classwork:
a. finish State of the Union speeches
b. finish prop for the speech
Homework: Bring a book to read for the 25 Book Challenge! Four speakers should be prepared to do their formal speeches tomorrow.
Wednesday, October 17, 2007
Wednesday, October 17, 2007
Objectives:
After this class, students will be able to:
1. define terms related to public speaking.
2. describe the features of a satisfactory visual aid.
3. complete a script for a speech.
Agenda:
1. Warm-up: Students will write the following vocabulary words into their notebooks:
a. Ad Lib: to make up a speech of story as you deliver it
b. Climax: the high point or peak of a speech
c. Inflection: the rising and falling of the pitch of your voice
d. Monotonous: a voice that is flat and dull and unchanging in tone
2. Notes on visual aids (students should write these in their notebooks):
a. Be certain that your visual aid actually aids your presentation.
b. Make sure the audience can see your visual aid.
c. You visual aid should be simple, clear, and uncluttered.
d. Don't read from your visual aid.
3. Students will continue to work on their State of the Union speeches and begin working on their visual aids.
Homework: There is no homework assigned for this class.
After this class, students will be able to:
1. define terms related to public speaking.
2. describe the features of a satisfactory visual aid.
3. complete a script for a speech.
Agenda:
1. Warm-up: Students will write the following vocabulary words into their notebooks:
a. Ad Lib: to make up a speech of story as you deliver it
b. Climax: the high point or peak of a speech
c. Inflection: the rising and falling of the pitch of your voice
d. Monotonous: a voice that is flat and dull and unchanging in tone
2. Notes on visual aids (students should write these in their notebooks):
a. Be certain that your visual aid actually aids your presentation.
b. Make sure the audience can see your visual aid.
c. You visual aid should be simple, clear, and uncluttered.
d. Don't read from your visual aid.
3. Students will continue to work on their State of the Union speeches and begin working on their visual aids.
Homework: There is no homework assigned for this class.
Tuesday, October 16, 2007
Tuesday, October 16, 2007
Objectives:
After this class, students will be able to:
1. reflect on school experienes.
2. organize thoughts into a cohesive speech.
Agenda:
1. Warm-Up: In their notebooks, students should answer the following questions: At the assembly yesterday, what things did you notice about the speakers on the stage? What things did they do well? What things did they not do well? If you were not at the assembly, why?
2. Formal Speech!! 300 points
Title: State of the Union
Time Length: 3 minutes
Required: 1 prop, script
Contents: introduction, state of my mind, state of my room, state of my grades, state of my school, state of my friends, state of my family, state of my health, state of my hobbies, state of my future, conclusion
Students will begin to write their rough draft today and receive 50 points for their classwork. Students will begin to do their formal speeches on Friday.
Homework: There is no homework assigned for this class.
After this class, students will be able to:
1. reflect on school experienes.
2. organize thoughts into a cohesive speech.
Agenda:
1. Warm-Up: In their notebooks, students should answer the following questions: At the assembly yesterday, what things did you notice about the speakers on the stage? What things did they do well? What things did they not do well? If you were not at the assembly, why?
2. Formal Speech!! 300 points
Title: State of the Union
Time Length: 3 minutes
Required: 1 prop, script
Contents: introduction, state of my mind, state of my room, state of my grades, state of my school, state of my friends, state of my family, state of my health, state of my hobbies, state of my future, conclusion
Students will begin to write their rough draft today and receive 50 points for their classwork. Students will begin to do their formal speeches on Friday.
Homework: There is no homework assigned for this class.
Friday, October 12, 2007
Friday, October 12, 2007
Objectives:
After this class, students will be able to:
1. reflect on their personal experiences.
2. analyze a speech.
3. organize classwork for a grade.
Agenda:
1. Warm-Up: Reflect on your week. How was t? What happened? Any tests? Anything on TV? Write 1/2 page.
2. Notes/Vocabulary:
a. transition: switching from one main point to another.
b. conclusion: the ending, the wrap-up, tying all main points together.
3. Reading & Writing: Students will read "Universal Declaration of Human Rights" from English 4 textbook. This reading is meant to stretch their reading skills. Questions to answer after reading:
a. List 5 words from the speech that you do not know.
b. What word is used as a refrain (is repeated) in each stanza?
c. Make a list of "universal freedoms." (opinion)
d. Is this speech effective? Why or why not?
4. Notebook check: 110 points! Students will turn in classwork from 10/1/07 to today.
Homework: There is no homework for this class this weekend. Enjoy!
After this class, students will be able to:
1. reflect on their personal experiences.
2. analyze a speech.
3. organize classwork for a grade.
Agenda:
1. Warm-Up: Reflect on your week. How was t? What happened? Any tests? Anything on TV? Write 1/2 page.
2. Notes/Vocabulary:
a. transition: switching from one main point to another.
b. conclusion: the ending, the wrap-up, tying all main points together.
3. Reading & Writing: Students will read "Universal Declaration of Human Rights" from English 4 textbook. This reading is meant to stretch their reading skills. Questions to answer after reading:
a. List 5 words from the speech that you do not know.
b. What word is used as a refrain (is repeated) in each stanza?
c. Make a list of "universal freedoms." (opinion)
d. Is this speech effective? Why or why not?
4. Notebook check: 110 points! Students will turn in classwork from 10/1/07 to today.
Homework: There is no homework for this class this weekend. Enjoy!
Thursday, October 11, 2007
Thursday, October 11, 2007
Objectives:
After this class, students will be able to:
1. look at both sides of an issues.
2. reflect on personal beliefs and character traits.
3. create a visual representation of their thoughts.
Agenda:
1. Warm-up: Why do grown-ups think that teenagers don't care about anything but themselves? Give three reasons. Is it true? Why or why not? Give three examples of how teens DO care. Ms. Kingsbury will solicit answers to the warm-up.
2. Mini-Poster Activity (the kids love these!!): Create a mini-poster on "5 Things That You'd Be Surprised To Learn About Me" - students should include a picture to go with each thing. Volunteers can share their surprises with the class for extra credit. 40 points for this assignment.
Homework: There is no homework assigned for this class tonight.
After this class, students will be able to:
1. look at both sides of an issues.
2. reflect on personal beliefs and character traits.
3. create a visual representation of their thoughts.
Agenda:
1. Warm-up: Why do grown-ups think that teenagers don't care about anything but themselves? Give three reasons. Is it true? Why or why not? Give three examples of how teens DO care. Ms. Kingsbury will solicit answers to the warm-up.
2. Mini-Poster Activity (the kids love these!!): Create a mini-poster on "5 Things That You'd Be Surprised To Learn About Me" - students should include a picture to go with each thing. Volunteers can share their surprises with the class for extra credit. 40 points for this assignment.
Homework: There is no homework assigned for this class tonight.
Tuesday, October 9, 2007
Wednesday, October 10, 2007
Objectives:
After this class, students will be able to:
1. brainstorm a list of things they care deeply about and choose one for a formal presentation.
2. listen to others.
3. share their thoughts in front of a group.
Agenda:
1. Warm-up: Why are teenagers so sleepy in the morning? List three possible reasons. I'm asking this question because first period is jam-packed with sleepers! Clearly, something is going wrong somewhere. I'm probing to find out why the kids are so tired.
After this class, students will be able to:
1. brainstorm a list of things they care deeply about and choose one for a formal presentation.
2. listen to others.
3. share their thoughts in front of a group.
Agenda:
1. Warm-up: Why are teenagers so sleepy in the morning? List three possible reasons. I'm asking this question because first period is jam-packed with sleepers! Clearly, something is going wrong somewhere. I'm probing to find out why the kids are so tired.
2. Finish SAY ANYTHING speeches - 50 points.
3. Begin formal speech writing: Students will create an outline for their formal speeches about "Why we should care about..." Students will brainstorm a list of things that they are passionate about, so deeply passionate they they might endure pain or harm for their cause. This might be difficult for them, as teenagers are known to not be fully developed in the compassion area. Ms. Kingsbury will guide them with her own examples. This formal speech will be due to be presented in front of class beginning on Monday, October 15, 2007. Rubric for the speech will be handed out tomorrow in class. Worth 200 points - major opportunity before interim reports!
Homework: There is no homework assigned for this class.
Monday, October 8, 2007
Tuesday, October 9, 2007
Objectives:
After this class, students will be able to:
1. say anything!
2. develop an outline about a topic they care deeply about.
3. create an attention-getter for their speech (if time).
Agenda:
1. Is 180 days of school per year enough? Why or why not? Write 1/2 page. This warm-up is given in light of the three-day weekend to celebrate Columbus Day. Ms. Kingsbury will solicit answers to this question.
2. Last week, students began to talk about their rights as students. Today, they will be given the opportunity to say ANYTHING. The students appear to have a problem taking a stand for themselves without being embarrassed. This activity will hopefully continue to allow them opportunities to speak their minds.
Brainstorm: Make a list of five things you aren't allowed to say in school. Why do you think these things are banned or frowned upon to be spoken out loud?
Writing: SAY ANYTHING!!! Write 1 full page about anything on your mind. Be prepared to share your writing with the class - 50 points speech.
Homework: Complete your SAY ANYTHING essay and be prepared to share it with the class if you did not do so today.
After this class, students will be able to:
1. say anything!
2. develop an outline about a topic they care deeply about.
3. create an attention-getter for their speech (if time).
Agenda:
1. Is 180 days of school per year enough? Why or why not? Write 1/2 page. This warm-up is given in light of the three-day weekend to celebrate Columbus Day. Ms. Kingsbury will solicit answers to this question.
2. Last week, students began to talk about their rights as students. Today, they will be given the opportunity to say ANYTHING. The students appear to have a problem taking a stand for themselves without being embarrassed. This activity will hopefully continue to allow them opportunities to speak their minds.
Brainstorm: Make a list of five things you aren't allowed to say in school. Why do you think these things are banned or frowned upon to be spoken out loud?
Writing: SAY ANYTHING!!! Write 1 full page about anything on your mind. Be prepared to share your writing with the class - 50 points speech.
Homework: Complete your SAY ANYTHING essay and be prepared to share it with the class if you did not do so today.
Friday, October 5, 2007
Friday, October 5, 2007
Objectives:
After this class, students will be able to:
1. differentiate between rights given by the US Constitution.
2. list authority figures and their influences.
3. consider two sides of an argument.
Agenda:
1. Warm-up: Which of the following parts of the first amendment is the most important and why? - freedom of speech, freedom of religion, freedom to petition, freedom to assemble - Ms. Kingsbury will lead a discussion differentiating the rights given in the first amendment. Students will share their reasons for why each is important.
2. Notes: Authority - the people who are in charge of making decision in your life. Brainstorm: Name three authority figures in your life? Which one is the most influential? Ms. Kingsbury will solicit students for their answers.
3. Complete the following chart:
Baggy pants should be banned:
a.
b.
c.
Baggy pants should not be banned:
a.
b.
c.
Students will have a discussion about the recent legal battles in different cities to get baggy pants banned. This is in follow-up to the article they read yesterday.
4. Opinions: Do you agree or disagree and why? 1 sentence for each
a. Students should not have to wear uniforms.
b. Some clothes should be banned.
c. Clothes can be offensive.
d. Everyone should dress the same.
e. I wear certain clothes to express myself.
5. Bonus writing assignment: 1/2 page - What do you think about cursing, i.e. using profanities? Do you do it? Are there times when it is appropriate? When is it not appropriate?
Homework: There is no homework assigned for this weekend.
After this class, students will be able to:
1. differentiate between rights given by the US Constitution.
2. list authority figures and their influences.
3. consider two sides of an argument.
Agenda:
1. Warm-up: Which of the following parts of the first amendment is the most important and why? - freedom of speech, freedom of religion, freedom to petition, freedom to assemble - Ms. Kingsbury will lead a discussion differentiating the rights given in the first amendment. Students will share their reasons for why each is important.
2. Notes: Authority - the people who are in charge of making decision in your life. Brainstorm: Name three authority figures in your life? Which one is the most influential? Ms. Kingsbury will solicit students for their answers.
3. Complete the following chart:
Baggy pants should be banned:
a.
b.
c.
Baggy pants should not be banned:
a.
b.
c.
Students will have a discussion about the recent legal battles in different cities to get baggy pants banned. This is in follow-up to the article they read yesterday.
4. Opinions: Do you agree or disagree and why? 1 sentence for each
a. Students should not have to wear uniforms.
b. Some clothes should be banned.
c. Clothes can be offensive.
d. Everyone should dress the same.
e. I wear certain clothes to express myself.
5. Bonus writing assignment: 1/2 page - What do you think about cursing, i.e. using profanities? Do you do it? Are there times when it is appropriate? When is it not appropriate?
Homework: There is no homework assigned for this weekend.
Wednesday, October 3, 2007
Thursday, October 4, 2007
Objectives:
After this class, students will be able to:
1. share a personal experience in front of the class.
2. create priorities from a lengthy list.
3. formulate and share personal opinions.
Agenda:
1. Warm-up: In their notebooks, students should answer the following questions: How were things in our class while I was out? What did you do? How was the substitute teacher?
2. Group share activity: Students will review the writing activities they were assigned to complete while Ms. Kingsbury was out on Tuesday and Wednesday. Each student will choose one item to share with the class. 30 points for speaking.
3. Priorities List: From their list of "100 things to do before I die," students will choose the five most important things that they would like to do. They will add a follow-up reason for choosing each one. Example: Before I die, I want to get married, because I believe that love helps a person to live a long and happy life. Possible follow-up activity to this will be to create mini-posters of "100 Things" - that depends on time.
4. Students will begin a discussion of students' rights, which we will continue through next week. Students will read and discuss issues related to fashion and personal expression:
http://www.ballerstatus.com/article/news/2007/09/3115/printer/
Baltimore Jumps Aboard Baggy Pants Ban?
Wednesday - September 19, 2007
By: Liz "Red" Thomas
Baggy and sagging pants seem to be the latest target to the hip-hop generation.
After a highly-publicized attempt to make it illegal to show your boxer shorts of thongs in Atlanta, Georgia (see "Atlanta Considers Outlawing Sagging Pants"), it seems that Baltimore is one of the latest cities to attempt to follow suit, but they aren't -- at least at the moment -- considering citations.
According to the Baltimore Sun, councilwoman Helen L. Holton has introduced a resolution to implore the city's youths to pull up their trousers, due to adults feeling uncomfortable with the youth exposing their underwear.
"There is a wide sentiment across lines of people in this city that have a problem with young people wearing these baggy, low-hanging pants," Holton told the paper. "They're offended by the fact that they have to look at their underwear.
"Perception is reality. When they see young people out like this, there's a heightened sense of, 'Oh, they must be up to no good. They must be selling drugs. They must be a part of this violent crime that is plaguing the city.' So it sends a very negative message," she continued.
Despite her concerns, other people higher in the city's food chain aren't pressed to force a mandatory law against baggy pants, but do agree with uniforms in schools. "Right now I'm dealing with more, in my opinion, important issues," Mayor Sheila Dixon said. "I believe in uniforms for schools. And that's what I'm pushing. Every kid needs to be in a uniform."
Others like Antonio Gray, a buyer for popular urban chain store DTLR (Downtown Locker Room), told the paper that Holton's proposal to do away with low-dipped pants may have worked better five years ago when the trend was bigger, but nowadays, hip-hop is moving to a "slimmer, sleeker look."
"She's completely late," he said. "My fashion-forward customers are guys who four or five years ago might have had on a jersey or a bigger T-shirt, and today that same guy is going to have on a more form-fitting T-shirt or track jacket with a slimmer jean."
The styles change and so do the ladies' opinions of what looks good on a man and a lot of young women aren't feeling the baggy look any longer. "I don't like the baggy look myself. I don't think it's attractive," 20-year-old Sierra Myers, a senior at Morgan State University, told the Baltimore Sun.
Gray however is concerned when politicians try to legislate fashion, arguing how you can regulate something as general as "baggy pants." "How do you say what's too baggy? Are you going to measure it by the inch? Are you going to measure it by how much underwear is showing?" he asked. "If that's the case, you'll be fining plumbers."
Proposals to ban sagging pants have popped up in several cities over the past few months. At the extreme end, wearing pants low enough to show your underwear in one small Louisiana town means six months in jail and a $500 fine, according to the Associated Press. A crackdown also is being pushed in Atlanta. And in Trenton, getting caught with your pants down may soon result in not only a fine, but a city worker assessing where your life is headed.
Homework: There is no homework assigned for this class tonight.
After this class, students will be able to:
1. share a personal experience in front of the class.
2. create priorities from a lengthy list.
3. formulate and share personal opinions.
Agenda:
1. Warm-up: In their notebooks, students should answer the following questions: How were things in our class while I was out? What did you do? How was the substitute teacher?
2. Group share activity: Students will review the writing activities they were assigned to complete while Ms. Kingsbury was out on Tuesday and Wednesday. Each student will choose one item to share with the class. 30 points for speaking.
3. Priorities List: From their list of "100 things to do before I die," students will choose the five most important things that they would like to do. They will add a follow-up reason for choosing each one. Example: Before I die, I want to get married, because I believe that love helps a person to live a long and happy life. Possible follow-up activity to this will be to create mini-posters of "100 Things" - that depends on time.
4. Students will begin a discussion of students' rights, which we will continue through next week. Students will read and discuss issues related to fashion and personal expression:
http://www.ballerstatus.com/article/news/2007/09/3115/printer/
Baltimore Jumps Aboard Baggy Pants Ban?
Wednesday - September 19, 2007
By: Liz "Red" Thomas
Baggy and sagging pants seem to be the latest target to the hip-hop generation.
After a highly-publicized attempt to make it illegal to show your boxer shorts of thongs in Atlanta, Georgia (see "Atlanta Considers Outlawing Sagging Pants"), it seems that Baltimore is one of the latest cities to attempt to follow suit, but they aren't -- at least at the moment -- considering citations.
According to the Baltimore Sun, councilwoman Helen L. Holton has introduced a resolution to implore the city's youths to pull up their trousers, due to adults feeling uncomfortable with the youth exposing their underwear.
"There is a wide sentiment across lines of people in this city that have a problem with young people wearing these baggy, low-hanging pants," Holton told the paper. "They're offended by the fact that they have to look at their underwear.
"Perception is reality. When they see young people out like this, there's a heightened sense of, 'Oh, they must be up to no good. They must be selling drugs. They must be a part of this violent crime that is plaguing the city.' So it sends a very negative message," she continued.
Despite her concerns, other people higher in the city's food chain aren't pressed to force a mandatory law against baggy pants, but do agree with uniforms in schools. "Right now I'm dealing with more, in my opinion, important issues," Mayor Sheila Dixon said. "I believe in uniforms for schools. And that's what I'm pushing. Every kid needs to be in a uniform."
Others like Antonio Gray, a buyer for popular urban chain store DTLR (Downtown Locker Room), told the paper that Holton's proposal to do away with low-dipped pants may have worked better five years ago when the trend was bigger, but nowadays, hip-hop is moving to a "slimmer, sleeker look."
"She's completely late," he said. "My fashion-forward customers are guys who four or five years ago might have had on a jersey or a bigger T-shirt, and today that same guy is going to have on a more form-fitting T-shirt or track jacket with a slimmer jean."
The styles change and so do the ladies' opinions of what looks good on a man and a lot of young women aren't feeling the baggy look any longer. "I don't like the baggy look myself. I don't think it's attractive," 20-year-old Sierra Myers, a senior at Morgan State University, told the Baltimore Sun.
Gray however is concerned when politicians try to legislate fashion, arguing how you can regulate something as general as "baggy pants." "How do you say what's too baggy? Are you going to measure it by the inch? Are you going to measure it by how much underwear is showing?" he asked. "If that's the case, you'll be fining plumbers."
Proposals to ban sagging pants have popped up in several cities over the past few months. At the extreme end, wearing pants low enough to show your underwear in one small Louisiana town means six months in jail and a $500 fine, according to the Associated Press. A crackdown also is being pushed in Atlanta. And in Trenton, getting caught with your pants down may soon result in not only a fine, but a city worker assessing where your life is headed.
Homework: There is no homework assigned for this class tonight.
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