Have a wonderful summer!
I will be checking email periodically over the summer if you need to contact me.
6/16/14
LA 10 Honors – Monday, June 14th – Class Day 175
1. Third Letter to Self in the inbox, please!
2. Monday Mania… The LAST ONE! Make it count.
3. Pair-share:
a. What do you think of the movie so far? What’s the message?
b. What’s hard or very intense to watch? What elements have a lot of impact on you?
c. What are your predictions?
4. Homework: Journal Entry: District 9
a. Summarize the message of this movie so far in your own words, and trace how this message is developed and supported by the characters and plot. About 150 words.
b. Comment on how the genre of the movie (sci-fi/fantasy) helps or hinders the transmittal and the power of this message. About 100 words.
1. Third Letter to Self in the inbox, please!
2. Monday Mania… The LAST ONE! Make it count.
3. Pair-share:
a. What do you think of the movie so far? What’s the message?
b. What’s hard or very intense to watch? What elements have a lot of impact on you?
c. What are your predictions?
4. Homework: Journal Entry: District 9
a. Summarize the message of this movie so far in your own words, and trace how this message is developed and supported by the characters and plot. About 150 words.
b. Comment on how the genre of the movie (sci-fi/fantasy) helps or hinders the transmittal and the power of this message. About 100 words.
6/13/14
LA 10 Honors – Friday, June 13th – Class Day 174
1. Apartheid: what did you find?
a. What? Who? Where? When? Why? How?
2. District 9
1. Apartheid: what did you find?
a. What? Who? Where? When? Why? How?
2. District 9
6/12/14
LA 10 Honors – Wednesday, June 12th – Class Day 173
1. Maria Full of Grace – small group discussion
2. TBA!
a. Extra credit, anyone? Tomorrow:
i. Apartheid. Put it in a one-page nutshell. Prepare to share.
1. Journal Entry: Apartheid Extra Credit
1. Maria Full of Grace – small group discussion
2. TBA!
a. Extra credit, anyone? Tomorrow:
i. Apartheid. Put it in a one-page nutshell. Prepare to share.
1. Journal Entry: Apartheid Extra Credit
6/11/14
LA 10 Honors – Wednesday, June 11th – Class Day 172
- The end of Maria Full of Grace
- A presentation by Mr. Thomas, IB coordinator, about declaring diploma candidacy
6/10/14
LA 10 Honors – Tuesday, June 10th – Class Day 171
1. Letter to Self Three!
2. Maria Full of Grace
1. Letter to Self Three!
2. Maria Full of Grace
letter_to_self_-_letter_three.docx | |
File Size: | 16 kb |
File Type: | docx |
6/9/14
LA 10 Honors – Monday, June 9th – Class Day 170
1. Monday Mania! Only one left after this…
2. EWP update: those of you who are missing either the paper or the turnitin.com copy
a. Email your paper to me by the end of the day to avoid further penalty. If you do not submit an electronic copy, you will not receive credit for this assignment. I do NOT want to give you a zero, but I will.
3. Maria Full of Grace
1. Monday Mania! Only one left after this…
2. EWP update: those of you who are missing either the paper or the turnitin.com copy
a. Email your paper to me by the end of the day to avoid further penalty. If you do not submit an electronic copy, you will not receive credit for this assignment. I do NOT want to give you a zero, but I will.
3. Maria Full of Grace
6/5/14
LA 10 Honors – Thursday, June 5th – Class Day 168
1. Are you taking IB Literature (as opposed to Lang & Lit) next year? I have something for you.
2. Journal entry check-off: Heroism and Honor in CTHD: please put your journal on the front table open to this entry.
3. Reminder: tomorrow is the due date for your EWP!
a. This must be submitted to turnitin.com as well. Class id 6746926, password readmore
i. If you try at least a few times and cannot submit it due to technical issues: email it to me and I will submit it.
4. If you’re interested in watching more wuxia films:
a. Hero
b. House of Flying Daggers
1. Are you taking IB Literature (as opposed to Lang & Lit) next year? I have something for you.
2. Journal entry check-off: Heroism and Honor in CTHD: please put your journal on the front table open to this entry.
3. Reminder: tomorrow is the due date for your EWP!
a. This must be submitted to turnitin.com as well. Class id 6746926, password readmore
i. If you try at least a few times and cannot submit it due to technical issues: email it to me and I will submit it.
4. If you’re interested in watching more wuxia films:
a. Hero
b. House of Flying Daggers
6/4/14
LA 10 Honors – Wednesday, June 4th – Class Day 166
1. Small group discussions
a. Find your group and your envelope
b. Choose a question, read out loud, and discuss until you have nothing more to say! Each person should contribute to each question’s discussion.
2. Maria Full of Grace
3. Reminder: journal entry (prompt on handout and website) due tomorrow
1. Small group discussions
a. Find your group and your envelope
b. Choose a question, read out loud, and discuss until you have nothing more to say! Each person should contribute to each question’s discussion.
2. Maria Full of Grace
3. Reminder: journal entry (prompt on handout and website) due tomorrow
6/3/14
LA 10 Honors – Tuesday, June 3rd – Class Day 165
1. Please have last night’s journal entry out on your desk for me to check off!
2. Homework due Thursday 6/5/14:
a. Journal Entry: Heroism and Honor in CTHD
1. Please have last night’s journal entry out on your desk for me to check off!
2. Homework due Thursday 6/5/14:
a. Journal Entry: Heroism and Honor in CTHD
journal_entry_-_heroism_and_honor_in_cthd.docx | |
File Size: | 17 kb |
File Type: | docx |
6/2/14
LA 10 Honors – Monday, May 30th – Class Day 165
1. Monday Mania!
2. 10 minute Journal Entry: CTHD part II
a. Read the description of wuxia literature and film:
i. Wuxia literally means “chivalrous armed hero,” and elements of wuxia literature date back over 2000 years. Wuxia heroes are usually bound by a code of chivalry that requires them to right wrongs, fight for righteousness, remove an oppressor, and bring retribution for past misdeeds. One kind of typical wuxia story features a young male protagonist who experiences a tragedy, such as losing his loved ones, and goes on to undertake several trials and tribulations throughout his adventures in order to learn several forms of martial arts from various fighters. At the end of the story, the protagonist emerges as a powerful fighter whom few can equal. He uses his abilities to follow the code of xia (honor) and mends the ills of society and the establishment. Other stories use different structures: for instance, the protagonist is denied being accepted into a martial arts sect. He experiences hardships and trains secretly and waits until there is an opportunity for him to show off his skills and surprise those who initially looked down on him. Some stories feature a mature hero with powerful martial arts abilities confronting an equally powerful antagonist as his nemesis.
b. Respond:
i. Which characters in CTHD so far show attributes of a wuxia character? Explain.
ii. Do you see Joseph Campbell’s hero monomyth present in elements of wuxia in general or in this movie in particular? Trace a couple of similarities, or contrast elements that you find very dissimilar.
3. Homework: journal entry on handout slip
1. Monday Mania!
2. 10 minute Journal Entry: CTHD part II
a. Read the description of wuxia literature and film:
i. Wuxia literally means “chivalrous armed hero,” and elements of wuxia literature date back over 2000 years. Wuxia heroes are usually bound by a code of chivalry that requires them to right wrongs, fight for righteousness, remove an oppressor, and bring retribution for past misdeeds. One kind of typical wuxia story features a young male protagonist who experiences a tragedy, such as losing his loved ones, and goes on to undertake several trials and tribulations throughout his adventures in order to learn several forms of martial arts from various fighters. At the end of the story, the protagonist emerges as a powerful fighter whom few can equal. He uses his abilities to follow the code of xia (honor) and mends the ills of society and the establishment. Other stories use different structures: for instance, the protagonist is denied being accepted into a martial arts sect. He experiences hardships and trains secretly and waits until there is an opportunity for him to show off his skills and surprise those who initially looked down on him. Some stories feature a mature hero with powerful martial arts abilities confronting an equally powerful antagonist as his nemesis.
b. Respond:
i. Which characters in CTHD so far show attributes of a wuxia character? Explain.
ii. Do you see Joseph Campbell’s hero monomyth present in elements of wuxia in general or in this movie in particular? Trace a couple of similarities, or contrast elements that you find very dissimilar.
3. Homework: journal entry on handout slip
5/30/14
LA 10 Honors – Friday, May 30th – Class Day 164
Last EWP work day in the computer lab! Remember, these are due next Friday, June 6th.
Last EWP work day in the computer lab! Remember, these are due next Friday, June 6th.
5/29/14
LA 10 Honors – Thursday, May 29th – Class Day 163
1. Grammar worksheet correction: Lie versus lay
2. Journal Entry: Crouching Tiger Hidden Dragon part I
a. In a paragraph or two, recap in your own words the story you were introduced to yesterday in this film.
b. CTHD is part of the wuxia genre of film and literature. Considering what seems to be the structure and theme of this film so far, create your own definition of wuxia. 1-3 sentences.
c. Thinking about the movie now, choose one element of what you’ve seen so far that stood out the most to you. It could be a character, a visual, a scene, a bit of dialogue, the way a color is used, a particular choice made by the director, or anything else that remains particularly vivid in your memory.
3. CTHD: the continuation
4. NB: EWP due date is Friday June 6th
1. Grammar worksheet correction: Lie versus lay
2. Journal Entry: Crouching Tiger Hidden Dragon part I
a. In a paragraph or two, recap in your own words the story you were introduced to yesterday in this film.
b. CTHD is part of the wuxia genre of film and literature. Considering what seems to be the structure and theme of this film so far, create your own definition of wuxia. 1-3 sentences.
c. Thinking about the movie now, choose one element of what you’ve seen so far that stood out the most to you. It could be a character, a visual, a scene, a bit of dialogue, the way a color is used, a particular choice made by the director, or anything else that remains particularly vivid in your memory.
3. CTHD: the continuation
4. NB: EWP due date is Friday June 6th
5/27/14
LA 10 Honors – Tuesday, May 27th – Class Day 161
***Period 6 1:45 - 2:30 - 45 mins***
1. Monday Mania!
2. A farewell to Rushdie
3. Grammar mini-lesson: Lay versus Lie
a. Podcast
b. Worksheet
***Period 6 1:45 - 2:30 - 45 mins***
1. Monday Mania!
2. A farewell to Rushdie
3. Grammar mini-lesson: Lay versus Lie
a. Podcast
b. Worksheet
5/23/14
LA 10 Honors – Friday, May 23rd – Class Day 159
1. Finish your EWP peer review reading, annotating, and responding to questions
a. You will be checked off for having completed a review of someone else in the class – when you are done, see me before handing back to the person you reviewed
2. EWP writing time
a. Concerns about your EWP? See me.
1. Finish your EWP peer review reading, annotating, and responding to questions
a. You will be checked off for having completed a review of someone else in the class – when you are done, see me before handing back to the person you reviewed
2. EWP writing time
a. Concerns about your EWP? See me.
5/22/14
LA 10 Honors – Wednesday, May 21st – Class Day 157
1. Completing the dialect map: “car-a-mel” or “carmel”?
2. Sharing out: hero cycle maps
3. A word on one of my personal favorite stories: Beowulf
4. EWP group feedback meeting #4: Peer Review - If you did not bring an excerpt to class today, you unfortunately cannot participate, and should see me.
a. Fill in the first part of the peer review sheet
b. Exchange papers in your group in a way that ensures everyone has someone else’s to read.
c. Read through once without stopping.
d. Read through again making annotations, circling, underlining, questioning, commenting, reacting – at least 4 written comments per page.
e. Fill in your peer review sheet.
f. Attach to front and give back to the person you peer-reviewed.
5. Tomorrow: working on EWPs in the library computer lab
1. Completing the dialect map: “car-a-mel” or “carmel”?
2. Sharing out: hero cycle maps
3. A word on one of my personal favorite stories: Beowulf
4. EWP group feedback meeting #4: Peer Review - If you did not bring an excerpt to class today, you unfortunately cannot participate, and should see me.
a. Fill in the first part of the peer review sheet
b. Exchange papers in your group in a way that ensures everyone has someone else’s to read.
c. Read through once without stopping.
d. Read through again making annotations, circling, underlining, questioning, commenting, reacting – at least 4 written comments per page.
e. Fill in your peer review sheet.
f. Attach to front and give back to the person you peer-reviewed.
5. Tomorrow: working on EWPs in the library computer lab
5/21/14
LA 10 Honors – Wednesday, May 21st – Class Day 157
1. Welcome to class! Please have your hero map out and ready to share
a. Find your group
b. Take 3-4 minutes to give some background on your story and hero, and share the stages of your hero map
c. Get a “wow,” question, or comment from each person
d. Continue
2. Self-evaluation
a. Carefully read and then rate yourself on the STUDENT side of your Hero Cycle Map rubric
b. Paper clip or staple (up to you) the rubric to your map with the TEACHER side facing out
c. Place on front table
3. Homework: polish up your EWP tonight in preparation for your EWP meeting tomorrow, where you will be doing a structured peer review.
a. You have 2.5 weeks left to work on these – current due date is Friday June 6th.
1. Welcome to class! Please have your hero map out and ready to share
a. Find your group
b. Take 3-4 minutes to give some background on your story and hero, and share the stages of your hero map
c. Get a “wow,” question, or comment from each person
d. Continue
2. Self-evaluation
a. Carefully read and then rate yourself on the STUDENT side of your Hero Cycle Map rubric
b. Paper clip or staple (up to you) the rubric to your map with the TEACHER side facing out
c. Place on front table
3. Homework: polish up your EWP tonight in preparation for your EWP meeting tomorrow, where you will be doing a structured peer review.
a. You have 2.5 weeks left to work on these – current due date is Friday June 6th.
5/19/14
LA 10 Honors – Monday, May 19th – Class Day 156
1. Monday mania (the 4th-to-last!)
a. Please have your journals out for check-off of chapters 10-11-12
2. End-of-book reading check: HSS chapters 10 to 12
a. When done: look back through your journal and choose your best question from the final three HSS chapters. Write it and your name on the slip of paper I give you. Put in the purple box when turning in your reading check.
3. Work time when you’ve finished:
a. Individual Hero Cycle map
b. Any missing work, especially journal entries
4. Tomorrow: Bring your Individual Hero Cycle Map to class – you will have in-class time to work toward completion.
1. Monday mania (the 4th-to-last!)
a. Please have your journals out for check-off of chapters 10-11-12
2. End-of-book reading check: HSS chapters 10 to 12
a. When done: look back through your journal and choose your best question from the final three HSS chapters. Write it and your name on the slip of paper I give you. Put in the purple box when turning in your reading check.
3. Work time when you’ve finished:
a. Individual Hero Cycle map
b. Any missing work, especially journal entries
4. Tomorrow: Bring your Individual Hero Cycle Map to class – you will have in-class time to work toward completion.
5/16/14
***See below 5/15/14 agenda for handouts: the Individual Hero Cycle Map assignment and the original handout explaining the Hero Monomyth***
LA 10 Honors – Friday, May 16th – Class Day 155
Today:
1. Finish your EWP Group Meeting #3 to everyone’s satisfaction
2. Complete Journal Entry: EWP Feedback Mtg #3 Follow-Up
i. Explain in detail how you used your EWP meeting time today, including who you worked with, what you did together, and the kind of feedback they offered you.
ii. Explain your next steps for further developing your EWP
iii. Note the best single piece of feedback you got and the name of the giver
3. Choose your own adventure:
i. Working on your EWP (especially important if you have a low page count)
ii. Brainstorming, researching, and drafting your Individual Hero Cycle Map
iii. Finishing reading and journaling on Haroun
LA 10 Honors – Friday, May 16th – Class Day 155
Today:
1. Finish your EWP Group Meeting #3 to everyone’s satisfaction
2. Complete Journal Entry: EWP Feedback Mtg #3 Follow-Up
i. Explain in detail how you used your EWP meeting time today, including who you worked with, what you did together, and the kind of feedback they offered you.
ii. Explain your next steps for further developing your EWP
iii. Note the best single piece of feedback you got and the name of the giver
3. Choose your own adventure:
i. Working on your EWP (especially important if you have a low page count)
ii. Brainstorming, researching, and drafting your Individual Hero Cycle Map
iii. Finishing reading and journaling on Haroun
5/15/14
***See below for handouts: the individual Hero Cycle Map assignment and the original handout explaining the Hero Monomyth***
LA 10 Honors – Thursday, May 15th – Class Day 154
1. Finishing Haroun Hero Map presentations:
a. Jessica’s group, Nate’s group, Jennifer’s group
2. Assignment: Individual Hero Cycle Map
a. More than one of you may select the same source material, but this should be an individual, unique take.
b. Think creatively: the hero cycle can apply to comic books series, cartoons, all kinds of novels, films, epic poems, myths, fables, television shows, etc. If you can back it up, do it!
c. Due date adjustment: Beginning of class Wednesday May 21st
3. Journal Entry: EWP Feedback Mtg #3
a. Use this journal entry to decide and write down what you would like to get from your EWP group members today/tomorrow. Do you want to pair up with one person and have them read for editing (run-on sentences, punctuation, word choice)? Do you want to summarize what they've already heard, read the new parts, and have a general feedback session with all members? Do you want specific recommendations on character development? Do you need ideas for extending your plot line? Does your story feel “small” and you want help expanding it? Could you use help reorganizing the plot? Making your dialogue more believable?
i. Determine what you want to get out of this meeting, and be detailed.
4. When you are done with your EWP Group Feedback Meeting #3, today or tomorrow:
a. Journal Entry: EWP Feedback Mtg #3 Follow-Up
i. Explain in detail how you used your EWP meeting time today, including who you worked with, what you did together, and the kind of feedback they offered you.
ii. Explain your next steps for further developing your EWP
iii. Note the best single piece of feedback you got and the name of the giver
5. Tomorrow: choice day in library computer lab
a. Finish your EWP Group Mtg #3 and Follow-Up journal entry if necessary, then choose:
i. Brainstorming, researching, and drafting your Individual Hero Cycle Map
ii. Working on your EWP
iii. Finishing reading and journaling on Haroun
LA 10 Honors – Thursday, May 15th – Class Day 154
1. Finishing Haroun Hero Map presentations:
a. Jessica’s group, Nate’s group, Jennifer’s group
2. Assignment: Individual Hero Cycle Map
a. More than one of you may select the same source material, but this should be an individual, unique take.
b. Think creatively: the hero cycle can apply to comic books series, cartoons, all kinds of novels, films, epic poems, myths, fables, television shows, etc. If you can back it up, do it!
c. Due date adjustment: Beginning of class Wednesday May 21st
3. Journal Entry: EWP Feedback Mtg #3
a. Use this journal entry to decide and write down what you would like to get from your EWP group members today/tomorrow. Do you want to pair up with one person and have them read for editing (run-on sentences, punctuation, word choice)? Do you want to summarize what they've already heard, read the new parts, and have a general feedback session with all members? Do you want specific recommendations on character development? Do you need ideas for extending your plot line? Does your story feel “small” and you want help expanding it? Could you use help reorganizing the plot? Making your dialogue more believable?
i. Determine what you want to get out of this meeting, and be detailed.
4. When you are done with your EWP Group Feedback Meeting #3, today or tomorrow:
a. Journal Entry: EWP Feedback Mtg #3 Follow-Up
i. Explain in detail how you used your EWP meeting time today, including who you worked with, what you did together, and the kind of feedback they offered you.
ii. Explain your next steps for further developing your EWP
iii. Note the best single piece of feedback you got and the name of the giver
5. Tomorrow: choice day in library computer lab
a. Finish your EWP Group Mtg #3 and Follow-Up journal entry if necessary, then choose:
i. Brainstorming, researching, and drafting your Individual Hero Cycle Map
ii. Working on your EWP
iii. Finishing reading and journaling on Haroun
hero_monomyth_map_assignment.docx | |
File Size: | 16 kb |
File Type: | docx |
hero_monomyth_cycle.docx | |
File Size: | 47 kb |
File Type: | docx |
5/14/14
LA 10 Honors – Wednesday, May 14th – Class Day 153
1. 25 minutes to complete your hero cycle posters! Please finish and prepare to share with us by 2:05
2. Sharing out
a. You’re going to be given a group grade on completion, visual appeal, and presentation
3. Your own hero monomyth research assignment
a. If time: small group brainstorming
4. NBs:
a. EWP progress meeting tomorrow, Thursday – 7-9 double-spaced pages by then (this will be checked off!)
b. Hero Monomyth homework: due Monday May 19th. Details on handout half-sheet
c. HSS homework: complete the book (chapters 10-12) and your journal entries by Monday, May 19th.
1. 25 minutes to complete your hero cycle posters! Please finish and prepare to share with us by 2:05
2. Sharing out
a. You’re going to be given a group grade on completion, visual appeal, and presentation
3. Your own hero monomyth research assignment
a. If time: small group brainstorming
4. NBs:
a. EWP progress meeting tomorrow, Thursday – 7-9 double-spaced pages by then (this will be checked off!)
b. Hero Monomyth homework: due Monday May 19th. Details on handout half-sheet
c. HSS homework: complete the book (chapters 10-12) and your journal entries by Monday, May 19th.
5/13/14
LA 10 Honors – Tuesday, May 13th – Class Day 152
1. Journal check-off and small-group question discussion
a. Open your journal to your HSS chapter 9 journal entry and leave on your desk
b. Get into today’s assigned group and discuss your question. Be prepared to present your thoughts and responses to the class. You don’t have to agree!
2. The “Hero Cycle” and Haroun
a. Hero cycle map
b. Where do you see these happening in HSS?
i. In today’s group, creation of a hero cycle map for HSS so far
ii. Please assign role nametags:
1. A discussion leader (this person leads the discussion of the hero cycle in Haroun and keeps it on track, and keeps a “Hero Monomyth” handout ready for reference)
2. An researcher (this person takes the lead on supporting your ideas with evidence from the book)
3. An editor (this person takes the lead on distilling your discussion of the hero cycle stages into text for your poster)
4. An artist (this person takes the lead on designing and drawing your map)
c. Sharing out and creation of a master Haroun Hero Cycle – we’ll do this tomorrow
4. HSS homework: complete the book (chapters 10-12) and your journal entries by Monday, May 19th.
1. Journal check-off and small-group question discussion
a. Open your journal to your HSS chapter 9 journal entry and leave on your desk
b. Get into today’s assigned group and discuss your question. Be prepared to present your thoughts and responses to the class. You don’t have to agree!
2. The “Hero Cycle” and Haroun
a. Hero cycle map
b. Where do you see these happening in HSS?
i. In today’s group, creation of a hero cycle map for HSS so far
ii. Please assign role nametags:
1. A discussion leader (this person leads the discussion of the hero cycle in Haroun and keeps it on track, and keeps a “Hero Monomyth” handout ready for reference)
2. An researcher (this person takes the lead on supporting your ideas with evidence from the book)
3. An editor (this person takes the lead on distilling your discussion of the hero cycle stages into text for your poster)
4. An artist (this person takes the lead on designing and drawing your map)
c. Sharing out and creation of a master Haroun Hero Cycle – we’ll do this tomorrow
4. HSS homework: complete the book (chapters 10-12) and your journal entries by Monday, May 19th.
5/12/14
LA 10 Honors – Monday, May 12th – Class Day 152
1. Monday Mania!
2. Journal entry: Haroun and Rushdie
a. Often author’s works of literature, even if fictional, are strongly connected to their own lives. Think back to when Mr. Wong visited the class to talk about his experience meeting Salman Rushdie, and the history of Mr. Rushdie’s literary and personal life. Record as many connections as you can think of between the author (and his experiences, and family, and emotions) and the book.
3. Class-wide “Save the Last Word for Me”: Choose your best-written, most thought-provoking journal question so far (from any chapter we’ve read, 1-8) and write it on a slip of paper. Name on the back, please. Be prepared to give your own answer to the question if yours is pulled from the box!
4. HSS Chapter 9 due tomorrow at the beginning of class
1. Monday Mania!
2. Journal entry: Haroun and Rushdie
a. Often author’s works of literature, even if fictional, are strongly connected to their own lives. Think back to when Mr. Wong visited the class to talk about his experience meeting Salman Rushdie, and the history of Mr. Rushdie’s literary and personal life. Record as many connections as you can think of between the author (and his experiences, and family, and emotions) and the book.
3. Class-wide “Save the Last Word for Me”: Choose your best-written, most thought-provoking journal question so far (from any chapter we’ve read, 1-8) and write it on a slip of paper. Name on the back, please. Be prepared to give your own answer to the question if yours is pulled from the box!
4. HSS Chapter 9 due tomorrow at the beginning of class
5/9/14
LA 10 Honors – Friday, May 9th – Class Day 151
1. Finish your EWP Feedback Mtg #2
a. Each person is sharing their progress, and then getting a “wow” and a “wonder” from every other member.
b. When you’re done with your yellow feedback sheet, get it checked off with me.
2. Working on your EWPs
a. Next meeting is Thursday May 15th – you should have 7- 9 double-spaced pages by then
3. Next HSS reading and journaling due date: Tuesday May 13th (chapters 8-9).
1. Finish your EWP Feedback Mtg #2
a. Each person is sharing their progress, and then getting a “wow” and a “wonder” from every other member.
b. When you’re done with your yellow feedback sheet, get it checked off with me.
2. Working on your EWPs
a. Next meeting is Thursday May 15th – you should have 7- 9 double-spaced pages by then
3. Next HSS reading and journaling due date: Tuesday May 13th (chapters 8-9).
5/8/14
LA 10 Honors – Thursday, May 8th – Class Day 150
1. HSS journal entry chapters 6-7-8 check-off: please put your journals on the front table, open to the beginning of this entry.
2. Continuation of fable presentations
3. EWP Group Feedback Mtg #2
a. Check-in slip
b. Individual Written Reflection #2 (put in inbox when complete – your group may need to finish meeting tomorrow)
4. Reminder: working on EWPs tomorrow, in room 202 this time.
1. HSS journal entry chapters 6-7-8 check-off: please put your journals on the front table, open to the beginning of this entry.
2. Continuation of fable presentations
3. EWP Group Feedback Mtg #2
a. Check-in slip
b. Individual Written Reflection #2 (put in inbox when complete – your group may need to finish meeting tomorrow)
4. Reminder: working on EWPs tomorrow, in room 202 this time.
5/7/14
LA 10 Honors – Wednesday, May 7th – Class Day 149
1. You have until 2:05 to finish your Fable/Parable Presentation prep
2. Presentations
3. Tomorrow: finishing presentations and a short EWP group meeting to share story development.
4. NB: By tomorrow, you should have read through and written journal entries for chapters 6-7-8
1. You have until 2:05 to finish your Fable/Parable Presentation prep
2. Presentations
3. Tomorrow: finishing presentations and a short EWP group meeting to share story development.
4. NB: By tomorrow, you should have read through and written journal entries for chapters 6-7-8
5/6/14
LA 10 Honors – Tuesday, May 6th – Class Day 148
1. Parables/fables: Fictional stories that are meant to entertain, moralize, or teach, or explain a natural phenomenon (ex: fire, stars)
2. Literary hero: Broadly speaking, the main character of a story who displays courage, self-sacrifice, and honor during tests or trials, all for the greater good.
3. The “Hero Monomyth”
4. Mini-groups and fables
a. Read out loud with your group
b. Identify elements of parable/fable structure, and which (if any) elements of the Hero Monomyth cycle are present. Compare and contrast to elements of Haroun.
c. Prepare your presentation - about 7 minutes total
i. >1”: A brief introduction to your parable, giving its background and setting the scene (one person may do this)
ii. 3-4 minutes: Presentation of parable (all must be involved)
1. This is your interpretation of fable. As appropriate, you may add or expand dialogue, include a narrator, use props, or otherwise arrange your skit in a way that makes it a creative but accurate interpretation.
iii. 2-3 minutes: An analysis of the parable/fable and hero elements of your fable, as well as a comparing and contrasting to similar (or dissimilar) elements in Haroun. (all must be involved)
1. What is the goal/moral of your fable? Who is the hero (is there a hero)? What part(s) of the hero monomyth do you see represented? Compare this to elements of Haroun – its moral, lessons, character types and their actions, hero cycle, etc.
5. Tomorrow: first half of class: finish preparing. Second half: begin presentation of fables/parables.
6. Thursday: finish fable/parable presentation.
7. NBs:
a. Next EWP meeting on Thursday. 5 page minimum.
b. Next Haroun reading and journal deadline: chapters 6-7-8 by Thursday at the beginning of class.
1. Parables/fables: Fictional stories that are meant to entertain, moralize, or teach, or explain a natural phenomenon (ex: fire, stars)
2. Literary hero: Broadly speaking, the main character of a story who displays courage, self-sacrifice, and honor during tests or trials, all for the greater good.
3. The “Hero Monomyth”
4. Mini-groups and fables
a. Read out loud with your group
b. Identify elements of parable/fable structure, and which (if any) elements of the Hero Monomyth cycle are present. Compare and contrast to elements of Haroun.
c. Prepare your presentation - about 7 minutes total
i. >1”: A brief introduction to your parable, giving its background and setting the scene (one person may do this)
ii. 3-4 minutes: Presentation of parable (all must be involved)
1. This is your interpretation of fable. As appropriate, you may add or expand dialogue, include a narrator, use props, or otherwise arrange your skit in a way that makes it a creative but accurate interpretation.
iii. 2-3 minutes: An analysis of the parable/fable and hero elements of your fable, as well as a comparing and contrasting to similar (or dissimilar) elements in Haroun. (all must be involved)
1. What is the goal/moral of your fable? Who is the hero (is there a hero)? What part(s) of the hero monomyth do you see represented? Compare this to elements of Haroun – its moral, lessons, character types and their actions, hero cycle, etc.
5. Tomorrow: first half of class: finish preparing. Second half: begin presentation of fables/parables.
6. Thursday: finish fable/parable presentation.
7. NBs:
a. Next EWP meeting on Thursday. 5 page minimum.
b. Next Haroun reading and journal deadline: chapters 6-7-8 by Thursday at the beginning of class.
5/5/14
LA 10 Honors – Monday, May 5th – Class Day 147
1. Monday Mania!
2. Sharing lift-a-lines homework while I check off homework: reading and journal responses chapters 3-5
3. What is a parable/fable?
a. Definition: a story that teaches a lesson, or a short story with a moral. Often involves animals. Little plot and few characters. Not founded on fact. Could be meant to entertain as well as or instead of teaching.
b. Essential Characteristics: fiction. Moral. A conflict. 3rd person. Often animals. Short and simple. Can be a storyteller. Usually passed down orally long before written.
c. Examples: Little Red Riding Hood – don’t trust strangers, follow directions.
i. Hare and Tortoise – slow and steady. Don’t boast!
ii. Tiger’s Shoes – idea of protection.
iii. Creation Myths
4. What is a literary hero?
a. Definition: A person who in the face of danger displays courage and self-sacrifice for the greater good of humanity.
b. Essential Characteristics:
c. Examples: Frodo, Harry Potter, Luke Skywalker, Ulysses, Odysseus, Percy Jackson, Hercules, Batman, Katniss
5. “The Hero Monomyth” according to Joseph Campbell
6. Haroun: fable? Hero? How?
7. Mini-groups and fable-reading
a. Tomorrow: we’ll be reading and identifying fable and hero elements of these stories, and preparing to share (i.e., perform!) them to others
8. NBs:
a. Next EWP meeting on Thursday. 5 page minimum.
b. Next Haroun reading and journal deadline: chapters 6-7-8 by Thursday at the beginning of class.
1. Monday Mania!
2. Sharing lift-a-lines homework while I check off homework: reading and journal responses chapters 3-5
3. What is a parable/fable?
a. Definition: a story that teaches a lesson, or a short story with a moral. Often involves animals. Little plot and few characters. Not founded on fact. Could be meant to entertain as well as or instead of teaching.
b. Essential Characteristics: fiction. Moral. A conflict. 3rd person. Often animals. Short and simple. Can be a storyteller. Usually passed down orally long before written.
c. Examples: Little Red Riding Hood – don’t trust strangers, follow directions.
i. Hare and Tortoise – slow and steady. Don’t boast!
ii. Tiger’s Shoes – idea of protection.
iii. Creation Myths
4. What is a literary hero?
a. Definition: A person who in the face of danger displays courage and self-sacrifice for the greater good of humanity.
b. Essential Characteristics:
c. Examples: Frodo, Harry Potter, Luke Skywalker, Ulysses, Odysseus, Percy Jackson, Hercules, Batman, Katniss
5. “The Hero Monomyth” according to Joseph Campbell
6. Haroun: fable? Hero? How?
7. Mini-groups and fable-reading
a. Tomorrow: we’ll be reading and identifying fable and hero elements of these stories, and preparing to share (i.e., perform!) them to others
8. NBs:
a. Next EWP meeting on Thursday. 5 page minimum.
b. Next Haroun reading and journal deadline: chapters 6-7-8 by Thursday at the beginning of class.
hero_monomyth.docx | |
File Size: | 47 kb |
File Type: | docx |
5/2/14
LA 10 Honors – Friday, May 2nd – Class Day 146
1. Feedback shout-outs!
2. Several groups are finishing their EWP Group feedback meetings today – when done, make your way to a computer to work on your EWPs.
a. Get your feedback form back from me! Use this to remind yourself of you and your group members’ ideas for developing your story.
3. Entrance & Exit Slip: Questions 1&2 – at the beginning of class. Question 3 – at the end of class. Put this in Ms. Lewis’ hands before heading out to enjoy your weekend!
4. Homework reminder for Monday May 5th: you should have read and responded in your journal through chapter 5 of Haroun and the Sea of Stories.
1. Feedback shout-outs!
2. Several groups are finishing their EWP Group feedback meetings today – when done, make your way to a computer to work on your EWPs.
a. Get your feedback form back from me! Use this to remind yourself of you and your group members’ ideas for developing your story.
3. Entrance & Exit Slip: Questions 1&2 – at the beginning of class. Question 3 – at the end of class. Put this in Ms. Lewis’ hands before heading out to enjoy your weekend!
4. Homework reminder for Monday May 5th: you should have read and responded in your journal through chapter 5 of Haroun and the Sea of Stories.
5/1/14
LA 10 Honors – Thursday, May 1st – Class Day 145
1. Fables and parables: homework check-off
a. As today and tomorrow are dedicated to EWP meetings and work, we will save this for next week
2. Journal Entry: Where my EWP is, where it’s going
a. Summarize, in a few sentences, the story of your EWP so far.
b. Where is it going? Note down your current ideas of how to continue the story.
c. In a sentence or two, identify the part of your story you like the most so far, as well as the part you’re finding hardest to write or decide on, or the one that you know needs the most work.
i. Dialog? Plot twists? Character development? Narration? Setting?
3. EWP Group Feedback Meeting #1
a. Complete your check-in slip
b. Conduct your meeting:
i. Share-out
1. First person shares by reading or paraphrasing with significant detail.
2. First person shares their ideas for continuing the story, and the part they’re finding the most challenging.
ii. Feedback
1. Each group member gives at least one well-explained, thoughtful compliment AND at least one suggestion or question, to which the EWP reader responds.
2. Rinse, repeat. The goal is to have a discussion about the work – turn this into a conversation!
iii. Individual Written Reflection
1. After each round of sharing and feedback, each group member completes the appropriate section on their individual sheet.
***Each round of sharing, feedback, and reflection should take about 10 minutes. We can continue these tomorrow if you don’t finish today.***
4. HSS homework: by Monday, finish reading through chapter five and doing your journal responses for each chapter. Be sure to clearly label your work for each chapter. A reminder of what your response for each chapter should be:
a. Summarize the chapter, in your own words, in a good-sized paragraph.
b. Lift-a-Line: select the line or quote within this chapter that best represents the theme, meaning, and overall mood of the chapter. In a substantial paragraph or two, explain why you chose this sentence. This is not a summary of what literally goes on; this is you exercising your brain to look for meaning, implications, insinuation, messages.
c. Question: create a response question that would inspire someone to think about the analysis you did in the lift-a-line above.
i. Example: How does the author use the events of the first chapter to demonstrate the power of storytelling?
1. Fables and parables: homework check-off
a. As today and tomorrow are dedicated to EWP meetings and work, we will save this for next week
2. Journal Entry: Where my EWP is, where it’s going
a. Summarize, in a few sentences, the story of your EWP so far.
b. Where is it going? Note down your current ideas of how to continue the story.
c. In a sentence or two, identify the part of your story you like the most so far, as well as the part you’re finding hardest to write or decide on, or the one that you know needs the most work.
i. Dialog? Plot twists? Character development? Narration? Setting?
3. EWP Group Feedback Meeting #1
a. Complete your check-in slip
b. Conduct your meeting:
i. Share-out
1. First person shares by reading or paraphrasing with significant detail.
2. First person shares their ideas for continuing the story, and the part they’re finding the most challenging.
ii. Feedback
1. Each group member gives at least one well-explained, thoughtful compliment AND at least one suggestion or question, to which the EWP reader responds.
2. Rinse, repeat. The goal is to have a discussion about the work – turn this into a conversation!
iii. Individual Written Reflection
1. After each round of sharing and feedback, each group member completes the appropriate section on their individual sheet.
***Each round of sharing, feedback, and reflection should take about 10 minutes. We can continue these tomorrow if you don’t finish today.***
4. HSS homework: by Monday, finish reading through chapter five and doing your journal responses for each chapter. Be sure to clearly label your work for each chapter. A reminder of what your response for each chapter should be:
a. Summarize the chapter, in your own words, in a good-sized paragraph.
b. Lift-a-Line: select the line or quote within this chapter that best represents the theme, meaning, and overall mood of the chapter. In a substantial paragraph or two, explain why you chose this sentence. This is not a summary of what literally goes on; this is you exercising your brain to look for meaning, implications, insinuation, messages.
c. Question: create a response question that would inspire someone to think about the analysis you did in the lift-a-line above.
i. Example: How does the author use the events of the first chapter to demonstrate the power of storytelling?
ewp_individual_written_reflection_1.docx | |
File Size: | 15 kb |
File Type: | docx |
4/30/14
LA 10 Honors – Wednesday, April 30th – Class Day 144
1. Pull out your HSS journaling from last night! Find a partner from at least 3 desks away and share the following:
a. Your chapter 1-2 summaries
b. Your Lift-a-Line selections and explanations
2. You should finish sharing by 1:50. When you are done: chose your best Lift-a-Line-inspired question from the two chapters. Write it on a slip of paper and deposit it in the shoebox on the podium.
3. Web-Quest: ***To be completed as HW because of computer lab mix-up*** grab a WebQuest guide and fill it in as you go! Should be finished by tomorrow at the beginning of class.
1. Pull out your HSS journaling from last night! Find a partner from at least 3 desks away and share the following:
a. Your chapter 1-2 summaries
b. Your Lift-a-Line selections and explanations
2. You should finish sharing by 1:50. When you are done: chose your best Lift-a-Line-inspired question from the two chapters. Write it on a slip of paper and deposit it in the shoebox on the podium.
3. Web-Quest: ***To be completed as HW because of computer lab mix-up*** grab a WebQuest guide and fill it in as you go! Should be finished by tomorrow at the beginning of class.
parable_webquest.docx | |
File Size: | 15 kb |
File Type: | docx |
4/29/14
LA 10 Honors – Tuesday, April 29th – Class Day 143
1. Journal check 3 semester 2: fill out your journal check slip and place it in your journal at the first entry that appears. Journals go on the front table.
2. Haroun and the Sea of Stories reading quiz #1 – open book
a. When you are finished: start working on the below journal entry
3. Journal Entry: HSS Chapters 1-2 (due beginning of class tomorrow)
Directions: complete each of the following steps for each chapter.
a. Summarize the chapter, in your own words, in a good-sized paragraph.
b. Lift-a-Line: select the line or quote within this chapter that best represents the theme, meaning, and overall mood of the chapter. In a substantial paragraph or two, explain why you chose this sentence. This is not a summary of what literally goes on; this is you exercising your brain to look for meaning, implications, insinuation, messages.
c. Question: create a response question that would inspire someone to think about the analysis you did in the lift-a-line above.
i. Example: How does the author use the events of the first chapter to demonstrate the power of storytelling?
1. Journal check 3 semester 2: fill out your journal check slip and place it in your journal at the first entry that appears. Journals go on the front table.
2. Haroun and the Sea of Stories reading quiz #1 – open book
a. When you are finished: start working on the below journal entry
3. Journal Entry: HSS Chapters 1-2 (due beginning of class tomorrow)
Directions: complete each of the following steps for each chapter.
a. Summarize the chapter, in your own words, in a good-sized paragraph.
b. Lift-a-Line: select the line or quote within this chapter that best represents the theme, meaning, and overall mood of the chapter. In a substantial paragraph or two, explain why you chose this sentence. This is not a summary of what literally goes on; this is you exercising your brain to look for meaning, implications, insinuation, messages.
c. Question: create a response question that would inspire someone to think about the analysis you did in the lift-a-line above.
i. Example: How does the author use the events of the first chapter to demonstrate the power of storytelling?
4/28/14
LA 10 Honors – Monday, April 28th – Class Day 142
1. Monday Mania! Don’t make me censor you…
2. Weekend homework recap:
a. What is censorship?
b. What are some recent examples of literary censorship?
3. Salman Rushdie on censorship
a. Vote with your feet
4. Haroun and the Sea of Stories by Salman Rushdie
a. Book checkout
b. Get started reading – tomorrow you miiiiiight have a pop quiz on the content of the first two chapters…
5. EWP reminder: you have a EWP group meeting scheduled for Thursday 5/1 and a computer lab work day on Friday 5/2. You must bring a substantial draft (2-3 pages) to your EWP group meeting!
1. Monday Mania! Don’t make me censor you…
2. Weekend homework recap:
a. What is censorship?
b. What are some recent examples of literary censorship?
3. Salman Rushdie on censorship
a. Vote with your feet
4. Haroun and the Sea of Stories by Salman Rushdie
a. Book checkout
b. Get started reading – tomorrow you miiiiiight have a pop quiz on the content of the first two chapters…
5. EWP reminder: you have a EWP group meeting scheduled for Thursday 5/1 and a computer lab work day on Friday 5/2. You must bring a substantial draft (2-3 pages) to your EWP group meeting!
4/25/14
LA 10 Honors – Friday, April 25th – Class Day 141
1. On the slip of paper in front of you, write out your story so far in one sentence.
2. Work in the computer lab, room #202
a. You need to have at least one page of writing by the end of the period. I will be checking this!
3. Weekend Homework: Journal Entry: Censorship
a. Do an internet (or dictionary) search for the definition of censorship, and keep looking until you find a good one, that makes sense to you. Write this down.
b. Again, do some research until you find an example of literary censorship that fits this definition and is interesting to you. Summarize this event/story/history.
c. React to this story of censorship: why did the censors act this way? Were their actions reasonable, or understandable? Should the entity that was censored have changed their behavior (or did they)? Give your opinion of how this event played out.
d. What are some dangers or negative consequences of censorship? When might it be justified or necessary?
1. On the slip of paper in front of you, write out your story so far in one sentence.
2. Work in the computer lab, room #202
a. You need to have at least one page of writing by the end of the period. I will be checking this!
3. Weekend Homework: Journal Entry: Censorship
a. Do an internet (or dictionary) search for the definition of censorship, and keep looking until you find a good one, that makes sense to you. Write this down.
b. Again, do some research until you find an example of literary censorship that fits this definition and is interesting to you. Summarize this event/story/history.
c. React to this story of censorship: why did the censors act this way? Were their actions reasonable, or understandable? Should the entity that was censored have changed their behavior (or did they)? Give your opinion of how this event played out.
d. What are some dangers or negative consequences of censorship? When might it be justified or necessary?
4/24/14
LA 10 Honors – Thursday, April 24th – Class Day 140
1. The last 7 minutes of 2081 (based on Harrison Bergeron)
2. EWP Final: the prompt and the timeline
a. Step #1: choosing a story “seed” √
b. Step #2: building a story map √
c. Step #3: drafting the first portion of your story
3. Today: in the library computer lab
a. I’ll be checking off EWP “seed” story maps as you work
1. The last 7 minutes of 2081 (based on Harrison Bergeron)
2. EWP Final: the prompt and the timeline
a. Step #1: choosing a story “seed” √
b. Step #2: building a story map √
c. Step #3: drafting the first portion of your story
3. Today: in the library computer lab
a. I’ll be checking off EWP “seed” story maps as you work
ewp_final_project_prompt.doc | |
File Size: | 229 kb |
File Type: | doc |
4/23/14
LA 10 Honors – Wednesday, April 23nd – Class Day 139
***Lesson modified to accommodate Ms. Lewis’ laryngitis***
1. 5 minutes to look over and complete your Creative Free-write #7: George
a. Remember: all of the following words must be included: flip-flop, spider, dinner plate, George, toilet, face.
2. Share with a partner
3. The real story
4. A video for your enjoyment
5. Tomorrow: catching up on today’s delayed work (introducing the EWP final project guidelines and timeline, getting started on rough drafts in the computer lab)
***Lesson modified to accommodate Ms. Lewis’ laryngitis***
1. 5 minutes to look over and complete your Creative Free-write #7: George
a. Remember: all of the following words must be included: flip-flop, spider, dinner plate, George, toilet, face.
2. Share with a partner
3. The real story
4. A video for your enjoyment
5. Tomorrow: catching up on today’s delayed work (introducing the EWP final project guidelines and timeline, getting started on rough drafts in the computer lab)
4/22/14
LA 10 Honors – Tuesday, April 22nd – Class Day 138
1. Last night you completed homework for class that asked you to choose and begin to flesh out an idea for your EWP project – an extended piece of creative writing that will go through editing, peer review, and a final draft before it is submitted at the end of the year. By now, you should have an idea of what your story “seed” is – this doesn’t need to be complete, and you don’t have to have every single detail envisioned already, but you need to select this framework to start fleshing out your story. Today:
a. 1:45-1:55 Looking back at last night’s journal entry for inspiration, fill in as much as you can of a story map for your “story seed.” Reminder: stories are changeable as they’re being created. By writing it down, you’re not necessarily committing. It is, however, important to come up with as many ideas as possible. Include a working title!
b. 1:55-1:15 Get an EWP group meeting record for each person and meet with your EWP group. Each person takes a turn sharing their story map and all the elements they are considering. Then, each group member will offer at least one “wow” (something you really like, this is exciting, or find creative) and at least one “wonder” (a suggestion, a question, a clarification). Record these as they are given to you.
i. Give as much feedback as possible to your group members. Take your time. Record every suggestion you’re given, even if it seems wacky, because you never know what will inspire you (however, don’t waste your group members’ time with purposefully off-topic comments).
c. 1:15-1:30 Journal Entry: Creative Free-write #7: George
One last creative free-write – this time, based on a true story from Ms. Lewis’ life!
i. Using the following six words, create a story of a particular genre (horror, suspense, memoir, sci-fi, realism, romance, etc). Write for 10 minutes. Give it a title. Share with classmates in the last five minutes. Tomorrow, Ms. Lewis will tell you the real story.
1. George, face, toilet, spider, dinner plate, flip-flop
1. Last night you completed homework for class that asked you to choose and begin to flesh out an idea for your EWP project – an extended piece of creative writing that will go through editing, peer review, and a final draft before it is submitted at the end of the year. By now, you should have an idea of what your story “seed” is – this doesn’t need to be complete, and you don’t have to have every single detail envisioned already, but you need to select this framework to start fleshing out your story. Today:
a. 1:45-1:55 Looking back at last night’s journal entry for inspiration, fill in as much as you can of a story map for your “story seed.” Reminder: stories are changeable as they’re being created. By writing it down, you’re not necessarily committing. It is, however, important to come up with as many ideas as possible. Include a working title!
b. 1:55-1:15 Get an EWP group meeting record for each person and meet with your EWP group. Each person takes a turn sharing their story map and all the elements they are considering. Then, each group member will offer at least one “wow” (something you really like, this is exciting, or find creative) and at least one “wonder” (a suggestion, a question, a clarification). Record these as they are given to you.
i. Give as much feedback as possible to your group members. Take your time. Record every suggestion you’re given, even if it seems wacky, because you never know what will inspire you (however, don’t waste your group members’ time with purposefully off-topic comments).
c. 1:15-1:30 Journal Entry: Creative Free-write #7: George
One last creative free-write – this time, based on a true story from Ms. Lewis’ life!
i. Using the following six words, create a story of a particular genre (horror, suspense, memoir, sci-fi, realism, romance, etc). Write for 10 minutes. Give it a title. Share with classmates in the last five minutes. Tomorrow, Ms. Lewis will tell you the real story.
1. George, face, toilet, spider, dinner plate, flip-flop
4/21/14
LA 10 Honors – Friday, April 11th – Class Day 136
1. Monday Mania! Prompt: tell the story of your spring break in a single sentence.
2. Gabriel García Márquez
a. The Writer’s Almanac radio spot for his birthday, 2010
b. The first few pages of 100 Years of Solitude
3. Discussion of the stories you read before break: The Necklace and Silver Water
4. Journal Entry: My Best EWP Concept So Far
a. Look back at the pieces of creative writing you have completed so far (list them here). Which of these is the best candidate for turning into a longer piece? Why? Or, if you have a different idea, record it here in detail. Sketch out a plan for developing/expanding this story “seed” into a full, complete short story. Look at your story map for an idea of what parts you may need to add. Record as many ideas as possible, in whatever form you like: timeline, bullet points, paragraphs, etc. You aren’t necessarily committing to every detail – you’re simple brainstorming ideas.
5. Complete this journal entry by the beginning of class tomorrow – you will be receiving the prompt and timeline for your EWP final project.
1. Monday Mania! Prompt: tell the story of your spring break in a single sentence.
2. Gabriel García Márquez
a. The Writer’s Almanac radio spot for his birthday, 2010
b. The first few pages of 100 Years of Solitude
3. Discussion of the stories you read before break: The Necklace and Silver Water
4. Journal Entry: My Best EWP Concept So Far
a. Look back at the pieces of creative writing you have completed so far (list them here). Which of these is the best candidate for turning into a longer piece? Why? Or, if you have a different idea, record it here in detail. Sketch out a plan for developing/expanding this story “seed” into a full, complete short story. Look at your story map for an idea of what parts you may need to add. Record as many ideas as possible, in whatever form you like: timeline, bullet points, paragraphs, etc. You aren’t necessarily committing to every detail – you’re simple brainstorming ideas.
5. Complete this journal entry by the beginning of class tomorrow – you will be receiving the prompt and timeline for your EWP final project.
silver_water_by_amy_bloom.docx | |
File Size: | 24 kb |
File Type: | docx |
the_necklace_by_guy_de_maupassant.docx | |
File Size: | 25 kb |
File Type: | docx |
4/10/14-4/11/14
LA 10 Honors – Friday, April 11th – Class Day 136
1. Journal Entry: Creative Free-Write #5: 3 Shoes
a. Write a story about the person who wears one of these shoes. If you finish your story before 2:00, do one of these things:
i. Expand your story by introducing new characters, another chapter, or an epilogue.
ii. Write about a different shoe.
2. EWP Group meeting 2:00 to 2:20
a. Each person needs a feedback sheet that should be completed in a thorough, detailed fashion by the end of your group meeting.
3. Class share-out 2:20-2:30
a. Nominations are fine, but the nominee must accept (without too much peer pressure…)
4. Put your individual feedback sheet in the p. 6 inbox before leaving.
5. Enjoy your break!
LA 10 Honors – Thursday, April 10th – Class Day 135
1. With your EWP Group members, get a short stories and a story map for each person from the front table. If you have a group of 4, 2 people must read “Silver Water” and 2 people must read “The Necklace.” In a group of 5, the 5th person may choose either story. Then work independently as follows:
a. Read your story
b. Respond to the questions in your journal
c. Fill in a story map
d. From 2:15 to 2:30, meet in your EWP groups to share:
1. An introduction to your story
2. What you wrote about in your journal entries, and your feelings about the story
3. Your story map
1. Journal Entry: Creative Free-Write #5: 3 Shoes
a. Write a story about the person who wears one of these shoes. If you finish your story before 2:00, do one of these things:
i. Expand your story by introducing new characters, another chapter, or an epilogue.
ii. Write about a different shoe.
2. EWP Group meeting 2:00 to 2:20
a. Each person needs a feedback sheet that should be completed in a thorough, detailed fashion by the end of your group meeting.
3. Class share-out 2:20-2:30
a. Nominations are fine, but the nominee must accept (without too much peer pressure…)
4. Put your individual feedback sheet in the p. 6 inbox before leaving.
5. Enjoy your break!
LA 10 Honors – Thursday, April 10th – Class Day 135
1. With your EWP Group members, get a short stories and a story map for each person from the front table. If you have a group of 4, 2 people must read “Silver Water” and 2 people must read “The Necklace.” In a group of 5, the 5th person may choose either story. Then work independently as follows:
a. Read your story
b. Respond to the questions in your journal
c. Fill in a story map
d. From 2:15 to 2:30, meet in your EWP groups to share:
1. An introduction to your story
2. What you wrote about in your journal entries, and your feelings about the story
3. Your story map
4/9/14
LA 10 Honors – Wednesday, April 9th – Class Day 134
1. As you come into the classroom, please put your journal on the front table, open to last night’s assignment: Creative free-write #5: mystery object (and its completed story map – tape or staple this in your journal)
2. Please welcome Mr. Wong, who will be talking today about his experience meeting Salman Rushdie!
a. While Mr. Wong is speaking, please complete Journal Entry: Salman Rushdie
i. Jot down three interesting, surprising, or otherwise noteworthy things that Mr. Wong shares with you.
ii. Write down at least two comments or questions that you would like to share with Mr. Wong. You will be called on to share these, so make ‘em high-quality, please!
3. Homework: getting a good night’s sleep!
1. As you come into the classroom, please put your journal on the front table, open to last night’s assignment: Creative free-write #5: mystery object (and its completed story map – tape or staple this in your journal)
2. Please welcome Mr. Wong, who will be talking today about his experience meeting Salman Rushdie!
a. While Mr. Wong is speaking, please complete Journal Entry: Salman Rushdie
i. Jot down three interesting, surprising, or otherwise noteworthy things that Mr. Wong shares with you.
ii. Write down at least two comments or questions that you would like to share with Mr. Wong. You will be called on to share these, so make ‘em high-quality, please!
3. Homework: getting a good night’s sleep!
4/8/14
LA 10 Honors – Tuesday, April 8th – Class Day 133
1. Share-outs from yesterday: Hiêp
2. Journal Entry: Creative Freewrite #4: Solutions
a. Considering the story you read for homework last night, “Harrison Bergeron” by Kurt Vonnegut, brainstorm a short story based around the same idea: the rulers of a society come up with a solution to a perceived problem, but it has consequences... You may either draft out the story idea and structure (map-style, with bullet points, etc), or begin to write the story. It’s up to you.
3. EWP Group: Second official meeting
a. Get a discussion record from Ms. Lewis
b. Designate a leader and recorder for each question
1. What genre(s) is this story? Explain why you categorize it this way.
2.What do you think the theme of this story is? And, what kind of message is the author trying to send? How does this genre in particular help the author convey this message?
3. Which character do you feel the most empathy for in this story, and why? Is there a character it is impossible to feel empathy for? (Empathy: the ability to understand and share someone else’s feelings)
4. How likely do you find this future to be? Explain your response.
5. Complete the graphic organizer following this page using specific examples from the text. We will use this to deconstruct Vonnegut’s story.
4. Tomorrow: Guest Speaker Mr. Barry Wong
a. An intro to Salman Rushdie
5. Journal Entry: Creative free-write #5: mystery object
a. Finish as homework. This should be a complete short story, i.e. with character(s), a setting, rising action, a climax, and a resolution all present. The mystery object must be included. Aim for one page minimum. Once you have completed this, create a story map. You should be able to fill in every portion of your accompanying story map. Due tomorrow April 9th at the beginning of class.
1. Share-outs from yesterday: Hiêp
2. Journal Entry: Creative Freewrite #4: Solutions
a. Considering the story you read for homework last night, “Harrison Bergeron” by Kurt Vonnegut, brainstorm a short story based around the same idea: the rulers of a society come up with a solution to a perceived problem, but it has consequences... You may either draft out the story idea and structure (map-style, with bullet points, etc), or begin to write the story. It’s up to you.
3. EWP Group: Second official meeting
a. Get a discussion record from Ms. Lewis
b. Designate a leader and recorder for each question
1. What genre(s) is this story? Explain why you categorize it this way.
2.What do you think the theme of this story is? And, what kind of message is the author trying to send? How does this genre in particular help the author convey this message?
3. Which character do you feel the most empathy for in this story, and why? Is there a character it is impossible to feel empathy for? (Empathy: the ability to understand and share someone else’s feelings)
4. How likely do you find this future to be? Explain your response.
5. Complete the graphic organizer following this page using specific examples from the text. We will use this to deconstruct Vonnegut’s story.
4. Tomorrow: Guest Speaker Mr. Barry Wong
a. An intro to Salman Rushdie
5. Journal Entry: Creative free-write #5: mystery object
a. Finish as homework. This should be a complete short story, i.e. with character(s), a setting, rising action, a climax, and a resolution all present. The mystery object must be included. Aim for one page minimum. Once you have completed this, create a story map. You should be able to fill in every portion of your accompanying story map. Due tomorrow April 9th at the beginning of class.
story_map.gif | |
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4/7/14
LA 10 Honors – Monday, April 7th – Class Day 132
1. Monday Mania
2. A word about turnitin.com (Miriam, Alex, Sharmaine, Hana, Diana, Ally, Ali, Carissa, Kelsie, Kimberley, Lexi, Ben, Helen, Eden, Jeanette, Elena, and Toby can all ignore this)
***You have until 11:59 tonight to turn this in without penalty - Class ID 6946726, password readmore***
3. Discussion: “Black Box” by Jennifer Egan until 2:07
4. Writing groups: your first official meeting
a. Take turns sharing your creative free-write #3 from over the weekend
i. After each person shares: one “wow,” one “wonder”
5. Share-out? And time in class to start your homework reading and journaling
6. Homework for tonight: read “Harrison Bergeron” by Kurt Vonnegut, respond to the journal questions, and complete the story map.
1. Monday Mania
2. A word about turnitin.com (Miriam, Alex, Sharmaine, Hana, Diana, Ally, Ali, Carissa, Kelsie, Kimberley, Lexi, Ben, Helen, Eden, Jeanette, Elena, and Toby can all ignore this)
***You have until 11:59 tonight to turn this in without penalty - Class ID 6946726, password readmore***
3. Discussion: “Black Box” by Jennifer Egan until 2:07
4. Writing groups: your first official meeting
a. Take turns sharing your creative free-write #3 from over the weekend
i. After each person shares: one “wow,” one “wonder”
5. Share-out? And time in class to start your homework reading and journaling
6. Homework for tonight: read “Harrison Bergeron” by Kurt Vonnegut, respond to the journal questions, and complete the story map.
harrison_bergeron_reading_journal_entries_and_story_map.docx | |
File Size: | 93 kb |
File Type: | docx |
4/4/14
LA 10 Honors – Friday, April 4th – Class Day 131 Period 6 1:45 - 2:30 - 45 mins
1. Turn your IRP project in!
a. Papers and timelines that fit: to the inbox
b. Dioramas: check off with me and put on front table
c. TURNITIN.COM: if you have not yet turned in the written portion of your project to turnitin.com (this is required for all students regardless of project choice), you may see me for permission to go to the library and submit it.
2. Rest of class: finish reading Jennifer Egan’s “Black Box” and respond to the questions in your journal. We will discuss this story Monday! Journal Entry: “Black Box” Part 1
a. What genre is this story? What makes you think that? Use evidence from the text.
b. Do your best to explain what you think is going on in this story, in your own words. This should be one long paragraph.
c. This story has a distinctive structure, starting with the narrator. What kind of narrative mode is this (look back at the journal questions on your copy of “Boys” for a reminder of what narrative mode is)?
d. How does this distinctive style affect you as a reader? What kind of feelings, reactions, emotions did you notice as you read this?
3. Homework for this weekend: Journal Entry: Creative free-write #3
a. Find a good spot to write, sit down, and create a 4-paragraph-minimum story of any genre/style inspired by one of the following prompts:
i. It’s your 18th birthday and your parents deliver some pretty shocking news: You’re not really human. They admit that they’ve been covering up the fact that you are actually a (fill in the blank). After hearing the news you still decide to go to school, but this school day is different than all your school days past, especially when it’s revealed to others what you truly are. Write this scene.
ii. You return home from work to find a Dear John letter on your kitchen table. Oddly enough, it’s from one of your favorite pieces of furniture. What does the letter say? (A Dear John letter is a letter written by someone who is leaving their partner)
iii. Walking to catch the bus, you see a young boy look both ways before entering an alley. When you follow him into the alley, he has disappeared. Instead, there is a neatly folded note lying on the pavement. What does it say and how do you react?
iv. You’ve signed up to go tandem skydiving for the first time. On the plane, your instructor says he isn’t feeling well, but jumps with you anyway. When you jump, he passes out. Write this scene and your thoughts as you fall towards the earth.
1. Turn your IRP project in!
a. Papers and timelines that fit: to the inbox
b. Dioramas: check off with me and put on front table
c. TURNITIN.COM: if you have not yet turned in the written portion of your project to turnitin.com (this is required for all students regardless of project choice), you may see me for permission to go to the library and submit it.
2. Rest of class: finish reading Jennifer Egan’s “Black Box” and respond to the questions in your journal. We will discuss this story Monday! Journal Entry: “Black Box” Part 1
a. What genre is this story? What makes you think that? Use evidence from the text.
b. Do your best to explain what you think is going on in this story, in your own words. This should be one long paragraph.
c. This story has a distinctive structure, starting with the narrator. What kind of narrative mode is this (look back at the journal questions on your copy of “Boys” for a reminder of what narrative mode is)?
d. How does this distinctive style affect you as a reader? What kind of feelings, reactions, emotions did you notice as you read this?
3. Homework for this weekend: Journal Entry: Creative free-write #3
a. Find a good spot to write, sit down, and create a 4-paragraph-minimum story of any genre/style inspired by one of the following prompts:
i. It’s your 18th birthday and your parents deliver some pretty shocking news: You’re not really human. They admit that they’ve been covering up the fact that you are actually a (fill in the blank). After hearing the news you still decide to go to school, but this school day is different than all your school days past, especially when it’s revealed to others what you truly are. Write this scene.
ii. You return home from work to find a Dear John letter on your kitchen table. Oddly enough, it’s from one of your favorite pieces of furniture. What does the letter say? (A Dear John letter is a letter written by someone who is leaving their partner)
iii. Walking to catch the bus, you see a young boy look both ways before entering an alley. When you follow him into the alley, he has disappeared. Instead, there is a neatly folded note lying on the pavement. What does it say and how do you react?
iv. You’ve signed up to go tandem skydiving for the first time. On the plane, your instructor says he isn’t feeling well, but jumps with you anyway. When you jump, he passes out. Write this scene and your thoughts as you fall towards the earth.
4/3/14
LA 10 Honors – Thursday, April 3rd – Class Day 130
1. Journal Entry: Creative free-write #2
a. Both “Boys” and “Girl” make heavy use of repetition. What is the purpose of this repetitive style? How does it make you feel or react to the story?
b. Using Moody and Kincaid’s writing as inspiration, and employing repetition in some form, begin your second creative free-write. This can be any idea you’ve been kicking around in your head, a story inspired by something you see in the classroom, or a continuation of some kind of your previous free-write. Try and write continuously until Ms. Lewis tells you to stop at 1:52
2. Pair-share:
a.Discuss your reactions to the repetition in these two stories, “Boys” and “Girl”
b. Share your free-writes
3. Group Discussion:
a. Your Save The Last Word for Me quotes from “Boys,” and why you picked them
b. Your group’s 3 most interesting comments
c. “Girl,” by Jamaica Kincaid
4. Tonight: read part one (through #21) of “Black Box” by Jennifer Egan. Due tomorrow at the beginning of class.
***Reminder: your IRP #3 project is due tomorrow at the beginning of class***
1. Journal Entry: Creative free-write #2
a. Both “Boys” and “Girl” make heavy use of repetition. What is the purpose of this repetitive style? How does it make you feel or react to the story?
b. Using Moody and Kincaid’s writing as inspiration, and employing repetition in some form, begin your second creative free-write. This can be any idea you’ve been kicking around in your head, a story inspired by something you see in the classroom, or a continuation of some kind of your previous free-write. Try and write continuously until Ms. Lewis tells you to stop at 1:52
2. Pair-share:
a.Discuss your reactions to the repetition in these two stories, “Boys” and “Girl”
b. Share your free-writes
3. Group Discussion:
a. Your Save The Last Word for Me quotes from “Boys,” and why you picked them
b. Your group’s 3 most interesting comments
c. “Girl,” by Jamaica Kincaid
4. Tonight: read part one (through #21) of “Black Box” by Jennifer Egan. Due tomorrow at the beginning of class.
***Reminder: your IRP #3 project is due tomorrow at the beginning of class***
black_box_-_jennifer_egan.pdf | |
File Size: | 3398 kb |
File Type: |
4/2/14
LA 10 Honors – Wednesday, April 2nd – Class Day 129
1. Journal Entry: Vonnegut’s Rules
a. Look around the room at the quote you chose yesterday. Think about why you picked it and respond to the following questions:
i. Why is this element of writing important to you? How does it affect reader?
ii. How have you seen this rule followed in your own or others’ stories? Give specific examples.
iii. Taking inspiration from Mr. Vonnegut, rewrite this concept in your own words.
2. Meet back up at your original quote, share your journal entries, and as a group agree on a rewording of this “rule” that we will record and preserve as we write short stories in this class.
3. Discussing “Boys”: Save the Last Word for Me activity
a. Find your group members
b. On your slip of paper, record the line from “Boys” that is the most important to you.
c. On the other side, explain why you chose this quote and your reaction to/interpretation of it.
d. When it’s your turn, read just your quote. Your other group members will give their reaction to it. When they are done, read what you wrote on the other side of the paper.
i. When your group has finished, record the three most important, insightful, or interesting things you said during your small-group discussion – make these bullet points on your sheet of paper. Prepare to share these.
4. Tonight: read and respond to “Girl”, by Jamaica Kincaid. Due tomorrow at the beginning of class.
1. Journal Entry: Vonnegut’s Rules
a. Look around the room at the quote you chose yesterday. Think about why you picked it and respond to the following questions:
i. Why is this element of writing important to you? How does it affect reader?
ii. How have you seen this rule followed in your own or others’ stories? Give specific examples.
iii. Taking inspiration from Mr. Vonnegut, rewrite this concept in your own words.
2. Meet back up at your original quote, share your journal entries, and as a group agree on a rewording of this “rule” that we will record and preserve as we write short stories in this class.
3. Discussing “Boys”: Save the Last Word for Me activity
a. Find your group members
b. On your slip of paper, record the line from “Boys” that is the most important to you.
c. On the other side, explain why you chose this quote and your reaction to/interpretation of it.
d. When it’s your turn, read just your quote. Your other group members will give their reaction to it. When they are done, read what you wrote on the other side of the paper.
i. When your group has finished, record the three most important, insightful, or interesting things you said during your small-group discussion – make these bullet points on your sheet of paper. Prepare to share these.
4. Tonight: read and respond to “Girl”, by Jamaica Kincaid. Due tomorrow at the beginning of class.
girl_reading_and_journal_entry.docx | |
File Size: | 17 kb |
File Type: | docx |
4/1/14
LA 10 Honors – Tuesday, April 1st – Class Day 128
1. Small group story share-out. After each person reads their story, the other three members take turns giving feedback:
a. The element you liked best (this could be a particular sentence, the use of a word, the introduction, the tone, etc.)
b. A question about the story or a suggestion for where it could go if it were expanded.
2. Would anyone like to share theirs with the class?
3. How To Write a Short Story, according to Kurt Vonnegut
a. Listen/watch
b. Vote with your feet
c. Discuss in your groups: Why does this quote strike you? What does it mean to you? How do you show this on your own writing? How has it been shown in the texts we’re read for this class, or that you’ve read on your own?
4. Tonight: read and respond to "Boys," by Rick Moody. Due tomorrow at the beginning of class.
1. Small group story share-out. After each person reads their story, the other three members take turns giving feedback:
a. The element you liked best (this could be a particular sentence, the use of a word, the introduction, the tone, etc.)
b. A question about the story or a suggestion for where it could go if it were expanded.
2. Would anyone like to share theirs with the class?
3. How To Write a Short Story, according to Kurt Vonnegut
a. Listen/watch
b. Vote with your feet
c. Discuss in your groups: Why does this quote strike you? What does it mean to you? How do you show this on your own writing? How has it been shown in the texts we’re read for this class, or that you’ve read on your own?
4. Tonight: read and respond to "Boys," by Rick Moody. Due tomorrow at the beginning of class.
boys_reading_and_journal_entry.docx | |
File Size: | 20 kb |
File Type: | docx |
3/31/14
LA 10 Honors – Monday, March 31st – Class Day 127
1. Monday Mania
2. EWP: An introduction
a. Listen
b. React in Journal Entry: Avalanche:
i. What genre is this? How do you know that, or why do you think that? Give specific examples from the text. Do you see elements of any other genres? What do you like about this story?
ii. What is your favorite genre? List as many of the traditional/necessary elements of this genre as you can.
3. Discussion: genres of literature and their traditional/necessary characteristics
4. Journal Entry: Creative free-write #1: use one of the following elements as a creative jumping-off point for any part of a story that fits into a specific genre we discussed above. This can be the introduction, the conclusion, the climax, the rising action, whatever. Include the element you chose as a sentence within the story. Write as much as you can. Be open-minded. Let your brain gallop free! Write about a galloping brain!
a. Option one: …and that was when she knew.
b. Option two: It looked like a raisin.
c. Option three: Drip. Drip. Drip.
d. Option four: (picture on document camera) <--click for link
5. Homework: Adding on to this journal entry, refine and expand your original free-write into a 2-3 paragraph mini-story.
1. Monday Mania
2. EWP: An introduction
a. Listen
b. React in Journal Entry: Avalanche:
i. What genre is this? How do you know that, or why do you think that? Give specific examples from the text. Do you see elements of any other genres? What do you like about this story?
ii. What is your favorite genre? List as many of the traditional/necessary elements of this genre as you can.
3. Discussion: genres of literature and their traditional/necessary characteristics
4. Journal Entry: Creative free-write #1: use one of the following elements as a creative jumping-off point for any part of a story that fits into a specific genre we discussed above. This can be the introduction, the conclusion, the climax, the rising action, whatever. Include the element you chose as a sentence within the story. Write as much as you can. Be open-minded. Let your brain gallop free! Write about a galloping brain!
a. Option one: …and that was when she knew.
b. Option two: It looked like a raisin.
c. Option three: Drip. Drip. Drip.
d. Option four: (picture on document camera) <--click for link
5. Homework: Adding on to this journal entry, refine and expand your original free-write into a 2-3 paragraph mini-story.
3/28/14
LA 10 Honors – Friday, March 28th – Class Day 126
1. This is your 3rd of 3 days to work on your IRP #2 – if you have any doubts about the quality of your work, see me today! This is due Friday April 4th at the beginning of class.
2. Work time until 2:20
3. 2:20-2:30 – pop culture Fridays.
a. This week’s topic: the genesis of Phil Collins :)
1. This is your 3rd of 3 days to work on your IRP #2 – if you have any doubts about the quality of your work, see me today! This is due Friday April 4th at the beginning of class.
2. Work time until 2:20
3. 2:20-2:30 – pop culture Fridays.
a. This week’s topic: the genesis of Phil Collins :)
3/27/14
LA 10 Honors – Thursday, March 27th – Class Day 125
1. This is your 2nd of 3 work days on this project, which is due ____________.
2. Today, please ask yourself:
a. Am I making good use of my class work time?
b. Am I bouncing my ideas off other students in the class?
c. Am I excited and interested by what I’m creating?
d. Is Ms. Lewis going to be intrigued by my work?
e. Am I acting, writing, thinking, and behaving like an academically serious almost-junior today?
f. Am I seeing Ms. Lewis when I have a question (that I and others can’t answer)?
3. Exit slip
1. This is your 2nd of 3 work days on this project, which is due ____________.
2. Today, please ask yourself:
a. Am I making good use of my class work time?
b. Am I bouncing my ideas off other students in the class?
c. Am I excited and interested by what I’m creating?
d. Is Ms. Lewis going to be intrigued by my work?
e. Am I acting, writing, thinking, and behaving like an academically serious almost-junior today?
f. Am I seeing Ms. Lewis when I have a question (that I and others can’t answer)?
3. Exit slip
3/26/14
LA 10 Honors – Wednesday, March 26th – Class Day 124 Period 6 11:20 – 11:55
1. You have ten minutes to get started brainstorming – by 11:30, you should see me to let me know which format you are choosing for your IRP project.
2. Please use your time wisely today. Brainstorm, bounce your ideas off each other, and walk out of class today having made tangible progress toward developing your IRP #2 project. I am expecting to be wowed by your creativity, and I want you to make me want to read this book!
a. Illustrated timeline, and another one
b. A diorama, another, and another (and one with Peeps!)
1. You have ten minutes to get started brainstorming – by 11:30, you should see me to let me know which format you are choosing for your IRP project.
2. Please use your time wisely today. Brainstorm, bounce your ideas off each other, and walk out of class today having made tangible progress toward developing your IRP #2 project. I am expecting to be wowed by your creativity, and I want you to make me want to read this book!
a. Illustrated timeline, and another one
b. A diorama, another, and another (and one with Peeps!)
3/25/14
LA 10 Honors – Monday, March 24th – Class Day 122
1. Continuation of Socratic Seminar
2. Journal Entry: IRP#2
a. In a couple of paragraphs, summarize your IRP #2. Here are some questions to get you started: What is (are) the genre(s)? What’s the plot? Who are the main characters? What happens to them? What’s the climax of the story? What’s the ending? What parts did you enjoy? What was especially interesting, strange, engrossing, educational, sad, or intense about this book? Would you read another book by this author? Would you recommend it to others? Why?
3. Share-out
4. IRP #2 Prompt
a. Tomorrow: brainstorming and drafting your project plan in the library lab – BRING MATERIALS YOU MAY NEED TO CLASS
1. Continuation of Socratic Seminar
2. Journal Entry: IRP#2
a. In a couple of paragraphs, summarize your IRP #2. Here are some questions to get you started: What is (are) the genre(s)? What’s the plot? Who are the main characters? What happens to them? What’s the climax of the story? What’s the ending? What parts did you enjoy? What was especially interesting, strange, engrossing, educational, sad, or intense about this book? Would you read another book by this author? Would you recommend it to others? Why?
3. Share-out
4. IRP #2 Prompt
a. Tomorrow: brainstorming and drafting your project plan in the library lab – BRING MATERIALS YOU MAY NEED TO CLASS
irp_2.docx | |
File Size: | 16 kb |
File Type: | docx |
3/24/14
LA 10 Honors – Monday, March 24th – Class Day 122
1. Monday Mania!
2. Informal Socratic Seminar
a. How it’ll work: Ms. Lewis will ask questions and then draw a certain number of names to respond to it. Your name may keep coming up until you give a satisfactorily thoughtful and deep answer.
b. You have 10 participation points to keep or lose, whether you are speaking or listening. Think of how Ms. Lewis wants you to act, speak, interact, and comport yourself. Do those things, and get 100% on participation!
c. Journal Entry: TSoW Socratic Seminar
i. While others are discussing, jot down notes of what’s being said that you find interesting, or questions that you would have liked to respond to. These can be single words, sentences, questions, or any other form of reaction to the discussion.
ii. In the last ten minutes of class, flesh out one of these ideas that you jotted down. Answer a question that you asked yourself or you heard asked of someone else. Create a response or a rebuttal to something that was said. Ask and answer your own question. Praise. Dissect. Analyze. Vent.
3. Tomorrow:
a. Bring your TSoW book to class.
b. Bring your IRP# 2 text. I will be giving the assignment details and we’ll be brainstorming.
1. Monday Mania!
2. Informal Socratic Seminar
a. How it’ll work: Ms. Lewis will ask questions and then draw a certain number of names to respond to it. Your name may keep coming up until you give a satisfactorily thoughtful and deep answer.
b. You have 10 participation points to keep or lose, whether you are speaking or listening. Think of how Ms. Lewis wants you to act, speak, interact, and comport yourself. Do those things, and get 100% on participation!
c. Journal Entry: TSoW Socratic Seminar
i. While others are discussing, jot down notes of what’s being said that you find interesting, or questions that you would have liked to respond to. These can be single words, sentences, questions, or any other form of reaction to the discussion.
ii. In the last ten minutes of class, flesh out one of these ideas that you jotted down. Answer a question that you asked yourself or you heard asked of someone else. Create a response or a rebuttal to something that was said. Ask and answer your own question. Praise. Dissect. Analyze. Vent.
3. Tomorrow:
a. Bring your TSoW book to class.
b. Bring your IRP# 2 text. I will be giving the assignment details and we’ll be brainstorming.
3/21/14
LA 10 Honors – Friday, March 21st – Class Day 121
1. Semester 2 Journal Check #2
a. Pick up a journal check slip, fill it in except for the point column, put the slip in the first entry to appear in your journal, and deposit your journal on the front table
2. Discussion: Journal Entry: IRP #2 Project
a. Ideas:
3. Radio!
a. The Writer’s Almanac for today
1. Semester 2 Journal Check #2
a. Pick up a journal check slip, fill it in except for the point column, put the slip in the first entry to appear in your journal, and deposit your journal on the front table
2. Discussion: Journal Entry: IRP #2 Project
a. Ideas:
3. Radio!
a. The Writer’s Almanac for today
3/20/14
LA 10 Honors – Thursday, March 20th – Class Day 120
1. Finish watching film
2. If time – discussion of journal entries from yesterday
1. Finish watching film
2. If time – discussion of journal entries from yesterday
3/19/14
LA 10 Honors – Wednesday, March 19th – Class Day 119
1. Belated Monday Mania
2. Next Monday/Tuesday: (informal, teacher-led) Socratic seminar on The Sound of Waves
3. Homework for tomorrow :
a. Journal Entry: The Sound of Waves Anime
i. Which element of the film so far (plot, character, appearance, setting, dialogue, etc) was the most dissimilar to the story? How would this affect your understanding of the story if you hadn’t read it? Why do you think this change was made?
b. Journal Entry: IRP #2 Project
i. Now that you have finished reading your second IRP book, you must complete some sort of project that demonstrates what the story is about, highlights the world literature element, and conveys what you thought of the book. Ms. Lewis has a few ideas for how this can be done, but you now have a chance to make your own suggestion. Think creatively and be prepared to share! You can describe this in just a few sentences.
1. Belated Monday Mania
2. Next Monday/Tuesday: (informal, teacher-led) Socratic seminar on The Sound of Waves
3. Homework for tomorrow :
a. Journal Entry: The Sound of Waves Anime
i. Which element of the film so far (plot, character, appearance, setting, dialogue, etc) was the most dissimilar to the story? How would this affect your understanding of the story if you hadn’t read it? Why do you think this change was made?
b. Journal Entry: IRP #2 Project
i. Now that you have finished reading your second IRP book, you must complete some sort of project that demonstrates what the story is about, highlights the world literature element, and conveys what you thought of the book. Ms. Lewis has a few ideas for how this can be done, but you now have a chance to make your own suggestion. Think creatively and be prepared to share! You can describe this in just a few sentences.
3/18/14 - No class due to HSPE testing
Agenda 3/17/14
LA 10 Honors – Monday, March 17th – Class Day 118
1. As you come in the door, please put your printed copy of your TSoW argumentative essay in the p. 6 inbox
a. Happy Saint Patrick’s Day: you have until 3:30 to submit your turnitin.com copy
2. Presentation on course registration/IB by Ms. Hust and Mr. Thomas
1. As you come in the door, please put your printed copy of your TSoW argumentative essay in the p. 6 inbox
a. Happy Saint Patrick’s Day: you have until 3:30 to submit your turnitin.com copy
2. Presentation on course registration/IB by Ms. Hust and Mr. Thomas
Agenda 3/14/14
LA 10 Honors – Friday, March 14th – Class Day 117
1. Today is your last day in the computer lab before your final essay is due on Monday at the beginning of class.
2. Reminders:
a. Monday, submit at the beginning of class, stapled, in this order:
i. Final draft (top)
ii. Peer editing sheet
iii. Rough draft
iv. Outline (bottom)
b. You must submit your final draft to turnitin.com before class begins, so PLAN FOR THIS. Class id: 6946726 password: readmore
1. Today is your last day in the computer lab before your final essay is due on Monday at the beginning of class.
2. Reminders:
a. Monday, submit at the beginning of class, stapled, in this order:
i. Final draft (top)
ii. Peer editing sheet
iii. Rough draft
iv. Outline (bottom)
b. You must submit your final draft to turnitin.com before class begins, so PLAN FOR THIS. Class id: 6946726 password: readmore
Agenda 3/13/14
LA 10 Honors – Thursday, March 13th – Class Day 116
1. Peer editing!
a. See Ms. Lewis to check off your draft and pick up a peer-editing worksheet and a number.
b. Find your assigned partner.
c. Follow the instructions on your peer-editing worksheet.
2. When you are finished: continue working on your essay.
3. Tomorrow: working on essays in room 202.
4. Monday: your final* is due, on paper and to turnitin.com
*along with your outline, rough draft, and peer editing worksheet.
1. Peer editing!
a. See Ms. Lewis to check off your draft and pick up a peer-editing worksheet and a number.
b. Find your assigned partner.
c. Follow the instructions on your peer-editing worksheet.
2. When you are finished: continue working on your essay.
3. Tomorrow: working on essays in room 202.
4. Monday: your final* is due, on paper and to turnitin.com
*along with your outline, rough draft, and peer editing worksheet.
peer_editing_worksheet.docx | |
File Size: | 14 kb |
File Type: | docx |
Agenda 3/12/14
LA 10 Honors – Wednesday, March 12th – Class Day 115
1. Pick up a thesis-evaluation slip as you come in the door. Have a seat and write your name and your working thesis statement on the slip and then wait for instructions.
2. Discussion: the orange “Guidelines for Writing an Argumentative Essay” sheet
a. Introduction and thesis statement
b. Body, evidence, and topic sentences
c. Conclusion
d. Title
3. Independent work time
a. Ms. Lewis is at your service during this time, if you have questions or want input.
4. Due tomorrow: a pretty-substantial first draft of your essay. Aim for between 65-100% of the final draft length (650-750 words).
1. Pick up a thesis-evaluation slip as you come in the door. Have a seat and write your name and your working thesis statement on the slip and then wait for instructions.
2. Discussion: the orange “Guidelines for Writing an Argumentative Essay” sheet
a. Introduction and thesis statement
b. Body, evidence, and topic sentences
c. Conclusion
d. Title
3. Independent work time
a. Ms. Lewis is at your service during this time, if you have questions or want input.
4. Due tomorrow: a pretty-substantial first draft of your essay. Aim for between 65-100% of the final draft length (650-750 words).
guidelines_for_argumentative_essay.docx | |
File Size: | 18 kb |
File Type: | docx |
Agenda 3/11/14
LA 10 Honors – Tuesday, March 11th – Class Day 114
1. Special-edition Monday Tuesday Mania:
a. Review your journal entry from last night (My Theme and Thesis Statement), where you used whatever way you wanted, from bullet points to paragraphs to a word map, to brainstorm ideas and a thesis statement for your argumentative essay.
b. On your piece of paper, write two thing:
i. Theme: (Social hierarchy; rural/traditional versus urban/modern; honor; gender roles; the power of nature; gossip?)
ii. Thesis: (write the thesis statement that you drafted last night. This doesn’t need to be perfect, final-draft-ready – this is just a snapshot of what you currently think you can base your paper around.)
2. Introduction to essay assignment
a. Requirements
b. Step one: your outline
3. Moving to the computer lab to start drafting outlines. We will be here Wednesday and Friday as well. Thursday is peer-editing time in the classroom.
1. Special-edition Monday Tuesday Mania:
a. Review your journal entry from last night (My Theme and Thesis Statement), where you used whatever way you wanted, from bullet points to paragraphs to a word map, to brainstorm ideas and a thesis statement for your argumentative essay.
b. On your piece of paper, write two thing:
i. Theme: (Social hierarchy; rural/traditional versus urban/modern; honor; gender roles; the power of nature; gossip?)
ii. Thesis: (write the thesis statement that you drafted last night. This doesn’t need to be perfect, final-draft-ready – this is just a snapshot of what you currently think you can base your paper around.)
2. Introduction to essay assignment
a. Requirements
b. Step one: your outline
3. Moving to the computer lab to start drafting outlines. We will be here Wednesday and Friday as well. Thursday is peer-editing time in the classroom.
Agenda 3/10/14
LA 10 Honors – Monday, March 10th – Class Day 113
1. Journal Entry: The End of The Sound of Waves
a. Briefly restate what happened in the last three chapters of TSoW that you read over the weekend. No more than a paragraph.
b. Give me your opinion on /reaction to the ending. Were you surprised? Happy? Annoyed? Skeptical? Pleased? Why? Write whatever you feel like here, as long as you’re explaining your reaction to the end of the story and how Mishima chose to wrap it up.
2. Check-in and then continuation of activity: Graffiti: the themes of The Sound of Waves
a. Find the paper you we working on when the bell rang Friday. Re-familiarize yourself and make a few more additions (especially now that you have finished reading the story!) before moving on to the next theme.
b. Once you’re back at your original theme, read the contributions and select your group favorite. This should be a thoughtful, interesting, perhaps even surprising entry. You must choose another group’s contribution.
3. Journal Entry: What is a thesis statement?
a. Class definition: the statement that expresses the claim the author is making in a paper.
Attributes: Usually one sentence. Usually at the end of the first paragraph. Should be clearly worded. Should be disputable (i.e. something that someone might not necessarily agree with - this is not a summary, it's an opinion)
5. Homework due tomorrow: Journal Entry: My Theme and Thesis Statement (See Ms. Lewis’ example in class and on website)
a. Consider the six themes of TSoW that you talked about in class (social hierarchy; rural/traditional versus urban/modern; honor; gender roles; the power of nature; gossip) and choose the one that is most interesting to you – this will be the theme that you concentrate on for your argumentative essay. Using whatever format works best for you (complete sentences, stream-of- thought, a word map, bullet points, etc.), create a brainstorm of the different ideas you could talk about within your essay based on this theme. Depending on how you write this, you should be using the whole page.
i. Once you have completed this brainstorm, draft a thesis statement. Remember and review our criteria for a strong thesis statement!
***Below, see Ms. Lewis' Like Water for Chocolate example of a word-map draft and the thesis statement that resulted from it***
1. Journal Entry: The End of The Sound of Waves
a. Briefly restate what happened in the last three chapters of TSoW that you read over the weekend. No more than a paragraph.
b. Give me your opinion on /reaction to the ending. Were you surprised? Happy? Annoyed? Skeptical? Pleased? Why? Write whatever you feel like here, as long as you’re explaining your reaction to the end of the story and how Mishima chose to wrap it up.
2. Check-in and then continuation of activity: Graffiti: the themes of The Sound of Waves
a. Find the paper you we working on when the bell rang Friday. Re-familiarize yourself and make a few more additions (especially now that you have finished reading the story!) before moving on to the next theme.
b. Once you’re back at your original theme, read the contributions and select your group favorite. This should be a thoughtful, interesting, perhaps even surprising entry. You must choose another group’s contribution.
3. Journal Entry: What is a thesis statement?
a. Class definition: the statement that expresses the claim the author is making in a paper.
Attributes: Usually one sentence. Usually at the end of the first paragraph. Should be clearly worded. Should be disputable (i.e. something that someone might not necessarily agree with - this is not a summary, it's an opinion)
5. Homework due tomorrow: Journal Entry: My Theme and Thesis Statement (See Ms. Lewis’ example in class and on website)
a. Consider the six themes of TSoW that you talked about in class (social hierarchy; rural/traditional versus urban/modern; honor; gender roles; the power of nature; gossip) and choose the one that is most interesting to you – this will be the theme that you concentrate on for your argumentative essay. Using whatever format works best for you (complete sentences, stream-of- thought, a word map, bullet points, etc.), create a brainstorm of the different ideas you could talk about within your essay based on this theme. Depending on how you write this, you should be using the whole page.
i. Once you have completed this brainstorm, draft a thesis statement. Remember and review our criteria for a strong thesis statement!
***Below, see Ms. Lewis' Like Water for Chocolate example of a word-map draft and the thesis statement that resulted from it***
theme_and_thesis_example_from_lwfc.docx | |
File Size: | 320 kb |
File Type: | docx |
Agenda 3/7/14
LA 10 Honors – Friday, March 7th – Class Day 112
1. Please submit your imagery/haiku wall collage contribution to the inbox.
2. Enjoy a no-stakes HSPE mini-practice test while I come around and check off your QARs and Journal Entry: Japanese Culture and History and TSoW.
a. Please have these journal entries out on your desk, open, and ready to be checked off.
3. Sharing out: Journal Entry: Japanese Culture and History and TSoW.
a. Find one or two other people who chose to write about the same questions as you. Share your ideas.
4. Graffiti: the themes of The Sound of Waves
a. As you get started, choose one person to read the instructions on your graffiti sheet aloud.
b. You will have about 5 minutes at each station. I want to see thoughtful, surprising, interesting, insightful ideas and connections coming from every group.
1. Please submit your imagery/haiku wall collage contribution to the inbox.
2. Enjoy a no-stakes HSPE mini-practice test while I come around and check off your QARs and Journal Entry: Japanese Culture and History and TSoW.
a. Please have these journal entries out on your desk, open, and ready to be checked off.
3. Sharing out: Journal Entry: Japanese Culture and History and TSoW.
a. Find one or two other people who chose to write about the same questions as you. Share your ideas.
4. Graffiti: the themes of The Sound of Waves
a. As you get started, choose one person to read the instructions on your graffiti sheet aloud.
b. You will have about 5 minutes at each station. I want to see thoughtful, surprising, interesting, insightful ideas and connections coming from every group.
tsow_themes_graffiti_instructions.docx | |
File Size: | 12 kb |
File Type: | docx |
Agenda 3/6/14
LA 10 Honors – Thursday, March 6th – Class Day 111
1. NB: Please check the no-name folder. There is some work from this class in there!
2. Today is a work day! Please make wise use of this time. A reminder:
a. Tomorrow you will be submitting three assignments:
i. Your second contribution to the imagery/haiku wall collage.
ii. Your chapter 11-13 QARs.
iii. Journal Entry: Japanese Culture and History and TSoW (blue half-sheet – choosing three of these to respond to.
3. You have 10 participation points for working responsibly and avoiding having Ms. Lewis glare at you and shake her head. Please keep them all!
1. NB: Please check the no-name folder. There is some work from this class in there!
2. Today is a work day! Please make wise use of this time. A reminder:
a. Tomorrow you will be submitting three assignments:
i. Your second contribution to the imagery/haiku wall collage.
ii. Your chapter 11-13 QARs.
iii. Journal Entry: Japanese Culture and History and TSoW (blue half-sheet – choosing three of these to respond to.
3. You have 10 participation points for working responsibly and avoiding having Ms. Lewis glare at you and shake her head. Please keep them all!
Agenda 3/5/14
LA 10 Honors – Wednesday, March 5th – Class Day 110
1. Please get out your book and journal – it’s quote quiz time!
a. Read the instructions on your quote quiz carefully before beginning to write. This is open-book, open-journal.
b. You have until 2:20 to complete your quote quiz.
2. The last 2 minutes of the “Japan in Colour” documentary clip http://www.youtube.com/watch?v=HtHiN7xWR-I
3. Journal Entry: Japanese Culture and History and TSoW
4. NB: your second image/haiku contribution, the above journal entries, and your chapter 11-13 QARs are due on Friday. Tomorrow will be a class work day.
1. Please get out your book and journal – it’s quote quiz time!
a. Read the instructions on your quote quiz carefully before beginning to write. This is open-book, open-journal.
b. You have until 2:20 to complete your quote quiz.
2. The last 2 minutes of the “Japan in Colour” documentary clip http://www.youtube.com/watch?v=HtHiN7xWR-I
3. Journal Entry: Japanese Culture and History and TSoW
4. NB: your second image/haiku contribution, the above journal entries, and your chapter 11-13 QARs are due on Friday. Tomorrow will be a class work day.
japanese_cultural_and_historical_context_journal_questions.doc | |
File Size: | 32 kb |
File Type: | doc |
Agenda 3/4/14
LA 10 Honors – Tuesday, March 4th – Class Day 109
1. Journal Entry: Imagery Definition and Practice
a. Definition(s): Using vivid, evocative language (including description, metaphor, and simile) in a way that appeals to the senses.
b. Purpose(s)/effect(s): helps the reader to experience, understand, and be immersed in the story. It paints an image/sense that the author wants the reader to feel. It invigorates the reader’s perception of the environment.
c. An example from the book, and how it might be written without the imagery :
d. Imagery practice:
i. It was raining. (show intensity)
1. The pure effervescent drops of rain descended onto the erstwhile cobblestone, bouncing and expanding as it landed atop the bricks.
ii. The dog growled. (show fear)
1. The dog growled like a wolf attacking its prey.
iii. The woman was beautiful. (show adoration)
1. The elegant petals of her beauty falling in stride, she walked towards me with a face that put a smile on mine.
2. He was only a math major who wanted to figure out the equations of her gentle curves, the arch of her rosy bowed lips; he wanted to graph out the stars he saw in her eyes.
iv. I stood on a windy mountain top. (show accomplishment)
2. Sharing out your first imagery/haiku selections
3. Cultural and Historical Context of Japan – handout and video clips/note-taking
a. http://www.youtube.com/watch?v=HtHiN7xWR-I
i. 1:10:16 - 1:16:01 - about end of war/surrender, Hirohito on radio (a little under 6 minutes)
ii. 1:30:02 - 1:36:05 - about legacy of war in Japan (6 minutes)
b. Tomorrow, you will respond to some journal entry prompts drawing connections between this reading, the clips, and the book.
4. NB: Please be caught up on your reading and QARs tomorrow. You should have read and responded to chapters 8-10 by the beginning of class tomorrow.
1. Journal Entry: Imagery Definition and Practice
a. Definition(s): Using vivid, evocative language (including description, metaphor, and simile) in a way that appeals to the senses.
b. Purpose(s)/effect(s): helps the reader to experience, understand, and be immersed in the story. It paints an image/sense that the author wants the reader to feel. It invigorates the reader’s perception of the environment.
c. An example from the book, and how it might be written without the imagery :
d. Imagery practice:
i. It was raining. (show intensity)
1. The pure effervescent drops of rain descended onto the erstwhile cobblestone, bouncing and expanding as it landed atop the bricks.
ii. The dog growled. (show fear)
1. The dog growled like a wolf attacking its prey.
iii. The woman was beautiful. (show adoration)
1. The elegant petals of her beauty falling in stride, she walked towards me with a face that put a smile on mine.
2. He was only a math major who wanted to figure out the equations of her gentle curves, the arch of her rosy bowed lips; he wanted to graph out the stars he saw in her eyes.
iv. I stood on a windy mountain top. (show accomplishment)
2. Sharing out your first imagery/haiku selections
3. Cultural and Historical Context of Japan – handout and video clips/note-taking
a. http://www.youtube.com/watch?v=HtHiN7xWR-I
i. 1:10:16 - 1:16:01 - about end of war/surrender, Hirohito on radio (a little under 6 minutes)
ii. 1:30:02 - 1:36:05 - about legacy of war in Japan (6 minutes)
b. Tomorrow, you will respond to some journal entry prompts drawing connections between this reading, the clips, and the book.
4. NB: Please be caught up on your reading and QARs tomorrow. You should have read and responded to chapters 8-10 by the beginning of class tomorrow.
japan_cultural_and_historical_context_reading.doc | |
File Size: | 37 kb |
File Type: | doc |
Agenda 3/3/14
LA 10 Honors – Monday, March 3rd – Class Day 108
1. Monday Mania!
2. Review your Chapter 5-7 QAR questions in your journal, and choose your best two (aim for the more complex categories – Author and You, or On My Own). Write the question on a slip of paper. Write your name on the back.
a. As you complete this, I will come around and check off your Chapters 5-7 QARs.
3. Let’s recap: what is imagery? Please write this down in your journal under Journal Entry: Imagery
a. Definition(s):
b. Purpose(s) :
c. Effect(s) on reader:
d. Examples from the book:
e. Imagery practice:
i. The sun rose.
ii. The weather was stormy.
iii. The girl was pretty.
4. Imagery and Haiku inspired by TSoW
a. Time to work on these? Your first contribution is due tomorrow at the beginning of class.
5. NB: Your next set of QARs is due Wednesday (Chapters 8-10)
1. Monday Mania!
2. Review your Chapter 5-7 QAR questions in your journal, and choose your best two (aim for the more complex categories – Author and You, or On My Own). Write the question on a slip of paper. Write your name on the back.
a. As you complete this, I will come around and check off your Chapters 5-7 QARs.
3. Let’s recap: what is imagery? Please write this down in your journal under Journal Entry: Imagery
a. Definition(s):
b. Purpose(s) :
c. Effect(s) on reader:
d. Examples from the book:
e. Imagery practice:
i. The sun rose.
ii. The weather was stormy.
iii. The girl was pretty.
4. Imagery and Haiku inspired by TSoW
a. Time to work on these? Your first contribution is due tomorrow at the beginning of class.
5. NB: Your next set of QARs is due Wednesday (Chapters 8-10)
Agenda 2/28/14
LA 10 Honors – Friday, February 28th – Class Day 107
1. Happy Friday! Enjoy your last day of February!
2. Review your QAR questions in your journal, and choose your best four (one from each category, among the four chapters due today) and write the question on a slip of paper. Write your name on the back.
a. As you complete this, I will come around and check off your Chapters 1-4 QARs.
3. The interview from yesterday: Yukio Mishima
4. Your QARs, “Save the Last Word for Me”-style
5. Literary device: Imagery
a. What is it?
i. Physical description (sometimes as metaphor/simile)
ii. Using words to describe a setting/image/person
iii. Vivid detail that allows the reader to picture something well
b. Why do authors use this device?
i. Examples: Margaret Atwood and TSoW
c. How does this affect the reader (YOU)?
6. TSoW Wall Collage: Imagery and Haiku
7. NB: your next set of QARs is due Monday: Chapters 5 – 7 (30 pages of reading)
1. Happy Friday! Enjoy your last day of February!
2. Review your QAR questions in your journal, and choose your best four (one from each category, among the four chapters due today) and write the question on a slip of paper. Write your name on the back.
a. As you complete this, I will come around and check off your Chapters 1-4 QARs.
3. The interview from yesterday: Yukio Mishima
4. Your QARs, “Save the Last Word for Me”-style
5. Literary device: Imagery
a. What is it?
i. Physical description (sometimes as metaphor/simile)
ii. Using words to describe a setting/image/person
iii. Vivid detail that allows the reader to picture something well
b. Why do authors use this device?
i. Examples: Margaret Atwood and TSoW
c. How does this affect the reader (YOU)?
6. TSoW Wall Collage: Imagery and Haiku
7. NB: your next set of QARs is due Monday: Chapters 5 – 7 (30 pages of reading)
tsow_wall_collage.docx | |
File Size: | 14 kb |
File Type: | docx |
Agenda 2/27/14
LA 10 Honors – Thursday, February 27th – Class Day 106
1. TSoW vocabulary post-assessment
a. Please finish and turn in your assessment by 1:53.
2. An interview with Yukio Mishima
a. Journal Entry: Mishima Interview
i. As you watch this interview, please jot down three things he says that you find particularly interesting, striking, unusual, or perhaps connected to what you have read in the book so far. Please try and space out your selections (i.e., one from the first third of the interview, one from the second third, etc.)
ii. Once the interview is over, go back to these three items that you write down and give your reaction to each one in a paragraph or two. Why did you choose these statements? Do you agree, disagree, or just want to comment on it? What’s your personal reaction?
iii. How do you think what you heard in this interview, Mishima’s thoughts on many topics, could affect the story of TSoW (the characters, the plot, the action, the setting)? Consider what you’ve read so far, and what Ms. Lewis has told you.
3. Time for reading and QAR work. Your first set of QARs (chapters 1-4) is due tomorrow.
a. And ONE more little tiny bit of homework for tomorrow: I want you to find out what a haiku is. Then find one (in a book, online) that you think is appealing and write it down in your journal.
1. TSoW vocabulary post-assessment
a. Please finish and turn in your assessment by 1:53.
2. An interview with Yukio Mishima
a. Journal Entry: Mishima Interview
i. As you watch this interview, please jot down three things he says that you find particularly interesting, striking, unusual, or perhaps connected to what you have read in the book so far. Please try and space out your selections (i.e., one from the first third of the interview, one from the second third, etc.)
ii. Once the interview is over, go back to these three items that you write down and give your reaction to each one in a paragraph or two. Why did you choose these statements? Do you agree, disagree, or just want to comment on it? What’s your personal reaction?
iii. How do you think what you heard in this interview, Mishima’s thoughts on many topics, could affect the story of TSoW (the characters, the plot, the action, the setting)? Consider what you’ve read so far, and what Ms. Lewis has told you.
3. Time for reading and QAR work. Your first set of QARs (chapters 1-4) is due tomorrow.
a. And ONE more little tiny bit of homework for tomorrow: I want you to find out what a haiku is. Then find one (in a book, online) that you think is appealing and write it down in your journal.
qar_example_chapter_1_tsow.docx | |
File Size: | 14 kb |
File Type: | docx |
Agenda 2/26/14
LA 10 Honors – Wednesday, February26th – Class Day 105
1. The Sound of Waves and Yukio Mishima
a. His life and the story
b. QAR reading response strategy: examples from Freakonomics and TSoW
2. Book check-out and beginning the story/QARs
a. Journal check-off: vocab sentences (please show me your pre-assessment AND sentences)
3. Reminder: tomorrow is your vocabulary post-assessment! If you would like to do quiet vocabulary study during class today, you may. See Ms. Lewis for dictionaries and flashcards.
1. The Sound of Waves and Yukio Mishima
a. His life and the story
b. QAR reading response strategy: examples from Freakonomics and TSoW
2. Book check-out and beginning the story/QARs
a. Journal check-off: vocab sentences (please show me your pre-assessment AND sentences)
3. Reminder: tomorrow is your vocabulary post-assessment! If you would like to do quiet vocabulary study during class today, you may. See Ms. Lewis for dictionaries and flashcards.
Agenda 2/25/14
LA 10 Honors – Tuesday, February25th – Class Day 104
1. What’s in a name? Video clip and discussion (remind me to skip 1:20-2:10!)
2. The Sound of Waves: introduction packet, QAR reading strategy and example
3. Vocabulary pre-assessment
4. Book check-out and working on first QAR
5. Your homework for tomorrow:
a. Journal Entry: TSoW Vocabulary
For each word that you did not define correctly on today’s vocabulary pre-assessment, create a sentence implementing this word. Make these sentences that clearly show the meaning of the word.
Ex: Pizza: a dish of Italian origin consisting of a flat, round base of dough baked with a topping of tomato sauce and cheese, typically with added meat or vegetables.
GOOD = “As he took the sizzling-hot pizza out of the oven, the cheese bubbled over the crust and dripped on his shoe.”
BAD = “I love to eat pizza.”
1. What’s in a name? Video clip and discussion (remind me to skip 1:20-2:10!)
2. The Sound of Waves: introduction packet, QAR reading strategy and example
3. Vocabulary pre-assessment
4. Book check-out and working on first QAR
5. Your homework for tomorrow:
a. Journal Entry: TSoW Vocabulary
For each word that you did not define correctly on today’s vocabulary pre-assessment, create a sentence implementing this word. Make these sentences that clearly show the meaning of the word.
Ex: Pizza: a dish of Italian origin consisting of a flat, round base of dough baked with a topping of tomato sauce and cheese, typically with added meat or vegetables.
GOOD = “As he took the sizzling-hot pizza out of the oven, the cheese bubbled over the crust and dripped on his shoe.”
BAD = “I love to eat pizza.”
tsow_reading_packet.doc | |
File Size: | 264 kb |
File Type: | doc |
Agenda 2/24/14
LA 10 Honors – Monday, February 24th – Class Day 103
NB: Please turn in your LWfC book this week
1. As you come in the door – please place your Letter to Self #2 in the 6th period inbox.
a. Reminder: If you would like this letter to remain private, please write “Do not read” across the top. I will briefly scan it for completion but I will not read it in detail. I do enjoy reading these, if you don’t mind!
2. Monday Mania! What was the best, worst, or most interesting part of your mid-winter break?
3. IRP #2
a. Reminder: before break, you began to look for a second IRP book, the only requirement for which was that it be based in another, real, country. By today, you should have completed about 30% of the book.
b. Journal Entry: IRP #2 Check-in
i. Record the title and author of your book.
ii. In a good-sized paragraph, summarize the story so far (Who are the characters? What are they like? Is there a clear protagonist, antagonist? What’s happening to them? What do you think will happen to them further on in the story?).
iii. In a good-sized paragraph, give your reaction to the story so far (Exciting? Confusing? Scary? Unpleasant? Romantic?) What do you enjoy, or not enjoy, about this reading so far? How interested are you in finding out what happens next?
c. Small-group check-in
i. Find your group members and get a small-group discussion sheet.
d. Timeline for finishing your IRP: please complete your book by March 12th
4. What is “world literature”? Journal entry review and discussion.
a. The next book we will be reading in class: The Sound of Waves, by Yukio Mishima
i. If you are interested in purchasing your own copy (the better to annotate, highlight, etc), please do so and show to Ms. Lewis by Friday, February 28th for your extra credit points.
5. Homework: Journal Entry: What’s in a name? Read the article and respond to journal entry questions. Due tomorrow at the beginning of class.
NB: Please turn in your LWfC book this week
1. As you come in the door – please place your Letter to Self #2 in the 6th period inbox.
a. Reminder: If you would like this letter to remain private, please write “Do not read” across the top. I will briefly scan it for completion but I will not read it in detail. I do enjoy reading these, if you don’t mind!
2. Monday Mania! What was the best, worst, or most interesting part of your mid-winter break?
3. IRP #2
a. Reminder: before break, you began to look for a second IRP book, the only requirement for which was that it be based in another, real, country. By today, you should have completed about 30% of the book.
b. Journal Entry: IRP #2 Check-in
i. Record the title and author of your book.
ii. In a good-sized paragraph, summarize the story so far (Who are the characters? What are they like? Is there a clear protagonist, antagonist? What’s happening to them? What do you think will happen to them further on in the story?).
iii. In a good-sized paragraph, give your reaction to the story so far (Exciting? Confusing? Scary? Unpleasant? Romantic?) What do you enjoy, or not enjoy, about this reading so far? How interested are you in finding out what happens next?
c. Small-group check-in
i. Find your group members and get a small-group discussion sheet.
d. Timeline for finishing your IRP: please complete your book by March 12th
4. What is “world literature”? Journal entry review and discussion.
a. The next book we will be reading in class: The Sound of Waves, by Yukio Mishima
i. If you are interested in purchasing your own copy (the better to annotate, highlight, etc), please do so and show to Ms. Lewis by Friday, February 28th for your extra credit points.
5. Homework: Journal Entry: What’s in a name? Read the article and respond to journal entry questions. Due tomorrow at the beginning of class.
tsow_-_whats_in_a_name.docx | |
File Size: | 14 kb |
File Type: | docx |
Agenda 2/14/14
LA 10 Honors – Friday, February 14th – Class Day 102
1. Happy Valentine’s Day! Here’s to love of all kinds.
2. To the library!
a. Today you will start looking for your second IRP book. Your only requirements are that it be literature set (at least partly) in another country*. It may be fiction or not, of any genre. It should be an appropriate length and reading level for you.
3. We will be returning to the room at 2:05. Do not be late.
4. Literary valentines!
5. Your homework over break:
a. Determine your IRP by Monday the 17th and email me your choice. This may be the book you chose from IHS, one you have at home, or one you borrowed from a library.
b. By the time you return to class on Monday the 24th, you must have completed reading at least 30% of your IRP book. You will be asked to give an account of what you have read so far!
c. Letter to Self #2!
*I don’t consider imaginary worlds to be “another country.”
1. Happy Valentine’s Day! Here’s to love of all kinds.
2. To the library!
a. Today you will start looking for your second IRP book. Your only requirements are that it be literature set (at least partly) in another country*. It may be fiction or not, of any genre. It should be an appropriate length and reading level for you.
3. We will be returning to the room at 2:05. Do not be late.
4. Literary valentines!
5. Your homework over break:
a. Determine your IRP by Monday the 17th and email me your choice. This may be the book you chose from IHS, one you have at home, or one you borrowed from a library.
b. By the time you return to class on Monday the 24th, you must have completed reading at least 30% of your IRP book. You will be asked to give an account of what you have read so far!
c. Letter to Self #2!
*I don’t consider imaginary worlds to be “another country.”
letter_to_self_-_letter_two.docx | |
File Size: | 13 kb |
File Type: | docx |
Agenda 2/13/14
LA 10 Honors – Thursday, February 13th – Class Day 101
1. The ending of LWfC
2. Group decision: what do you think of the movie?
a. Please fill in your rating sheet with your partners
3. Discussion: your reactions and how well the book was made into a movie
4. Journal Entry: World Literature
a. This class that you’re in, right at this moment, is called World Literature. What does that name mean to you? How have you seen the “world literature” aspect happening so far this year? Be specific and give examples, please.
b. What books have you read, outside of Ms. Lewis’ class, that take place in a different part of the world? Give a couple of examples and summarize their plots briefly.
c. What does a book set in another country offer the reader that an American book doesn’t?
1. The ending of LWfC
2. Group decision: what do you think of the movie?
a. Please fill in your rating sheet with your partners
3. Discussion: your reactions and how well the book was made into a movie
4. Journal Entry: World Literature
a. This class that you’re in, right at this moment, is called World Literature. What does that name mean to you? How have you seen the “world literature” aspect happening so far this year? Be specific and give examples, please.
b. What books have you read, outside of Ms. Lewis’ class, that take place in a different part of the world? Give a couple of examples and summarize their plots briefly.
c. What does a book set in another country offer the reader that an American book doesn’t?
Agenda 2/12/14
LA 10 Honors – Wednesday, February 12th – Class Day 100
1. The remaining letters of advice
2. Like Water for Chocolate: the film!
3. Journal Entry: Book versus film
a. Considering what you read in the original, novel form of Like Water for Chocolate, and what you’ve watched so far in class, select one element of the story that you found was changed significantly in the transition from book to film. This could be a plot element that’s portrayed differently, is missing, is out of order; or a character that is very different from how you originally perceived them; or a scene that just didn’t fit your previous idea. How was this story element altered? Was this a necessary change, or did the filmmakers do it for a particular reason? Why do you think this element of the story was altered, and how does it change your reaction to the story? Is it a positive or negative change?
1. The remaining letters of advice
2. Like Water for Chocolate: the film!
3. Journal Entry: Book versus film
a. Considering what you read in the original, novel form of Like Water for Chocolate, and what you’ve watched so far in class, select one element of the story that you found was changed significantly in the transition from book to film. This could be a plot element that’s portrayed differently, is missing, is out of order; or a character that is very different from how you originally perceived them; or a scene that just didn’t fit your previous idea. How was this story element altered? Was this a necessary change, or did the filmmakers do it for a particular reason? Why do you think this element of the story was altered, and how does it change your reaction to the story? Is it a positive or negative change?
Agenda 2/11/14
LA 10 Honors – Tuesday, February 11th – Class Day 99
1. The remaining letters of advice
2. Like Water for Chocolate: the film!
1. The remaining letters of advice
2. Like Water for Chocolate: the film!
Agenda 2/10/14
LA 10 Honors – Monday, February 10th – Class Day 98
1. The following students have not yet turned in permission slips and are in danger of spending tomorrow’s class in the office: Evan, Nate, Isaiah, Elena, Gabriel
2. Monday Mania!
3. Reflections on last week’s Socratic Seminar
4. Journal Check #1 Semester 2: please fill out the journal check slip, place it on the page where you’ve chosen your best entry, and bring it to the front table. You have five minutes to complete this task before we move on.
5. Adios, Like Water for Chocolate!
a. Letter to a character: 6 groups of 5, 1 group of 4
6. Tomorrow: watching LWfC
1. The following students have not yet turned in permission slips and are in danger of spending tomorrow’s class in the office: Evan, Nate, Isaiah, Elena, Gabriel
2. Monday Mania!
3. Reflections on last week’s Socratic Seminar
4. Journal Check #1 Semester 2: please fill out the journal check slip, place it on the page where you’ve chosen your best entry, and bring it to the front table. You have five minutes to complete this task before we move on.
5. Adios, Like Water for Chocolate!
a. Letter to a character: 6 groups of 5, 1 group of 4
6. Tomorrow: watching LWfC
Agenda 2/7/14
****See bottom of agenda for this weekend's homework journal prompts****
LA 10 Honors – Friday, February 7th – Class Day 97
1. Inner circle: Helen, Brandon, Andrew, Christian, Nate, Elena, Ariana, Carissa, Kellee, Zach, Ben, Nathaniel, Hiep, Eden, Raymond, Madeleine
a. NB: If you did not make your three comments yesterday, you may use the Hot Seat to fulfill that requirement.
2. Turn your permission slip into the inbox! Due Monday at the latest.
a. Helen, Evan, Jennifer, Alex, Christian, Sharmaine, Nate, Isaiah, Elena, Gabriel, Ben, Kimberly, Nathaniel, Jessica, Toby
3. Reminder: this weekend you should complete your second journal entry, based on where you were sitting in the seminar. Your prompt can be found on your Prep Packet or on the class site.
LA 10 Honors – Friday, February 7th – Class Day 97
1. Inner circle: Helen, Brandon, Andrew, Christian, Nate, Elena, Ariana, Carissa, Kellee, Zach, Ben, Nathaniel, Hiep, Eden, Raymond, Madeleine
a. NB: If you did not make your three comments yesterday, you may use the Hot Seat to fulfill that requirement.
2. Turn your permission slip into the inbox! Due Monday at the latest.
a. Helen, Evan, Jennifer, Alex, Christian, Sharmaine, Nate, Isaiah, Elena, Gabriel, Ben, Kimberly, Nathaniel, Jessica, Toby
3. Reminder: this weekend you should complete your second journal entry, based on where you were sitting in the seminar. Your prompt can be found on your Prep Packet or on the class site.
- Journal Entry: Inner Circle
- Journal Entry: Outer Circle
Agenda 2/6/14
****See bottom of agenda for tonight's homework journal prompts****
LA 10 Honors – Thursday, February 6th – Class Day 96
1. Inner circle: Miriam, Evan, Jennifer, Alex, Sharmaine, Diana, Isaiah, Ali, Ally, Gabriel, Kelsie, Jeanette, Kimberly, Jessica, Kyle, Lexi, Toby.
2. NB:
a. Turn your permission slip into the inbox! Due Monday at the latest.
b. If you were absent yesterday: get your Semester 2 bathroom passes from me.
c. If you were absent yesterday: put your Wall Collage #3 in the inbox now. I will put them up later.
3. Get out your Socratic Seminar Prep Packet. I will check these for completion now.
4. Guidelines and schedule for the seminar
a. Seminar
b. Observations
c. Exit Slip
5. Reminder: tonight you should complete your first journal entry, based on where you were sitting in the seminar. Your prompt can be found below.
LA 10 Honors – Thursday, February 6th – Class Day 96
1. Inner circle: Miriam, Evan, Jennifer, Alex, Sharmaine, Diana, Isaiah, Ali, Ally, Gabriel, Kelsie, Jeanette, Kimberly, Jessica, Kyle, Lexi, Toby.
2. NB:
a. Turn your permission slip into the inbox! Due Monday at the latest.
b. If you were absent yesterday: get your Semester 2 bathroom passes from me.
c. If you were absent yesterday: put your Wall Collage #3 in the inbox now. I will put them up later.
3. Get out your Socratic Seminar Prep Packet. I will check these for completion now.
4. Guidelines and schedule for the seminar
a. Seminar
b. Observations
c. Exit Slip
5. Reminder: tonight you should complete your first journal entry, based on where you were sitting in the seminar. Your prompt can be found below.
- Journal Entry: Inner Circle
- Journal Entry: Outer Circle
Agenda 2/5/14
LA 10 Honors – Wednesday, February 5th – Class Day 95
1. Turn your permission slip into the inbox as you come in, please! Due Monday at the latest!
a. Check off your last Wall Collage with me before posting
2. Bathroom passes for the second semester
3. Reminder about tomorrow’s class period structure
a. How you will be graded
i. Participation
ii. Observation
iii. Journal entries
4. Today:
a. Working on your Socratic Seminar Prep Packet
i. This should be completed thoroughly, thoughtfully, and fully by the beginning of class tomorrow. If you have any doubts or questions about what this means, see me.
ii. I have sticky notes if you would like to prepare reference points in the book that you think you may want to mention.
b. If you finish this packet before the end of the class period, you may work on homework, reading, or studying for another class.
5. At 2:20: rearrange the desks and chairs in the classroom according to the diagram.
1. Turn your permission slip into the inbox as you come in, please! Due Monday at the latest!
a. Check off your last Wall Collage with me before posting
2. Bathroom passes for the second semester
3. Reminder about tomorrow’s class period structure
a. How you will be graded
i. Participation
ii. Observation
iii. Journal entries
4. Today:
a. Working on your Socratic Seminar Prep Packet
i. This should be completed thoroughly, thoughtfully, and fully by the beginning of class tomorrow. If you have any doubts or questions about what this means, see me.
ii. I have sticky notes if you would like to prepare reference points in the book that you think you may want to mention.
b. If you finish this packet before the end of the class period, you may work on homework, reading, or studying for another class.
5. At 2:20: rearrange the desks and chairs in the classroom according to the diagram.
Agenda 2/4/14
LA 10 Honors – Tuesday, February 4th – Class Day 94
1. Continuing small-group discussions: the ending of LWfC
a. Please have your November-December Lift-a-Lines ready to check off
2. Group debrief
3. This week: saying goodbye to LWfC with a Socratic seminar!
a. Your Socratic Seminar Prep Packet
i. Tomorrow: preparation
ii. Thursday: Round 1
iii. Friday: Round 2
4. Your homework for tonight (besides bringing your movie permission slip back):
a. Journal Entry: Upholding or Challenging?
Throughout the story of LWfC, Tita was constantly being influenced by things, and people, and traditions. She chose to uphold some of these influenced her whole life (for example, the tradition that Mexican women care for their families by cooking for them). Other elements, obviously, she rebelled against (like when she decided to challenge the family tradition of the youngest daughter remaining unmarried, virginal, and uninvolved in romantic love). To complete this journal entry, consider the influences upon you that you recorded on your map. Choose one element that is either very important for you to uphold, or one that you think you will challenge at some point in your future. Explain why. This should be a substantial, well-thought-out journal entry: one full page minimum.
1. Continuing small-group discussions: the ending of LWfC
a. Please have your November-December Lift-a-Lines ready to check off
2. Group debrief
3. This week: saying goodbye to LWfC with a Socratic seminar!
a. Your Socratic Seminar Prep Packet
i. Tomorrow: preparation
ii. Thursday: Round 1
iii. Friday: Round 2
4. Your homework for tonight (besides bringing your movie permission slip back):
a. Journal Entry: Upholding or Challenging?
Throughout the story of LWfC, Tita was constantly being influenced by things, and people, and traditions. She chose to uphold some of these influenced her whole life (for example, the tradition that Mexican women care for their families by cooking for them). Other elements, obviously, she rebelled against (like when she decided to challenge the family tradition of the youngest daughter remaining unmarried, virginal, and uninvolved in romantic love). To complete this journal entry, consider the influences upon you that you recorded on your map. Choose one element that is either very important for you to uphold, or one that you think you will challenge at some point in your future. Explain why. This should be a substantial, well-thought-out journal entry: one full page minimum.
lwfc_socratic_seminar_prompt_and_worksheet_2014.docx | |
File Size: | 79 kb |
File Type: | docx |
Agenda 2/3/14
LA 10 Honors – Monday, February 3rd – Class Day 93
1. Welcome to your second semester! Have a Monday Mania.
2. Influence map sharing: Every-Other-Chair
a. Would anyone care to share with the class?
3. Journal entry: The Ending
a. Congratulations! You have finished reading Like Water for Chocolate. Many elements of the book change suddenly, or are resolved, or point toward the future by the end of the last chapter. So, to get your thoughts moving, discuss your feelings about the ending. Were you surprised? Disappointed? Happy? Touched? Angry? Frustrated? Confused? Did you feel closure? Explain how and why you felt (or did not feel) any of these things.
4. Small group discussions: LWfC
a. Find your group members.
b. Pick up a discussion record and choose an order for directing the discussion and recording participation.
5. This week: finishing LWfC with a Socratic seminar… more details tomorrow.
6. Your homework for tomorrow:
a. Journal Entry: Upholding or Challenging?
i. Throughout the story of LWfC, Tita was constantly being influenced by things, and people, and traditions. She chose to uphold some of these influenced her whole life (for example, the tradition that Mexican women care for their families by cooking for them). Other elements, obviously, she rebelled against (like when she decided to challenge the family tradition of the youngest daughter remaining unmarried, virginal, and uninvolved in romantic love). To complete this journal entry, consider the influences upon you that you recorded on your map. Choose one element that is either very important for you to uphold, or one that you think you will challenge at some point in your future. Explain why. This should be a substantial, well-thought-out journal entry: one full page minimum.
1. Welcome to your second semester! Have a Monday Mania.
2. Influence map sharing: Every-Other-Chair
a. Would anyone care to share with the class?
3. Journal entry: The Ending
a. Congratulations! You have finished reading Like Water for Chocolate. Many elements of the book change suddenly, or are resolved, or point toward the future by the end of the last chapter. So, to get your thoughts moving, discuss your feelings about the ending. Were you surprised? Disappointed? Happy? Touched? Angry? Frustrated? Confused? Did you feel closure? Explain how and why you felt (or did not feel) any of these things.
4. Small group discussions: LWfC
a. Find your group members.
b. Pick up a discussion record and choose an order for directing the discussion and recording participation.
5. This week: finishing LWfC with a Socratic seminar… more details tomorrow.
6. Your homework for tomorrow:
a. Journal Entry: Upholding or Challenging?
i. Throughout the story of LWfC, Tita was constantly being influenced by things, and people, and traditions. She chose to uphold some of these influenced her whole life (for example, the tradition that Mexican women care for their families by cooking for them). Other elements, obviously, she rebelled against (like when she decided to challenge the family tradition of the youngest daughter remaining unmarried, virginal, and uninvolved in romantic love). To complete this journal entry, consider the influences upon you that you recorded on your map. Choose one element that is either very important for you to uphold, or one that you think you will challenge at some point in your future. Explain why. This should be a substantial, well-thought-out journal entry: one full page minimum.
Agenda 1/30/14
LA 10 Honors – Thursday, January 30th – Day 92
1. Your Wall Collage contribution #2 is due today! You will post these on the wall in waves while writing your journal entry.
2. Journal Entry: Magical Realism in Film
a. Would it be difficult to show the Magical Realism in LWfC in a movie? Explain why or why not. Would anything be lost in the translation from book to film? Choose a particular example of MR and explain how you could imagine it being shown on film.
i. And, in general: do you tend to like the movies that are based on books you’ve read? Why or why not?
3. A clip from LWfC : What do you see represented from the book? Do you think this movie is going to stay true to the story?
4. Influence Maps – get out your draft.
a. Ms. Lewis’ rough draft example, and Arta’s final draft example
i. Making a final draft (that will serve as inspiration for writing next week!):
1. Compare drafts with your neighbors, consider Ms. Lewis’ example, and add more influences to each half of your map. Add details as well.
2. Choose at least two quotes, from LWfC and/or The Third Born, that you feel connect to (or contrast with) some of the elements on your Influence Map draft. Include these on your final Influence Map. Be prepared to explain why you chose these quotes.
3. Add an appropriate visual element: a drawing, an abstract design, a picture cut from a magazine, creatively- rendered words, etc.
5. You will be turning in this Influence Map at the beginning of class on Monday – make good use of your time. Also Monday, your November-December Lift-a-Lines are due! You’re finishing the book!
1. Your Wall Collage contribution #2 is due today! You will post these on the wall in waves while writing your journal entry.
2. Journal Entry: Magical Realism in Film
a. Would it be difficult to show the Magical Realism in LWfC in a movie? Explain why or why not. Would anything be lost in the translation from book to film? Choose a particular example of MR and explain how you could imagine it being shown on film.
i. And, in general: do you tend to like the movies that are based on books you’ve read? Why or why not?
3. A clip from LWfC : What do you see represented from the book? Do you think this movie is going to stay true to the story?
4. Influence Maps – get out your draft.
a. Ms. Lewis’ rough draft example, and Arta’s final draft example
i. Making a final draft (that will serve as inspiration for writing next week!):
1. Compare drafts with your neighbors, consider Ms. Lewis’ example, and add more influences to each half of your map. Add details as well.
2. Choose at least two quotes, from LWfC and/or The Third Born, that you feel connect to (or contrast with) some of the elements on your Influence Map draft. Include these on your final Influence Map. Be prepared to explain why you chose these quotes.
3. Add an appropriate visual element: a drawing, an abstract design, a picture cut from a magazine, creatively- rendered words, etc.
5. You will be turning in this Influence Map at the beginning of class on Monday – make good use of your time. Also Monday, your November-December Lift-a-Lines are due! You’re finishing the book!
ms._lewis_influence_map_draft_example.pdf | |
File Size: | 473 kb |
File Type: |
Agenda 1/29/14
LA 10 Honors – Wednesday, January 29th – Day 91
1. Your September-October Lift-a-Lines are due! Please get these out and share with a neighbor or two as Ms. Lewis comes around to check them off.
2. Recap from yesterday: Tita’s Influences
a. Influencing her: Birth order, Pedro, nationality, her emotions (which caused her to lose her mind), her passion for Pedro, Nacha (who taught her how to cook, who kept her alive), Mama Elena, her cultural traditions, the Magical Realism in the book.
b. What she influences: the Magical Realism in the book, her choices (to leave, to marry), her relationships with others, her cooking, Mama Elena (through her cooking), Pedro (he can’t move on, and he married Rosaura because of her), Gertrudis (who ran away and became a prostitute because of her cooking).
3. Graffiti activity: what do these characters have control over? What has control or influence over them? Think about BIG and small. Use your books – give specific evidence for each element you write down.
4. Share-out
5. Independent work: drafting your own influence map. Complete a rough draft by the beginning of class tomorrow, with at least ten elements EACH on the top and the bottom. Be prepared to explain your reasoning for these.
a. What are the things that affect you now, or affect your future? What don’t you have control over, that influences you?
b. What sort of factors in your life can you control or affect?
6. NB: Your second wall collage contribution is due tomorrow, the 30th.
1. Your September-October Lift-a-Lines are due! Please get these out and share with a neighbor or two as Ms. Lewis comes around to check them off.
2. Recap from yesterday: Tita’s Influences
a. Influencing her: Birth order, Pedro, nationality, her emotions (which caused her to lose her mind), her passion for Pedro, Nacha (who taught her how to cook, who kept her alive), Mama Elena, her cultural traditions, the Magical Realism in the book.
b. What she influences: the Magical Realism in the book, her choices (to leave, to marry), her relationships with others, her cooking, Mama Elena (through her cooking), Pedro (he can’t move on, and he married Rosaura because of her), Gertrudis (who ran away and became a prostitute because of her cooking).
3. Graffiti activity: what do these characters have control over? What has control or influence over them? Think about BIG and small. Use your books – give specific evidence for each element you write down.
4. Share-out
5. Independent work: drafting your own influence map. Complete a rough draft by the beginning of class tomorrow, with at least ten elements EACH on the top and the bottom. Be prepared to explain your reasoning for these.
a. What are the things that affect you now, or affect your future? What don’t you have control over, that influences you?
b. What sort of factors in your life can you control or affect?
6. NB: Your second wall collage contribution is due tomorrow, the 30th.
Agenda 1/28/14
LA 10 Honors – Tuesday, January 28th – Day 90
1. Journal Entry: I’m So Lucky
a. Have you ever had a parent, a grandparent, or someone older than you tell you how “lucky” you are to (have been born in the United States, have moved to the United States, to be a girl, to be a boy, to have enough to eat, etc)? What do you think people mean when they say this? Do you agree, that you’re “lucky”? How could you have been more “lucky”?
2. The Third Born
a. Reading together
b. Who, what, where, when, why?
3. Graffiti: Influences on the characters of LWfC and THB
4. NB: Your second wall collage contribution is due this Thursday the 30th. Your September-October Lift-a-Lines are due tomorrow.
1. Journal Entry: I’m So Lucky
a. Have you ever had a parent, a grandparent, or someone older than you tell you how “lucky” you are to (have been born in the United States, have moved to the United States, to be a girl, to be a boy, to have enough to eat, etc)? What do you think people mean when they say this? Do you agree, that you’re “lucky”? How could you have been more “lucky”?
2. The Third Born
a. Reading together
b. Who, what, where, when, why?
3. Graffiti: Influences on the characters of LWfC and THB
4. NB: Your second wall collage contribution is due this Thursday the 30th. Your September-October Lift-a-Lines are due tomorrow.
Agenda 1/27/14
LA 10 Honors – Monday, January 27th – Day 89
1. Monday Mania
2. Quote Quiz
a. Read the instructions on your quote quiz carefully before beginning to write. You may use your book and your journal.
b. You have until 2:20 to complete your quote quiz. When you are finished, please submit it to Ms. Lewis and then read quietly and/or work on your Lift-a-Lines.
3. The Third Born. Follow along as Ms. Lewis reads aloud. Consider before reading:
a. Who are the characters in this story?
b. What is happening here?
c. Where could this be taking place?
d. When do you think this story is set?
e. Why are these things happening to them?
4. Homework: follow the directions on your The Third Born handout and respond to the questions in your journal. Due tomorrow at the beginning of class.
1. Monday Mania
2. Quote Quiz
a. Read the instructions on your quote quiz carefully before beginning to write. You may use your book and your journal.
b. You have until 2:20 to complete your quote quiz. When you are finished, please submit it to Ms. Lewis and then read quietly and/or work on your Lift-a-Lines.
3. The Third Born. Follow along as Ms. Lewis reads aloud. Consider before reading:
a. Who are the characters in this story?
b. What is happening here?
c. Where could this be taking place?
d. When do you think this story is set?
e. Why are these things happening to them?
4. Homework: follow the directions on your The Third Born handout and respond to the questions in your journal. Due tomorrow at the beginning of class.
Agenda 1/24/14
LA 10 Honors – Friday, January 24th – Day 88
1. Wall Collage and Journal Check: Your first LWfC Wall Collage contribution is due is due today! 5 minutes to post these – we will do this in waves. Start at the middle of the collage and work your way out. Tape is on the front table. Do not tape in a way that keeps the doors from being opened, or is unattractive, or is sloppy.
a. Either your name is small-but-visible, or you have quickly had your contribution checked off with Ms. Lewis before posting it.
b. Once you have posted your contribution, go back to your desk. Discuss your homework (Journal Entry: Family Position) with a neighbor while Ms. Lewis comes around to check off your April-May Life-a-Lines.
2. Your Exit Slips from yesterday
3. Your Life on a Sticky Note: discussion activity
a. Partner 1: What is it like to be (the oldest, the youngest, in the middle) in your family?
b. Partner 2: What is it like to have (sisters, brothers, no siblings) in your family?
c. Partner 3: Compare your situations. Did you ever wish you were in the other person’s shoes? What would you like about being in their position? What would be difficult?
4. Whole-class share-out
5. Homework: Journal Entry: Influences
a. What are the other factors (aside from your birth order) outside of your control that affect your life, your behavior, your choices, your future? What are some things that you do have control over? Come up with as many examples as possible. Think BIG and small.
6. NB: Monday: your June-July-August Lift-a-Lines are due. Hint: You should be up-to-date on your reading on Monday…
Your next collage contribution is due Thursday next week. You MAY make more contributions if you like!
1. Wall Collage and Journal Check: Your first LWfC Wall Collage contribution is due is due today! 5 minutes to post these – we will do this in waves. Start at the middle of the collage and work your way out. Tape is on the front table. Do not tape in a way that keeps the doors from being opened, or is unattractive, or is sloppy.
a. Either your name is small-but-visible, or you have quickly had your contribution checked off with Ms. Lewis before posting it.
b. Once you have posted your contribution, go back to your desk. Discuss your homework (Journal Entry: Family Position) with a neighbor while Ms. Lewis comes around to check off your April-May Life-a-Lines.
2. Your Exit Slips from yesterday
3. Your Life on a Sticky Note: discussion activity
a. Partner 1: What is it like to be (the oldest, the youngest, in the middle) in your family?
b. Partner 2: What is it like to have (sisters, brothers, no siblings) in your family?
c. Partner 3: Compare your situations. Did you ever wish you were in the other person’s shoes? What would you like about being in their position? What would be difficult?
4. Whole-class share-out
5. Homework: Journal Entry: Influences
a. What are the other factors (aside from your birth order) outside of your control that affect your life, your behavior, your choices, your future? What are some things that you do have control over? Come up with as many examples as possible. Think BIG and small.
6. NB: Monday: your June-July-August Lift-a-Lines are due. Hint: You should be up-to-date on your reading on Monday…
Your next collage contribution is due Thursday next week. You MAY make more contributions if you like!
Agenda 1/23/14
LA 10 Honors – Thursday, January 23rd – Day 87
1. Please write your first name on the slip of paper on your desk and pass forward.
2. Journal Entry: Devil’s Advocate
a. Look over your journal entry from yesterday and decide which main character you are most frustrated with, or whose behavior/character make you upset. Considering what you learned about expectations and rules for men and women, as well as traditional elements of culture and what was going on in Mexico at the time of this book, do your very best to justify this character’s choices and explain why they deserve sympathy or, at the very least, understanding. Be as detailed as possible. Refer to the charts on the wall and/or your notes on the jigsaw presentations.
3. Discussion, accusation, and defense.
4. The results of your LWfC vocabulary test
5. Exit ticket
6. Homework: Journal Entry: Family Position
a. What is your position within your family: only child? Youngest, oldest, or in the middle of how many siblings?
b. What do you think it means to be a (youngest, oldest, middle, only) child in your family? Consider whether you’re a brother or sister, too.
c. Do your relatives or other people in your social circle have certain expectations for you because of these factors, either now or in the future? Explain any upsides/downsides.
1. Please write your first name on the slip of paper on your desk and pass forward.
2. Journal Entry: Devil’s Advocate
a. Look over your journal entry from yesterday and decide which main character you are most frustrated with, or whose behavior/character make you upset. Considering what you learned about expectations and rules for men and women, as well as traditional elements of culture and what was going on in Mexico at the time of this book, do your very best to justify this character’s choices and explain why they deserve sympathy or, at the very least, understanding. Be as detailed as possible. Refer to the charts on the wall and/or your notes on the jigsaw presentations.
3. Discussion, accusation, and defense.
4. The results of your LWfC vocabulary test
5. Exit ticket
6. Homework: Journal Entry: Family Position
a. What is your position within your family: only child? Youngest, oldest, or in the middle of how many siblings?
b. What do you think it means to be a (youngest, oldest, middle, only) child in your family? Consider whether you’re a brother or sister, too.
c. Do your relatives or other people in your social circle have certain expectations for you because of these factors, either now or in the future? Explain any upsides/downsides.
Agenda 1/22/14
LA 10 Honors – Wednesday, January 22nd – Day 86
1. Five minutes to polish your vocabulary!
2. LWfC Vocabulary Quiz
3. When you are finished, begin Journal Entry: LWfC Characters.
a. Which character do you feel the strongest about so far (love, hate, frustration, disbelief, empathy)? How do you feel about the choices they make? Reference what’s going on in the book to help explain your thoughts. If you have time, discuss your feelings about the other characters as well.
4. Reviewing yesterday’s graffiti activity: what connections did you draw between your jigsaws and LWfC?
5. Adjective Activity: in small groups, share what you wrote for the journal entry above, LWfC Characters. Then, as a group, decide on three adjectives for each main character in the book and justify these choices with evidence from the book. Be specific! Record your choices and justification in the same journal entry.
a. Adjectives for: Tita, Mama Elena, Rosaura, Gertrudis, Pedro, Nacha.
6. NB: Your first wall collage contribution is due by the beginning of class Friday! Beat the rush and bring it in tomorrow.
a. And: your next Lift-A-Line (April and May) is due tomorrow.
1. Five minutes to polish your vocabulary!
2. LWfC Vocabulary Quiz
3. When you are finished, begin Journal Entry: LWfC Characters.
a. Which character do you feel the strongest about so far (love, hate, frustration, disbelief, empathy)? How do you feel about the choices they make? Reference what’s going on in the book to help explain your thoughts. If you have time, discuss your feelings about the other characters as well.
4. Reviewing yesterday’s graffiti activity: what connections did you draw between your jigsaws and LWfC?
5. Adjective Activity: in small groups, share what you wrote for the journal entry above, LWfC Characters. Then, as a group, decide on three adjectives for each main character in the book and justify these choices with evidence from the book. Be specific! Record your choices and justification in the same journal entry.
a. Adjectives for: Tita, Mama Elena, Rosaura, Gertrudis, Pedro, Nacha.
6. NB: Your first wall collage contribution is due by the beginning of class Friday! Beat the rush and bring it in tomorrow.
a. And: your next Lift-A-Line (April and May) is due tomorrow.
Agenda 1/21/14
LA 10 Honors – Tuesday, January 21st – Day 85
1. Tuesday Mania!
2. Five minutes: meet with your like groups to review your information and how you’ll be teaching it to your peers.
a. Get out your journal entry due today (Lift-a-Line for chapters February-March) to be checked off.
3. Jigsaw Sharing: 5 minutes each person to teach your groups members about your topic and display your visual. 15 minutes total. Finish at: 2:10
4. Like Water for Chocolate cultural and historic research jigsaw: sharing what you learned!
5. NB: LWfC vocabulary test tomorrow. Time to study!
1. Tuesday Mania!
2. Five minutes: meet with your like groups to review your information and how you’ll be teaching it to your peers.
a. Get out your journal entry due today (Lift-a-Line for chapters February-March) to be checked off.
3. Jigsaw Sharing: 5 minutes each person to teach your groups members about your topic and display your visual. 15 minutes total. Finish at: 2:10
4. Like Water for Chocolate cultural and historic research jigsaw: sharing what you learned!
5. NB: LWfC vocabulary test tomorrow. Time to study!
Agenda 1/17/14
***Sub day***
1. Working on jigsaw research and visuals in the library. Presentations Monday.
1. Working on jigsaw research and visuals in the library. Presentations Monday.
Agenda 1/16/14
LA 10 Honors – Thursday, January 16th – Day 83
1. Your first Lift-a-Line! Share-out
2. Wall Collage Project
3. "Jigsaw" project: looking into the history and culture of Like Water for Chocolate
a. Introduction
b. Assigning groups
c. Library research time
i. Today: Look through your assigned resources, search for your individual resource; take notes of what you think other students should know.
ii. Tomorrow: Prepare your visual.
iii. Tuesday: Teach your topic to mixed groups with the help of your visual
1. Your first Lift-a-Line! Share-out
2. Wall Collage Project
3. "Jigsaw" project: looking into the history and culture of Like Water for Chocolate
a. Introduction
b. Assigning groups
c. Library research time
i. Today: Look through your assigned resources, search for your individual resource; take notes of what you think other students should know.
ii. Tomorrow: Prepare your visual.
iii. Tuesday: Teach your topic to mixed groups with the help of your visual
lwfc_wall_collage_prompt.doc | |
File Size: | 27 kb |
File Type: | doc |
lwfc_jigsaw_prompt.doc | |
File Size: | 192 kb |
File Type: | doc |
lwfc_jigsaw_resources.doc | |
File Size: | 135 kb |
File Type: | doc |
Agenda 1/15/14
LA 10 Honors – Wednesday, January 15th – Day 82
1. Class today: 11:20-11:55
2. Magical realism conversation homework: Who did you talk to? What did they say?
3. Magical realism in the first chapter of LWfC
4. Like Water for Chocolate: Introductory packet
a. Defining magical realism
b. Themes and questions for the study of this book
c. Vocabulary
d. Reading strategy and schedule
Homework for tomorrow: January chapter Lift-A-Line (see intro packet for details on how to complete this homework in your journal)
1. Class today: 11:20-11:55
2. Magical realism conversation homework: Who did you talk to? What did they say?
3. Magical realism in the first chapter of LWfC
4. Like Water for Chocolate: Introductory packet
a. Defining magical realism
b. Themes and questions for the study of this book
c. Vocabulary
d. Reading strategy and schedule
Homework for tomorrow: January chapter Lift-A-Line (see intro packet for details on how to complete this homework in your journal)
lwfc_intro_packet.doc | |
File Size: | 245 kb |
File Type: | doc |
Agenda 1/14/14
LA 10 Honors – Tuesday, January 14th – Day 81
1. Book Fair Winners: “Most Visually Appealing” and “Most Effective In Making Me Want to Read This Book”
a. Prizes!
2. Introduction to Like Water for Chocolate: Magical Realism
a. Magical Realism: what does it mean? What could it mean?
b. PowerPoint presentation and note-taking
i. Journal Entry: Magical Realism Presentation
c. Reading the first chapter of LWfC and identifying instances of Magical Realism
i. Each time you identify a case of MR, add a description of it in your own words to the above journal entry.
3. Your homework for tonight:
a. Journal Entry: MR Conversation
i. Tonight, speak with someone older than you (a sibling, a parent or grandparent, an older friend) about Magical Realism. Give them an explanation of what it is, and ask them what they think about it. Have they encountered this genre before, in books or film? Have they heard of any of these authors, or read their work? Do they like MR? Why or why not? Summarize your conversation in your journal.
1. Book Fair Winners: “Most Visually Appealing” and “Most Effective In Making Me Want to Read This Book”
a. Prizes!
2. Introduction to Like Water for Chocolate: Magical Realism
a. Magical Realism: what does it mean? What could it mean?
b. PowerPoint presentation and note-taking
i. Journal Entry: Magical Realism Presentation
c. Reading the first chapter of LWfC and identifying instances of Magical Realism
i. Each time you identify a case of MR, add a description of it in your own words to the above journal entry.
3. Your homework for tonight:
a. Journal Entry: MR Conversation
i. Tonight, speak with someone older than you (a sibling, a parent or grandparent, an older friend) about Magical Realism. Give them an explanation of what it is, and ask them what they think about it. Have they encountered this genre before, in books or film? Have they heard of any of these authors, or read their work? Do they like MR? Why or why not? Summarize your conversation in your journal.
magical_realism.ppt | |
File Size: | 608 kb |
File Type: | ppt |
Agenda 1/13/14
LA 10 Honors – Monday, January 13th – Day 80
1. Monday Mania!
2. IRP Book Fair
a. Pick up a review sheet and follow the directions.
b. When you have completed your sheet, cast your ballot at the front of the room.
3. Room rearrangement
1. Monday Mania!
2. IRP Book Fair
a. Pick up a review sheet and follow the directions.
b. When you have completed your sheet, cast your ballot at the front of the room.
3. Room rearrangement
Agenda 1/10/14
LA 10 Honors – Friday, January 10th – Day 79
1. Form the groups that Ms. Lewis counts off and take a few minutes each to talk about the reviews you found, what appealed to you about them, what was effective in persuading the audience of something, and what you might use as inspiration for your own brochure.
2. Today:
a. Get a piece of cardstock from Ms. Lewis. Start to draft out your brochure/review for your IRP.
i. What’s important to know about the plot?
ii. What plot elements do you want to make reference to? How much do you want to give away, or hint at, to keep the reader interested and wanting to read the whole story?
iii. What’s the genre? Which books are similar to this one? What kind of person would like this book?
iv. What are some catchy sentence starters or questions you could use to draw the reader in?
v. Is there anything that the author does especially well that you should mention? Or something that’s not done so well but is worth overlooking?
vi. What sort of vocabulary can you use to make this book sound interesting, scary, romantic, gruesome, intense, thoughtful, touching, or otherwise worthwhile?
vii. What sort of graphic element would enhance this brochure: the book cover(s)? Hand-drawn images? A brochure background or border that hints at the plot? Particular colors? Images that don’t necessarily come directly from the book but that you think represent it well?
3. Over the weekend: work on finalizing your brochure’s text and design.
a. 350-500 words, including a heading, subheadings if desired, and a bibliography. The text may be neatly handwritten, but unless you’re very confident of the neatness and smallness of your writing, typing is probably better.
b. Visual element(s) that enhance the impact of your brochure/review.
4. Monday at the beginning of class: your brochure is due.
1. Form the groups that Ms. Lewis counts off and take a few minutes each to talk about the reviews you found, what appealed to you about them, what was effective in persuading the audience of something, and what you might use as inspiration for your own brochure.
2. Today:
a. Get a piece of cardstock from Ms. Lewis. Start to draft out your brochure/review for your IRP.
i. What’s important to know about the plot?
ii. What plot elements do you want to make reference to? How much do you want to give away, or hint at, to keep the reader interested and wanting to read the whole story?
iii. What’s the genre? Which books are similar to this one? What kind of person would like this book?
iv. What are some catchy sentence starters or questions you could use to draw the reader in?
v. Is there anything that the author does especially well that you should mention? Or something that’s not done so well but is worth overlooking?
vi. What sort of vocabulary can you use to make this book sound interesting, scary, romantic, gruesome, intense, thoughtful, touching, or otherwise worthwhile?
vii. What sort of graphic element would enhance this brochure: the book cover(s)? Hand-drawn images? A brochure background or border that hints at the plot? Particular colors? Images that don’t necessarily come directly from the book but that you think represent it well?
3. Over the weekend: work on finalizing your brochure’s text and design.
a. 350-500 words, including a heading, subheadings if desired, and a bibliography. The text may be neatly handwritten, but unless you’re very confident of the neatness and smallness of your writing, typing is probably better.
b. Visual element(s) that enhance the impact of your brochure/review.
4. Monday at the beginning of class: your brochure is due.
Agenda 1/9/14
LA 10 Honors – Thursday, January 9th – Day 78
1. Remind me: chairs up at the end of class
2. Discussion: ETtGS: prank?
3. IRP project: book fair!
a. Today: researching book reviews in the library lab
i. Task: find at least two book reviews that you find catchy, interesting, persuasive, funny, evocative, unique, high-quality, or, in other words, GOOD EXAMPLES of book reviews. Print these reviews and annotate them. Underline, circle, highlight, comment: what makes you like these reviews? How are they convincing you to read this book? Or, are they convincing you to not read it? What are the catchy words and sentence structures used? How is the review organized? How much of the plot does it reveal?
1. Do not search for reviews of your own IRP. The same author or genre, however, is ok.
2. Look for book reviews via New York Times, NPR, The Guardian, The Wall Street Journal, The Seattle Times, Kirkus Reviews, Slate, Publisher’s Weekly, etc. Try to find “professional” reviews, not someone’s personal blog or a social-networking-type website by non-professionals (e.g. goodreads.com).
3. Or, Google the title of a book you have read and “review” and see what comes up.
b. Tomorrow: beginning to create your own book review brochure in the computer lab. You will type the text and find images. I will provide you with a piece of 11x17 paper on which to create your brochure.
i. 350-500 words, including a heading (and subheadings if you wish) and a MLA bibliography of this book at the end.
ii. Some sort of visual element that adds pizzazz (hand-drawn or printed ok).
c. Monday: your brochure is due and we will hold our book fair
1. Remind me: chairs up at the end of class
2. Discussion: ETtGS: prank?
3. IRP project: book fair!
a. Today: researching book reviews in the library lab
i. Task: find at least two book reviews that you find catchy, interesting, persuasive, funny, evocative, unique, high-quality, or, in other words, GOOD EXAMPLES of book reviews. Print these reviews and annotate them. Underline, circle, highlight, comment: what makes you like these reviews? How are they convincing you to read this book? Or, are they convincing you to not read it? What are the catchy words and sentence structures used? How is the review organized? How much of the plot does it reveal?
1. Do not search for reviews of your own IRP. The same author or genre, however, is ok.
2. Look for book reviews via New York Times, NPR, The Guardian, The Wall Street Journal, The Seattle Times, Kirkus Reviews, Slate, Publisher’s Weekly, etc. Try to find “professional” reviews, not someone’s personal blog or a social-networking-type website by non-professionals (e.g. goodreads.com).
3. Or, Google the title of a book you have read and “review” and see what comes up.
b. Tomorrow: beginning to create your own book review brochure in the computer lab. You will type the text and find images. I will provide you with a piece of 11x17 paper on which to create your brochure.
i. 350-500 words, including a heading (and subheadings if you wish) and a MLA bibliography of this book at the end.
ii. Some sort of visual element that adds pizzazz (hand-drawn or printed ok).
c. Monday: your brochure is due and we will hold our book fair
Agenda 1/8/14
LA 10 Honors – Wednesday, January 8th – Day 77
1. Finishing ETtGS
2. When the film is over: complete your final ETtGS journal entry. Read through the questions first, and then take at least 10 minutes to respond thoroughly.
a. Journal Entry: ETtGS Part 3
i. What makes something art?
ii. Is graffiti art? Explain your answer.
iii. If you responded yes to question ii, discuss whether you think all of the graffiti in ETtGS was art, or whether there were differences between the pieces/artists.
If you responded no to question ii, give some examples of what you do consider “art” and what they possess that graffiti does not.
iv. Give your own definitions of the terms “authenticity” and “selling out.” What do they mean to you? Give some examples. Then identify how you see any of the characters in this documentary representing either of those terms.
3. Small-group/large-group discussion
4. Homework: “Here’s Why the Banksy Movie is a Banksy Prank” handout and journal response
1. Finishing ETtGS
2. When the film is over: complete your final ETtGS journal entry. Read through the questions first, and then take at least 10 minutes to respond thoroughly.
a. Journal Entry: ETtGS Part 3
i. What makes something art?
ii. Is graffiti art? Explain your answer.
iii. If you responded yes to question ii, discuss whether you think all of the graffiti in ETtGS was art, or whether there were differences between the pieces/artists.
If you responded no to question ii, give some examples of what you do consider “art” and what they possess that graffiti does not.
iv. Give your own definitions of the terms “authenticity” and “selling out.” What do they mean to you? Give some examples. Then identify how you see any of the characters in this documentary representing either of those terms.
3. Small-group/large-group discussion
4. Homework: “Here’s Why the Banksy Movie is a Banksy Prank” handout and journal response
ettgs_final_journal_entry_and_article.docx | |
File Size: | 20 kb |
File Type: | docx |
Agenda 1/7/14
LA 10 Honors – Tuesday, January 7th – Day 76
1. ETtGS
a. Journal Entry: ETtGS Part 2 (complete as homework)
i. In a paragraph or two, summarize factually what happened in the segment of the film you watched today. What happened? How was the story developed further?
ii. Choose three more adjectives that you would use for each main characters (adding any main characters that you met in part 2 of the film), as well as three adjectives that you think they would use to describe themselves.
iii. How many versions of this story are there now? Any new ones? Any strange twists that surprised you?
iv. Who strikes you as the most trustworthy teller of this story now? Who’s the least? Why?
1. ETtGS
a. Journal Entry: ETtGS Part 2 (complete as homework)
i. In a paragraph or two, summarize factually what happened in the segment of the film you watched today. What happened? How was the story developed further?
ii. Choose three more adjectives that you would use for each main characters (adding any main characters that you met in part 2 of the film), as well as three adjectives that you think they would use to describe themselves.
iii. How many versions of this story are there now? Any new ones? Any strange twists that surprised you?
iv. Who strikes you as the most trustworthy teller of this story now? Who’s the least? Why?
Agenda 1/6/14
LA 10 Honors – Monday, January 6th 2014 – Day 75
1. Welcome back to class, and happy New Year!
2. Special-edition Monday Mania: in a few words or a sentence, describe what you did during vacation (something cool, funny, interesting, unusual… but appropriate and share-able). On the other side of the paper, write your first name.
3. NB: You should have completed your IRP book by now. Mid-week you will receive the details for how to complete this independent reading assignment.
4. ETtGS
a. Journal Entry: ETtGS Part 1 (may be completed as homework)
i. In a paragraph or two, summarize factually what happened in the segment of the film you watched today. Who did you meet? What happened?
ii. In your opinion, who are the main characters of this documentary? For each main character, choose three adjectives that you would use to describe them. Then, choose three adjectives that you think they would use to describe themselves.
iii. How many different ways is this story being told by the people involved? In other words, how many different versions are there? Whose seems the most accurate? Whose is the least? Why?
1. Welcome back to class, and happy New Year!
2. Special-edition Monday Mania: in a few words or a sentence, describe what you did during vacation (something cool, funny, interesting, unusual… but appropriate and share-able). On the other side of the paper, write your first name.
3. NB: You should have completed your IRP book by now. Mid-week you will receive the details for how to complete this independent reading assignment.
4. ETtGS
a. Journal Entry: ETtGS Part 1 (may be completed as homework)
i. In a paragraph or two, summarize factually what happened in the segment of the film you watched today. Who did you meet? What happened?
ii. In your opinion, who are the main characters of this documentary? For each main character, choose three adjectives that you would use to describe them. Then, choose three adjectives that you think they would use to describe themselves.
iii. How many different ways is this story being told by the people involved? In other words, how many different versions are there? Whose seems the most accurate? Whose is the least? Why?
Agenda 12/20/13 - Have a wonderful break! Ms. Lewis will miss you.
Party time! (And submittal of oral history final project.)
***You have until 2:30 pm today to submit your short story or newspaper article to turnitin.com***
turnitin.com
class id: 6946726
password: readmore
***You have until 2:30 pm today to submit your short story or newspaper article to turnitin.com***
turnitin.com
class id: 6946726
password: readmore
Agenda 12/19/13
LA 10 Honors – Thursday, December 19th – Day 73
1. NB: The following people are in danger of spending tomorrow’s class period doing homework in the office instead of watching the very awesome ETtGS:
a. Nathaniel, Jessica, Kyle, Lexi, Toby, Madeleine, Evan, Alex, Christian, Hana, Nate, Isaiah, Elena, Carissa, Gabriel, Kelsie, Zach, Kimberly.
2. Today is your LAST day in the computer lab. Your project is due tomorrow!
a. Review your specific rubric (available on the site – scroll down through the agendas)
b. See Ms. Lewis with last-minute questions
c. Form a plan for how to submit your project to Ms. Lewis on Friday at the beginning of class
i. Turning in a paper? PRINT IT OUT BEFORE CLASS.*
ii. Turning in an audio/video file? BRING IT ON A FLASH DRIVE OR EMAIL IT OR UPLOAD IT TO THE CLOUD AND “INVITE” ME TO SEE IT BEFORE CLASS.
iii. Made a YouTube video? EMAIL MS. LEWIS THE LINK BEFORE CLASS
*Those of you who are submitting written products (newspaper/short story) are required to submit an electronic copy to turnitin.com as well as a paper copy. Class ID: 6946726, password: readmore. If you don’t already have a turnitin.com account, you will need to create one.
************VERY IMPORTANT INFORMATION************
There is a chance that school may be cancelled tomorrow, due to snow. You must be prepared to submit your project to me by alternate means! Email me your files, your links, or an invitation to view your document if it is not available to the public. If there is no school tomorrow, you have until 2:30 pm to submit your project. DON'T FORGET TO SUBMIT TO TURNITIN.COM AS WELL (for those completing an article or short story).
1. NB: The following people are in danger of spending tomorrow’s class period doing homework in the office instead of watching the very awesome ETtGS:
a. Nathaniel, Jessica, Kyle, Lexi, Toby, Madeleine, Evan, Alex, Christian, Hana, Nate, Isaiah, Elena, Carissa, Gabriel, Kelsie, Zach, Kimberly.
2. Today is your LAST day in the computer lab. Your project is due tomorrow!
a. Review your specific rubric (available on the site – scroll down through the agendas)
b. See Ms. Lewis with last-minute questions
c. Form a plan for how to submit your project to Ms. Lewis on Friday at the beginning of class
i. Turning in a paper? PRINT IT OUT BEFORE CLASS.*
ii. Turning in an audio/video file? BRING IT ON A FLASH DRIVE OR EMAIL IT OR UPLOAD IT TO THE CLOUD AND “INVITE” ME TO SEE IT BEFORE CLASS.
iii. Made a YouTube video? EMAIL MS. LEWIS THE LINK BEFORE CLASS
*Those of you who are submitting written products (newspaper/short story) are required to submit an electronic copy to turnitin.com as well as a paper copy. Class ID: 6946726, password: readmore. If you don’t already have a turnitin.com account, you will need to create one.
************VERY IMPORTANT INFORMATION************
There is a chance that school may be cancelled tomorrow, due to snow. You must be prepared to submit your project to me by alternate means! Email me your files, your links, or an invitation to view your document if it is not available to the public. If there is no school tomorrow, you have until 2:30 pm to submit your project. DON'T FORGET TO SUBMIT TO TURNITIN.COM AS WELL (for those completing an article or short story).
Agenda 12/18/13
LA 10 Honors – Wednesday, December 18th – Day 72
1. NB: Is your name on the board? You owe me a MOVIE PERMISSION SLIP!
a. And don’t forget to bring your potluck contribution on Friday!
NB: Tomorrow: it is your LAST day in the computer lab before your final project is due.
b. Review your specific rubric (available on the site – scroll down through the agendas)
c. See Ms. Lewis with last-minute questions
d. Form a plan for how to submit your project to Ms. Lewis on Friday at the beginning of class
i. Turning in a paper? PRINT IT OUT BEFORE CLASS.*
ii. Turning in an audio/video file? BRING IT ON A FLASH DRIVE OR EMAIL IT OR UPLOAD IT TO THE CLOUD AND “INVITE” ME TO SEE IT.
iii. Made a YouTube video? EMAIL MS. LEWIS THE LINK BEFORE CLASS
*Those of you who are submitting written products (newspaper/short story) are required to submit an electronic copy to turnitin.com as well as a paper copy. Class ID: 6946726, password: readmore. If you don’t already have a turnitin.com account, you will need to create one.
2. Wednesday Option 1: Door decoration!
a. Snowglobe/Hawk-riding Santa tables are creative directing.
3. Wednesday Option 2: Independent work on your OH project
a. See me for details.
4. Let’s finish listening to Stutter Step (14:10) and Color Days (37:45), and then add the following response to your journal entry from yesterday:
a. Out of all of the radio stories we listened to, which was your favorite? Why? Be as detailed as possible. Why was this story so touching, interesting, affecting, or otherwise memorable to you?
i. Ionesco (the French translation competition)
ii. Yes There Is A Baby (the imaginary family)
iii. Yellow Rain (the chemical weapons controversy)
iv. My What Big Teeth You Have (Doug the Babysitting Werewolf)
v. Stutter Step (the middle school dance)
vi. Color Days (summer camp)
1. NB: Is your name on the board? You owe me a MOVIE PERMISSION SLIP!
a. And don’t forget to bring your potluck contribution on Friday!
NB: Tomorrow: it is your LAST day in the computer lab before your final project is due.
b. Review your specific rubric (available on the site – scroll down through the agendas)
c. See Ms. Lewis with last-minute questions
d. Form a plan for how to submit your project to Ms. Lewis on Friday at the beginning of class
i. Turning in a paper? PRINT IT OUT BEFORE CLASS.*
ii. Turning in an audio/video file? BRING IT ON A FLASH DRIVE OR EMAIL IT OR UPLOAD IT TO THE CLOUD AND “INVITE” ME TO SEE IT.
iii. Made a YouTube video? EMAIL MS. LEWIS THE LINK BEFORE CLASS
*Those of you who are submitting written products (newspaper/short story) are required to submit an electronic copy to turnitin.com as well as a paper copy. Class ID: 6946726, password: readmore. If you don’t already have a turnitin.com account, you will need to create one.
2. Wednesday Option 1: Door decoration!
a. Snowglobe/Hawk-riding Santa tables are creative directing.
3. Wednesday Option 2: Independent work on your OH project
a. See me for details.
4. Let’s finish listening to Stutter Step (14:10) and Color Days (37:45), and then add the following response to your journal entry from yesterday:
a. Out of all of the radio stories we listened to, which was your favorite? Why? Be as detailed as possible. Why was this story so touching, interesting, affecting, or otherwise memorable to you?
i. Ionesco (the French translation competition)
ii. Yes There Is A Baby (the imaginary family)
iii. Yellow Rain (the chemical weapons controversy)
iv. My What Big Teeth You Have (Doug the Babysitting Werewolf)
v. Stutter Step (the middle school dance)
vi. Color Days (summer camp)
Agenda 12/17/13
LA 10 Honors – Tuesday, December 17th – Day 71
1. Door decoration: the results
a. The idea originator must draw up a plan of action.
b. Tomorrow, after we take care of some class business, I will provide you with colored paper, scissors, markers, and glue.
2. Exit Through the Gift Shop - permission slips, and preview
3. A final example of an Audio/Visual presentation: Yoko Federenko(7:37)
4. Would you like to listen to some stories?
a. Babysitting
b. Summer Camp
c. Middle School
5. Classwork:
a. Journal Entry: This American Life
i. Out of the stories that we listened to from This American Life, which was your favorite? Why?
ii. Why do you think this show, that collects oral histories from everyday people, has been so popular for such a long time? Why do people love to listen to stories? What does the teller get out of the experience, and the listener? Think deeply about this one, please.
1. And when you’re done responding to that, consider this: in our day and age, is story-telling disappearing? Why, or why not? Or is it perhaps changing in form but still here?
*****If you have not yet turned in your film release, please do so ASAP! You can find a copy below.*****
1. Door decoration: the results
a. The idea originator must draw up a plan of action.
b. Tomorrow, after we take care of some class business, I will provide you with colored paper, scissors, markers, and glue.
2. Exit Through the Gift Shop - permission slips, and preview
3. A final example of an Audio/Visual presentation: Yoko Federenko(7:37)
4. Would you like to listen to some stories?
a. Babysitting
b. Summer Camp
c. Middle School
5. Classwork:
a. Journal Entry: This American Life
i. Out of the stories that we listened to from This American Life, which was your favorite? Why?
ii. Why do you think this show, that collects oral histories from everyday people, has been so popular for such a long time? Why do people love to listen to stories? What does the teller get out of the experience, and the listener? Think deeply about this one, please.
1. And when you’re done responding to that, consider this: in our day and age, is story-telling disappearing? Why, or why not? Or is it perhaps changing in form but still here?
*****If you have not yet turned in your film release, please do so ASAP! You can find a copy below.*****
ettgs_film_release.docx | |
File Size: | 15 kb |
File Type: | docx |
Agenda 12/16/13
LA 10 Honors – Monday, December 16th – Day 70
1. Monday Mania!
2. Journal Entry: OH Project Self-Check-in
a. Answer the following questions in bullet-point format or paragraph, whatever works best for you.
i. What format are you working in? Has this changed?
ii. What tasks have you done so far? What % of the total projected work is this?
iii. What do you have left to do? What % of the total projected work is this?
iv. What are you most pleased/proud about so far?
v. What has been, or will be, the toughest part about completing this?
3. Small group share-out
4. Format-specific share-out: briefly share your project and ask for/offer tips and ideas.
5. Important class business – the door
a. Proposals, vote
1. Monday Mania!
2. Journal Entry: OH Project Self-Check-in
a. Answer the following questions in bullet-point format or paragraph, whatever works best for you.
i. What format are you working in? Has this changed?
ii. What tasks have you done so far? What % of the total projected work is this?
iii. What do you have left to do? What % of the total projected work is this?
iv. What are you most pleased/proud about so far?
v. What has been, or will be, the toughest part about completing this?
3. Small group share-out
4. Format-specific share-out: briefly share your project and ask for/offer tips and ideas.
5. Important class business – the door
a. Proposals, vote
Agenda 12/13/13
LA 10 Honors – Friday, December 13th – Day 69
1. Today’s work:
a. Finish and submit your project development plan, if you haven’t already
b. Review your rubric
c. Keep working!
1. Today’s work:
a. Finish and submit your project development plan, if you haven’t already
b. Review your rubric
c. Keep working!
Agenda 12/12/13
LA 10 Honors – Thursday, December 12th – Day 68
1. NB: Short Story Format: Our class notes (including the necessary elements of this format) are typed up and available on the website.
2. Today in class:
a. Fill out your project development plan, print a copy, and give to Ms. Lewis.
b. Pick up the rubric for your format and read it carefully.
c. Make sure you have shown proof of your completed interview to Ms. Lewis.
d. Get working!
3. NB: if you can, bring your own computer to class tomorrow! We will be in room 202.
1. NB: Short Story Format: Our class notes (including the necessary elements of this format) are typed up and available on the website.
2. Today in class:
a. Fill out your project development plan, print a copy, and give to Ms. Lewis.
b. Pick up the rubric for your format and read it carefully.
c. Make sure you have shown proof of your completed interview to Ms. Lewis.
d. Get working!
3. NB: if you can, bring your own computer to class tomorrow! We will be in room 202.
oh_final_project_development_plan.docx | |
File Size: | 12 kb |
File Type: | docx |
oh_final_project_rubric_-_newspaper_or_short_story.doc | |
File Size: | 45 kb |
File Type: | doc |
oh_final_project_-_audio_visual_presentation.doc | |
File Size: | 44 kb |
File Type: | doc |
Agenda 12/11/13
LA 10 Honors – Wednesday, December 11th – Day 67
1. NB: Newspaper Format: Our class notes (including the necessary elements of this format) are typed up and available on the website.
2. Short Story Format:
a. What is this story about?
b. How does this piece represent the “Short Story Format”? Are any elements are missing that you would expect in a short story?
c. What’s done well here? Could anything be improved?
d. NB: if you are interested in reading the rest of this story, visit this link. If you would like to see how the same story is represented in “Newspaper Format”, via the New York Times, visit this link.
3. Student Example: Would you like to listen to Carl Svaren’s short story? It will be on the site as well.
4. Audio/Visual Format:
a. Cedric Ith (5:20)
b. Patrick McDermott (12:30)
c. Yoko Federenko (7:37)
For each of these:
i. What elements of audio/visual format are present?
ii. What’s done well? Any suggestions?
5. NB:
a. You are finishing your interview by this evening. Tomorrow, bring your interview materials (your notes, recordings, pictures, audio, anything at all that you may use in your final project) to class.
b. Tomorrow we will be in the library lab. Friday we will be in room 202, which has only 30 computers. Is anyone interested in bringing a computer from home to work on that day? I can keep it safe/locked up in my room throughout the day.
*****Today's class notes on "An Oral History of Adama Bah" and the Short Story Format are below*****
1. NB: Newspaper Format: Our class notes (including the necessary elements of this format) are typed up and available on the website.
2. Short Story Format:
a. What is this story about?
b. How does this piece represent the “Short Story Format”? Are any elements are missing that you would expect in a short story?
c. What’s done well here? Could anything be improved?
d. NB: if you are interested in reading the rest of this story, visit this link. If you would like to see how the same story is represented in “Newspaper Format”, via the New York Times, visit this link.
3. Student Example: Would you like to listen to Carl Svaren’s short story? It will be on the site as well.
4. Audio/Visual Format:
a. Cedric Ith (5:20)
b. Patrick McDermott (12:30)
c. Yoko Federenko (7:37)
For each of these:
i. What elements of audio/visual format are present?
ii. What’s done well? Any suggestions?
5. NB:
a. You are finishing your interview by this evening. Tomorrow, bring your interview materials (your notes, recordings, pictures, audio, anything at all that you may use in your final project) to class.
b. Tomorrow we will be in the library lab. Friday we will be in room 202, which has only 30 computers. Is anyone interested in bringing a computer from home to work on that day? I can keep it safe/locked up in my room throughout the day.
*****Today's class notes on "An Oral History of Adama Bah" and the Short Story Format are below*****
class_notes_-_short_story_format.docx | |
File Size: | 12 kb |
File Type: | docx |
short_story_format_example_-_carl_svaren.docx | |
File Size: | 18 kb |
File Type: | docx |
Agenda: 12/10/13
LA 10 Honors – Tuesday, December 10th – Day 66
1. As you come in: vote on the whiteboard! Do you think you’ll choose a newspaper, audio/visual, or short story format for your oral history? (You’re not committing yourself, just giving me an idea of who might do what.)
2. Newspaper Format: “My Story: A New Beginning”
a. What is this story about?
b. What are the elements of “newspaper structure” present in this example? Are there any that are missing?
c. What’s done well here? Could anything be improved?
3. Short Story Format: An Oral History of Adama Bah
4. Tomorrow:
a. Audio/Visual Format
b. Choosing your format and brainstorming development of the final product.
c. Remember: you are completing your interview by tomorrow night and bringing your interview material (written or printed notes, sound recordings, video, etc.) with you to class on Thursday.
*****Today's class notes on "My Story: A New Beginning" and the Newspaper Format are below*****
1. As you come in: vote on the whiteboard! Do you think you’ll choose a newspaper, audio/visual, or short story format for your oral history? (You’re not committing yourself, just giving me an idea of who might do what.)
2. Newspaper Format: “My Story: A New Beginning”
a. What is this story about?
b. What are the elements of “newspaper structure” present in this example? Are there any that are missing?
c. What’s done well here? Could anything be improved?
3. Short Story Format: An Oral History of Adama Bah
4. Tomorrow:
a. Audio/Visual Format
b. Choosing your format and brainstorming development of the final product.
c. Remember: you are completing your interview by tomorrow night and bringing your interview material (written or printed notes, sound recordings, video, etc.) with you to class on Thursday.
*****Today's class notes on "My Story: A New Beginning" and the Newspaper Format are below*****
class_notes_-_newspaper_format.docx | |
File Size: | 13 kb |
File Type: | docx |
Agenda: 12/9/13
LA 10 Honors – Monday, December 9th – Day 65
1. Monday Mania!
2. Do you need your Interview Planning packet back from me?
3. Interview progress:
a. Did anyone conduct their interview over the weekend? What went well? What surprised you?
b. What method are you using to preserve your interview?
4. Oral History Final Project: Options and Examples
a. Option 1: Newspaper Article
b. Option 2: Short Story
c. Option 3: Audio/Visual Presentation
5. End-of-unit party? Exit Through the Gift Shop
1. Monday Mania!
2. Do you need your Interview Planning packet back from me?
3. Interview progress:
a. Did anyone conduct their interview over the weekend? What went well? What surprised you?
b. What method are you using to preserve your interview?
4. Oral History Final Project: Options and Examples
a. Option 1: Newspaper Article
b. Option 2: Short Story
c. Option 3: Audio/Visual Presentation
5. End-of-unit party? Exit Through the Gift Shop
journal_entry_-_newspaper_article_format.pdf | |
File Size: | 84 kb |
File Type: |
Agenda: 12/6/13
LA 10 Honors – Friday, December 6th – Day 64
1. Happy Friday! Here is what you need to accomplish by the end of class today:
a. Complete all of the parts of your Interview Planning worksheet:
i. Interview resource printing, reading, annotating, summarizing (don’t forget to email me your resource link).
ii. Answering questions about your interviewee
iii. Preparing questions for your interviewee
b. BY THE END OF CLASS: Email your completed document to [email protected] (link on webpage) or give me your printed/written answers.
2. Some reminders:
a. Your interview must be complete by Wednesday, December 11th. You will begin working with your interview material in class the following day.
b. Although your interview questions may (and probably will!) undergo some evolution during the interview process, you still must demonstrate that you have a complete plan prepared for this interview.
c. Keep all of the preparatory work that you are doing (for example, your pre-interviews). You may be called on to turn ALL of this in!
d. You should have finished reading your IRP by the time you return from winter break (that means about 4 weeks)
3. Next week: exploring different ways to turn your completed interview material into a final project.
1. Happy Friday! Here is what you need to accomplish by the end of class today:
a. Complete all of the parts of your Interview Planning worksheet:
i. Interview resource printing, reading, annotating, summarizing (don’t forget to email me your resource link).
ii. Answering questions about your interviewee
iii. Preparing questions for your interviewee
b. BY THE END OF CLASS: Email your completed document to [email protected] (link on webpage) or give me your printed/written answers.
2. Some reminders:
a. Your interview must be complete by Wednesday, December 11th. You will begin working with your interview material in class the following day.
b. Although your interview questions may (and probably will!) undergo some evolution during the interview process, you still must demonstrate that you have a complete plan prepared for this interview.
c. Keep all of the preparatory work that you are doing (for example, your pre-interviews). You may be called on to turn ALL of this in!
d. You should have finished reading your IRP by the time you return from winter break (that means about 4 weeks)
3. Next week: exploring different ways to turn your completed interview material into a final project.
Agenda: 12/5/13
LA 10 Honors – Thursday, December 5th – Day 63
1. As you enter: grab your journal, a slip of colored paper, and a marker (that will be visible on your paper) from the front table.
2. Interview wall: what’s your final interview choice?
a. Write their name and a few identifying details*, and the interview focus you have in mind.
*Unless yours is an anonymous subject
3. Today: forming a plan for your interview.
a. In the computer lab, you can find the Interview Planning sheet on the class website. Open your own copy and be sure to save it (USB, Google Drive, your student folder, etc) for further development tomorrow.
4. By the end of the period tomorrow, you need to have completed all portions of your Interview Planning sheet.
*****You must complete your interview by Wednesday, December 11th*****
1. As you enter: grab your journal, a slip of colored paper, and a marker (that will be visible on your paper) from the front table.
2. Interview wall: what’s your final interview choice?
a. Write their name and a few identifying details*, and the interview focus you have in mind.
*Unless yours is an anonymous subject
3. Today: forming a plan for your interview.
a. In the computer lab, you can find the Interview Planning sheet on the class website. Open your own copy and be sure to save it (USB, Google Drive, your student folder, etc) for further development tomorrow.
4. By the end of the period tomorrow, you need to have completed all portions of your Interview Planning sheet.
*****You must complete your interview by Wednesday, December 11th*****
interview_planning_worksheet.docx | |
File Size: | 17 kb |
File Type: | docx |
Agenda: 12/4/13
LA 10 Honors – Wednesday, December 4th – Day 62
1. NB: your (two minimum) pre-interviews are due tomorrow, along with your decision for final choice of interview.
2. Yellow Rain: Your reactions
a. Group up with two other people who read the same epilogue as you (Jad’s, or Robert’s). Take 5 minutes to summarize the epilogue that you all read, and discuss your reactions to it.
b. Find one person who read the other epilogue, and take a few minutes to compare the differences between them and your reactions.
c. Whole-group debrief.
3. Journal check: Semester 1, Check 2
a. Get a journal check slip, fill in your name, the required journal entry page numbers, and your choice of strongest entry from November or December. Place the slip at the page of the entry that occurs first. You will get your journals back tomorrow.
1. NB: your (two minimum) pre-interviews are due tomorrow, along with your decision for final choice of interview.
2. Yellow Rain: Your reactions
a. Group up with two other people who read the same epilogue as you (Jad’s, or Robert’s). Take 5 minutes to summarize the epilogue that you all read, and discuss your reactions to it.
b. Find one person who read the other epilogue, and take a few minutes to compare the differences between them and your reactions.
c. Whole-group debrief.
3. Journal check: Semester 1, Check 2
a. Get a journal check slip, fill in your name, the required journal entry page numbers, and your choice of strongest entry from November or December. Place the slip at the page of the entry that occurs first. You will get your journals back tomorrow.
Agenda: 12/3/13
LA 10 Honors – Tuesday, December 3rd – Day 61
1. ACT Plan: 5 minutes to go over your results
2. Journal Entry: Yellow Rain
a. Choose a point in the interview at which you think things truly began to go wrong. What was it? Was it one particular thing that was said, or a series of statements?
b. Would it have been possible to avoid this result? If so, how?
c. Do the interviewees bear any responsibility for how the interview turned out? Explain your opinion.
d. Which of our tips for a good interview/avoiding a bad interview do you think would apply to this situation? Explain.
3. Homework: Epilogues, from Robert and Jad
a. Choose one epilogue to take home, read and annotate it, and respond to the question on the back of the text.
5. NB: your (two minimum) pre-interviews are due Thursday
1. ACT Plan: 5 minutes to go over your results
2. Journal Entry: Yellow Rain
a. Choose a point in the interview at which you think things truly began to go wrong. What was it? Was it one particular thing that was said, or a series of statements?
b. Would it have been possible to avoid this result? If so, how?
c. Do the interviewees bear any responsibility for how the interview turned out? Explain your opinion.
d. Which of our tips for a good interview/avoiding a bad interview do you think would apply to this situation? Explain.
3. Homework: Epilogues, from Robert and Jad
a. Choose one epilogue to take home, read and annotate it, and respond to the question on the back of the text.
5. NB: your (two minimum) pre-interviews are due Thursday
yellow_rain_epilogues.docx | |
File Size: | 20 kb |
File Type: | docx |
Agenda: 12/2/13
LA 10 Honors – Monday, December 2nd – Day 60
1. Welcome back from your break! Reflect on your long weekend in Monday Mania?
2. Pre-interview packets
a. Check-off
b. Small-group debrief: who are your top three possibilities?
3. Conducting pre-interviews
a. Why is a pre-interview valuable? What are the goals?
b. Prepare a pre-interview form for each possibility
c. These are due by Thursday December 5th
4. Tomorrow: When interviews go wrong! (and what you can do to prevent this)
1. Welcome back from your break! Reflect on your long weekend in Monday Mania?
2. Pre-interview packets
a. Check-off
b. Small-group debrief: who are your top three possibilities?
3. Conducting pre-interviews
a. Why is a pre-interview valuable? What are the goals?
b. Prepare a pre-interview form for each possibility
c. These are due by Thursday December 5th
4. Tomorrow: When interviews go wrong! (and what you can do to prevent this)
pre-interview_form.docx | |
File Size: | 30 kb |
File Type: | docx |
Agenda: 11/27/13
LA 10 Honors – Wednesday, November 27th – Day 59
1. Journal Entry: Ira Glass Is A Guy’s Name
a. After listening to Ms. Lewis read a few selections of Ira Glass’ contribution to the “Yes There Is A Baby” interview, answer the following question:
i. How did Mr. Glass use his role as the interviewer to shape this story? Use as many examples as you can, and be as specific as possible.
ii. In your opinion, what are the best things an interviewer can do to make sure the interview goes well and produces a personal, deep, profound result? Make a list or describe this in a paragraph. Be detailed.
iii. To get the sort of worthwhile story described above, what sort of questions, behaviors, or actions would you want to avoid as an interviewer?
b. Sharing out parts ii and iii
2. Weekend Assignment: Oral History Pre-Interview Prep Packet
a. Read through the packet and be sure you understand what you are being asked to do.
1. Journal Entry: Ira Glass Is A Guy’s Name
a. After listening to Ms. Lewis read a few selections of Ira Glass’ contribution to the “Yes There Is A Baby” interview, answer the following question:
i. How did Mr. Glass use his role as the interviewer to shape this story? Use as many examples as you can, and be as specific as possible.
ii. In your opinion, what are the best things an interviewer can do to make sure the interview goes well and produces a personal, deep, profound result? Make a list or describe this in a paragraph. Be detailed.
iii. To get the sort of worthwhile story described above, what sort of questions, behaviors, or actions would you want to avoid as an interviewer?
b. Sharing out parts ii and iii
2. Weekend Assignment: Oral History Pre-Interview Prep Packet
a. Read through the packet and be sure you understand what you are being asked to do.
pre-interview_packet.docx | |
File Size: | 46 kb |
File Type: | docx |
Agenda: 11/26/13
LA 10 Honors – Tuesday, November 26th – Day 58
1. New seats!
2. Finishing “Yes, There Is a Baby” – the last five minutes
3. Time to add to your journal entries before discussing?
4. Discussion of "Yes There Is a Baby" journal entries
1. New seats!
2. Finishing “Yes, There Is a Baby” – the last five minutes
3. Time to add to your journal entries before discussing?
4. Discussion of "Yes There Is a Baby" journal entries
Agenda: 11/25/13
LA 10 Honors – Monday, November 25th – Day 57
1. Monday Mania!
2. Weekend homework debrief: Oral History Idea Collection
a. Share out
3. Exploring different ways of preserving histories:
√ Oral story-telling (“Ionesco”)
√ Newspaper articles (“An Ingraham Story”)
Oral interviews (“Yes There Is a Baby”) – start by 2:00
a. Read the handout carefully, prepare note-taking paper if you wish, and listen to the story. Your journal entry is due tomorrow.
4. Please put your chairs up in the last few minutes of class!
"Yes There Is a Baby":
31:44 to end of recording.
1. Monday Mania!
2. Weekend homework debrief: Oral History Idea Collection
a. Share out
3. Exploring different ways of preserving histories:
√ Oral story-telling (“Ionesco”)
√ Newspaper articles (“An Ingraham Story”)
Oral interviews (“Yes There Is a Baby”) – start by 2:00
a. Read the handout carefully, prepare note-taking paper if you wish, and listen to the story. Your journal entry is due tomorrow.
4. Please put your chairs up in the last few minutes of class!
"Yes There Is a Baby":
31:44 to end of recording.
journal_entry_11-15-13_-_yes_there_is_a_baby.docx | |
File Size: | 13 kb |
File Type: | docx |
Agenda: 11/22/13
LA 10 Honors – Friday, November 22nd – Day 56
1. Journal Entry: An Imaginary Interview. Consider our conversation from the end of the day yesterday, when I asked you to consider the perspectives that weren’t given in this story. Think of the BIG one: the person at the center of the controversy.
a. What kind of information would you want to get from him?
b. What questions would help you get that information?
c. What would you have to be careful about in interviewing this person?
2. IRP check-in
3. Weekend Homework: Oral History Idea Collection
1. Journal Entry: An Imaginary Interview. Consider our conversation from the end of the day yesterday, when I asked you to consider the perspectives that weren’t given in this story. Think of the BIG one: the person at the center of the controversy.
a. What kind of information would you want to get from him?
b. What questions would help you get that information?
c. What would you have to be careful about in interviewing this person?
2. IRP check-in
3. Weekend Homework: Oral History Idea Collection
oh_-_idea_collection.docx | |
File Size: | 13 kb |
File Type: | docx |
Agenda: 11/21/13
LA 10 Honors – Thursday, November 21st – Day 55
1. Debrief: An Ingraham Story Part II
2. The final installment: An Ingraham Story, Part III
a. Read, annotate, respond, and discuss
1. Debrief: An Ingraham Story Part II
2. The final installment: An Ingraham Story, Part III
a. Read, annotate, respond, and discuss
an_ingraham_story_iii.docx | |
File Size: | 29 kb |
File Type: | docx |
Agenda: 11/20/13
LA 10 Honors – Tuesday, November 19th – Day 53
1. Pop quiz review
2. In Ingraham Story: Part I
3. An Ingraham story: Part II
1. Pop quiz review
2. In Ingraham Story: Part I
3. An Ingraham story: Part II
an_ingraham_story_ii.docx | |
File Size: | 18 kb |
File Type: | docx |
Agenda: 11/19/13
LA 10 Honors – Tuesday, November 19th – Day 53
1. Pop quiz!
2. Journal Entry: Stories
a. Choose the quote you stood by yesterday and respond to it. What does it mean to you? Why do you agree with it? Can you give some examples of how this applies to your life?
3. What do we know about Mr. Floe?
4. Look at this
a. And then discuss this: what do you see in this drawing: literally? Figuratively? What’s the agenda of this drawing? Whose “slant” is on this drawing?
5. An Ingraham Story: Part I
1. Pop quiz!
2. Journal Entry: Stories
a. Choose the quote you stood by yesterday and respond to it. What does it mean to you? Why do you agree with it? Can you give some examples of how this applies to your life?
3. What do we know about Mr. Floe?
4. Look at this
a. And then discuss this: what do you see in this drawing: literally? Figuratively? What’s the agenda of this drawing? Whose “slant” is on this drawing?
5. An Ingraham Story: Part I
an_ingraham_story_i.docx | |
File Size: | 17 kb |
File Type: | docx |
Agenda: 11/18/13
LA 10 Honors – Monday, November 18th – Day 52
1. Monday Mania! Can you tell a story with yours?
2. Small group discussion: the Stories PowerPoint “Your Turn” questions
3. Journal Entry: Value of OH
a. Why is it important to preserve oral histories? Class answer: Because they offer history and personal experiences that would otherwise be lost forever.
b. What do oral histories offer that written histories may not? Class answer: They offer a personal, "unofficial" version of a story.
c. What sort of individual viewpoint do oral histories tend to give? Class answer: Oral histories tend to give a first-person, biased view of history.
4. Vote with your feet! Story quotes
5. Homework: ask the adults, or people older than you, at home, what they know about Mr. Floe.
1. Monday Mania! Can you tell a story with yours?
2. Small group discussion: the Stories PowerPoint “Your Turn” questions
3. Journal Entry: Value of OH
a. Why is it important to preserve oral histories? Class answer: Because they offer history and personal experiences that would otherwise be lost forever.
b. What do oral histories offer that written histories may not? Class answer: They offer a personal, "unofficial" version of a story.
c. What sort of individual viewpoint do oral histories tend to give? Class answer: Oral histories tend to give a first-person, biased view of history.
4. Vote with your feet! Story quotes
5. Homework: ask the adults, or people older than you, at home, what they know about Mr. Floe.
Agenda: 11/15/13
LA 10 Honors – Friday, November 15th – Day 51
1. A few more storytelling examples
2. PowerPoint presentation: what’s the point of stories, anyway?
a. Journal Entry: Stories PowerPoint Responses
i. Finish the last page’s questions as homework.
*****If you were not in class today: View the following PowerPoint and respond to the questions in your journal.*****
1. A few more storytelling examples
2. PowerPoint presentation: what’s the point of stories, anyway?
a. Journal Entry: Stories PowerPoint Responses
i. Finish the last page’s questions as homework.
*****If you were not in class today: View the following PowerPoint and respond to the questions in your journal.*****
what_is_the_point_of_stories_powerpoint.pptx | |
File Size: | 74 kb |
File Type: | pptx |
Agenda: 11/14/13
LA 10 Honors – Thursday, November 14th – Day 50
1. Journal Entry: Telephone
a. What did the “telephone” game from yesterday show you about how a story can evolve over a period of time? Name some factors that can cause a story to evolve as many different people tell it. Is this always a bad thing? Why or why not?
b. Think of a story you know of that has been around for a very long time (hundreds of years at least). How might this story have been affected by the passage of time?
2. Small group discussions: Bedouin Authors and the Oral Tradition
1. Journal Entry: Telephone
a. What did the “telephone” game from yesterday show you about how a story can evolve over a period of time? Name some factors that can cause a story to evolve as many different people tell it. Is this always a bad thing? Why or why not?
b. Think of a story you know of that has been around for a very long time (hundreds of years at least). How might this story have been affected by the passage of time?
2. Small group discussions: Bedouin Authors and the Oral Tradition
Agenda: 11/13/13
LA 10 Honors – Wednesday, November 13th – Day 49
1. Review your journal entries from yesterday/last night. On the slip of paper I give you, note down someone in your life who is a story-teller, what kind of stories they tell (or a specific example), and what the purpose of their story is. On the other side of the paper, write your first name.
2. “The elderly are the books of the young”: journal entry discussion.
3. Discussion question: what’s the most important technological advance in history?
4. Telephone
5. The Bedouin oral tradition
a. Journal entries due tomorrow at the beginning of class
***If you were not in class today: you need to download and respond to the attached file.***
1. Review your journal entries from yesterday/last night. On the slip of paper I give you, note down someone in your life who is a story-teller, what kind of stories they tell (or a specific example), and what the purpose of their story is. On the other side of the paper, write your first name.
2. “The elderly are the books of the young”: journal entry discussion.
3. Discussion question: what’s the most important technological advance in history?
4. Telephone
5. The Bedouin oral tradition
a. Journal entries due tomorrow at the beginning of class
***If you were not in class today: you need to download and respond to the attached file.***
bedouin_authors_and_the_oral_tradition.docx | |
File Size: | 55 kb |
File Type: | docx |
Agenda: 11/12/13
LA 10 Honors – Tuesday, November 12th – Day 48
1. Reminder: today is your last day to finalize your IRP choice. You will be receiving assignment details soon – for now, put yourself on course to finish reading this before Winter Break (December 21st to January 5th).
2. Tuesday Mania!
3. Graffiti: Recording responses to “Lost in Translation” journal entries. Include your name on each entry. Summarize as necessary.
a. What does an oral history offer that a printed story does not, and vice versa? Be specific, and write down as many differences between the two as possible. How were these differences evident in “Lost in Translation”?
b. What are some of the potential pitfalls of maintaining a history in oral form rather than written form?
c. Do a bit of research to find a culture, or a group of people, who have historically relied on oral history. Why, and how, was oral history important to this culture?
d. In a few sentences, summarize Michael Rips’ story, “Lost in Translation.” Then in a few sentences, imagine how this same series of events would be told from the viewpoint of the organization putting on the competition. How do these two versions of events differ?
4. Journal Entry: Telling Stories
a. Who do you know in your life who likes to tell stories? Did any of your family members tell you bedtime stories, or do they like to tell stories now, at gatherings, meals, holidays, or other times? Are there important stories or tales, possible relating to your culture, religion, or family history, that are related over and over in some form or another (prayers, songs, conversations)? Write down a few examples with some details about each. These can come from anyone you have listened to.
b. Consider the stories you noted down above, and decide what you think the goal of each story is. Is it to entertain? Teach a lesson? Give a warning? Convey historically important information? Give the listener a snapshot of another time? In other words, what makes these stories worth being told, and worth being heard?
c. Respond to the following proverb: “The elderly are the books of the young.” What does this mean to you?
1. Reminder: today is your last day to finalize your IRP choice. You will be receiving assignment details soon – for now, put yourself on course to finish reading this before Winter Break (December 21st to January 5th).
2. Tuesday Mania!
3. Graffiti: Recording responses to “Lost in Translation” journal entries. Include your name on each entry. Summarize as necessary.
a. What does an oral history offer that a printed story does not, and vice versa? Be specific, and write down as many differences between the two as possible. How were these differences evident in “Lost in Translation”?
b. What are some of the potential pitfalls of maintaining a history in oral form rather than written form?
c. Do a bit of research to find a culture, or a group of people, who have historically relied on oral history. Why, and how, was oral history important to this culture?
d. In a few sentences, summarize Michael Rips’ story, “Lost in Translation.” Then in a few sentences, imagine how this same series of events would be told from the viewpoint of the organization putting on the competition. How do these two versions of events differ?
4. Journal Entry: Telling Stories
a. Who do you know in your life who likes to tell stories? Did any of your family members tell you bedtime stories, or do they like to tell stories now, at gatherings, meals, holidays, or other times? Are there important stories or tales, possible relating to your culture, religion, or family history, that are related over and over in some form or another (prayers, songs, conversations)? Write down a few examples with some details about each. These can come from anyone you have listened to.
b. Consider the stories you noted down above, and decide what you think the goal of each story is. Is it to entertain? Teach a lesson? Give a warning? Convey historically important information? Give the listener a snapshot of another time? In other words, what makes these stories worth being told, and worth being heard?
c. Respond to the following proverb: “The elderly are the books of the young.” What does this mean to you?
Agenda: 11/8/13
LA 10 Honors – Thursday, November 7th – Day 46
1. Reminder: your IRP choice is due today. You may make a change by Tuesday at the latest if you don’t like your first choice. Check out the recommendations going up on the website for ideas!
2. Choice day: a generous gift from a teacher who cares about you, and wants you to have a good long weekend.
a. Read the self-monitoring worksheet carefully and decide how you want to make the best academic use of this time.
b. Proceed demurely to the library where Ms. Lewis has reserved some space and computers.
c. Complete the worksheet by the end of the period.
3. Have an excellent long weekend!
1. Reminder: your IRP choice is due today. You may make a change by Tuesday at the latest if you don’t like your first choice. Check out the recommendations going up on the website for ideas!
2. Choice day: a generous gift from a teacher who cares about you, and wants you to have a good long weekend.
a. Read the self-monitoring worksheet carefully and decide how you want to make the best academic use of this time.
b. Proceed demurely to the library where Ms. Lewis has reserved some space and computers.
c. Complete the worksheet by the end of the period.
3. Have an excellent long weekend!
choice_day_self-eval.docx | |
File Size: | 16 kb |
File Type: | docx |
Agenda: 11/7/13
LA 10 Honors – Thursday, November 7th – Day 46
1. SAT Question of the Day
2. IRP sign-up sheet
a. You must choose a book by Friday. Read a few pages over the weekend. If you don’t like it, Tuesday is your LAST CHANCE to change it.
b. Book recommendations
3. Oral History: Introduction
a. Looking back at your oral history intro – what IS oral history?
b. Listening to an oral history example: The Moth: True Stories Told Live
c. Journal Entry: Lost In Translation (see below for link to story broadcast)
i. What does an oral history offer that a printed story does not, and vice versa? Be specific, and write down as many differences between the two as possible. How were these differences evident in “Lost in Translation”?
ii. What are some of the potential pitfalls of maintaining a history in oral form rather than written form?
iii. Do a bit of research to find a culture, or a group of people, who have historically relied on oral history. Why, and how, was oral history important to this culture?
iv. In a few sentences, summarize Michael Rips’ story, “Lost in Translation.” Then in a few sentences, imagine how this same series of events would be told from the viewpoint of the organization putting on the competition. How do these two versions of events differ?
4. Finish this journal entry (it would be VERY hard to thoroughly answer these questions in less than 1.5 pages, wouldn’t it?) by the beginning of class Tuesday.
5. Book Recommendations: Anyone want extra credit?
******To listen to "Lost in Translation" again, or to explore some of the other oral histories presented by The Moth, click here: http://themoth.org/posts/stories/lost-in-translation******
1. SAT Question of the Day
2. IRP sign-up sheet
a. You must choose a book by Friday. Read a few pages over the weekend. If you don’t like it, Tuesday is your LAST CHANCE to change it.
b. Book recommendations
3. Oral History: Introduction
a. Looking back at your oral history intro – what IS oral history?
b. Listening to an oral history example: The Moth: True Stories Told Live
c. Journal Entry: Lost In Translation (see below for link to story broadcast)
i. What does an oral history offer that a printed story does not, and vice versa? Be specific, and write down as many differences between the two as possible. How were these differences evident in “Lost in Translation”?
ii. What are some of the potential pitfalls of maintaining a history in oral form rather than written form?
iii. Do a bit of research to find a culture, or a group of people, who have historically relied on oral history. Why, and how, was oral history important to this culture?
iv. In a few sentences, summarize Michael Rips’ story, “Lost in Translation.” Then in a few sentences, imagine how this same series of events would be told from the viewpoint of the organization putting on the competition. How do these two versions of events differ?
4. Finish this journal entry (it would be VERY hard to thoroughly answer these questions in less than 1.5 pages, wouldn’t it?) by the beginning of class Tuesday.
5. Book Recommendations: Anyone want extra credit?
******To listen to "Lost in Translation" again, or to explore some of the other oral histories presented by The Moth, click here: http://themoth.org/posts/stories/lost-in-translation******
Agenda: 11/6/13
LA 10 Honors – Wednesday, November 6th – Day 45
1. Journal Check #1 goes in the sixth period inbox as you come in the door.
2. Time to return your Persepolis book!
3. Journal entry continuation: Get out your journal and look over your journal entry from yesterday. Refresh your memory as to what you wrote, and then add: considering what you know you do like in a book or genre, what do you not like? Why? Is there a particular reading experience that has caused you to dismiss or avoid a genre? AND/OR: is there a genre that you expected to not like, or have disliked in the past, that you changed your mind about? What changed your mind?
4. Continuation of genre discussion
5. IRP project introduction
a. Requirements: fiction, appropriate reading level.
b. Assignment details: to be revealed.
c. Assignment timeline: 8 weeks
6. Library time: choosing an IRP book.
1. Journal Check #1 goes in the sixth period inbox as you come in the door.
2. Time to return your Persepolis book!
3. Journal entry continuation: Get out your journal and look over your journal entry from yesterday. Refresh your memory as to what you wrote, and then add: considering what you know you do like in a book or genre, what do you not like? Why? Is there a particular reading experience that has caused you to dismiss or avoid a genre? AND/OR: is there a genre that you expected to not like, or have disliked in the past, that you changed your mind about? What changed your mind?
4. Continuation of genre discussion
5. IRP project introduction
a. Requirements: fiction, appropriate reading level.
b. Assignment details: to be revealed.
c. Assignment timeline: 8 weeks
6. Library time: choosing an IRP book.
Agenda: 11/5/13
LA 10 Honors – Tuesday, November 5th – Day 44
1. Please staple together your final draft (on top), peer editing feedback (middle), and first draft (bottom). The final draft goes ON TOP. Place in the p. 6 inbox. High five one another. You’re done with Persepolis!
a. Does anyone want to read/perform for extra credit?
2. Tuesday Mania!
3. Journal Entry: Genres
a. What is/are your favorite genre/s of literature? Think of romance, science fiction, realistic fiction, biography, fantasy, supernatural, dystopian, epic, graphic novel, tragedy, humor, mystery, or any other genre or blend of genres out there.
i. What draws you to it? Consider elements like: similarity/dissimilarity to your own life, character development, believability, clarity (or the lack of it), complexity, depth of meaning, the ending, whether it surprises you or not.
ii. Give some examples of texts you’ve enjoyed in that genre, and how you know they fit into that genre’s definition.
4. Journal check : Semester 1 check 1 ***DUE TOMORROW***
5. Survey to do before leaving class: Taylor Tomlinson-Massengale’s math IA
*****If you were not in class today: you need to download the journal check and complete it for tomorrow*****
1. Please staple together your final draft (on top), peer editing feedback (middle), and first draft (bottom). The final draft goes ON TOP. Place in the p. 6 inbox. High five one another. You’re done with Persepolis!
a. Does anyone want to read/perform for extra credit?
2. Tuesday Mania!
3. Journal Entry: Genres
a. What is/are your favorite genre/s of literature? Think of romance, science fiction, realistic fiction, biography, fantasy, supernatural, dystopian, epic, graphic novel, tragedy, humor, mystery, or any other genre or blend of genres out there.
i. What draws you to it? Consider elements like: similarity/dissimilarity to your own life, character development, believability, clarity (or the lack of it), complexity, depth of meaning, the ending, whether it surprises you or not.
ii. Give some examples of texts you’ve enjoyed in that genre, and how you know they fit into that genre’s definition.
4. Journal check : Semester 1 check 1 ***DUE TOMORROW***
5. Survey to do before leaving class: Taylor Tomlinson-Massengale’s math IA
*****If you were not in class today: you need to download the journal check and complete it for tomorrow*****
la10.journal_check_point_one_11-5-13.doc | |
File Size: | 45 kb |
File Type: | doc |
Agenda: 11/4/13
LA 10 Honors – Monday, November 3rd – Day 43
1. Please get out your rough draft so I can check them off.
2. Peer editing
a. Pick up a peer editing rubric.
b. Follow the steps outlined on the rubric.
c. Return to your peer.
d. Continue working toward your final draft. These are due tomorrow at the beginning of class!
******CITATION EXAMPLES******
Here are two examples of how in-text citation could look in this assignment. Visit the MLA citation/reference information page located in yesterday's agenda, below, for more details.
1. I cannot bear to stay in a country where, once I am married, my husband might treat me as a piece of property who is lesser than him (Smith, Jones, Garcia, & Chan, 2013). <-- this is citing a PowerPoint presentation.
2. I am terrified that I will one day return to my house to find it nothing but a pile of broken rubble (Satrapi, 56). <-- this is citing Marjane Satrapi's book.
This is how the alphabetized reference page would look for these two citations:
Satrapi, Marjane. Persepolis. Paris: L'association, 2003.
Smith, J., Jones, S., Garcia, E., & Chan, R. (2013). "The History of Iran." Ingraham High School. Ms. Lewis' classroom, Seattle, WA. September 2013. Informational presentation.
1. Please get out your rough draft so I can check them off.
2. Peer editing
a. Pick up a peer editing rubric.
b. Follow the steps outlined on the rubric.
c. Return to your peer.
d. Continue working toward your final draft. These are due tomorrow at the beginning of class!
******CITATION EXAMPLES******
Here are two examples of how in-text citation could look in this assignment. Visit the MLA citation/reference information page located in yesterday's agenda, below, for more details.
1. I cannot bear to stay in a country where, once I am married, my husband might treat me as a piece of property who is lesser than him (Smith, Jones, Garcia, & Chan, 2013). <-- this is citing a PowerPoint presentation.
2. I am terrified that I will one day return to my house to find it nothing but a pile of broken rubble (Satrapi, 56). <-- this is citing Marjane Satrapi's book.
This is how the alphabetized reference page would look for these two citations:
Satrapi, Marjane. Persepolis. Paris: L'association, 2003.
Smith, J., Jones, S., Garcia, E., & Chan, R. (2013). "The History of Iran." Ingraham High School. Ms. Lewis' classroom, Seattle, WA. September 2013. Informational presentation.
Agenda: 11/1/13
LA 10 Honors – Friday, November 1st – Day 42
1. Take a few moments to review and add to question #3 from your journal entry yesterday:
a. Now that you know the rest of young Marjane’s story, what do you think of her parents’ decision to send her abroad on her own? Was it the right decision? The wrong one? Somewhere in between? Explain your personal opinion.
2. Discussion
3. Persepolis Writing Enterprise: highlights, questions
4. Independent work time
a. Deciding on an option
b. Brainstorming, sketching, drafting – who are you addressing? What’s your reasoning for your decision? What are the pros and cons of your decision? What are you torn, or tormented, about?
c. Perusing your resources for citation ideas and inspiration: all of the Iran PowerPoints/Prezis are available on the class website.
MLA style guide: https://owl.english.purdue.edu/owl/resource/747/01/
1. Take a few moments to review and add to question #3 from your journal entry yesterday:
a. Now that you know the rest of young Marjane’s story, what do you think of her parents’ decision to send her abroad on her own? Was it the right decision? The wrong one? Somewhere in between? Explain your personal opinion.
2. Discussion
3. Persepolis Writing Enterprise: highlights, questions
4. Independent work time
a. Deciding on an option
b. Brainstorming, sketching, drafting – who are you addressing? What’s your reasoning for your decision? What are the pros and cons of your decision? What are you torn, or tormented, about?
c. Perusing your resources for citation ideas and inspiration: all of the Iran PowerPoints/Prezis are available on the class website.
MLA style guide: https://owl.english.purdue.edu/owl/resource/747/01/
culture_in_iran.pptx | |
File Size: | 3024 kb |
File Type: | pptx |
pre-islamic_revolution_iranian_society.pptx | |
File Size: | 2116 kb |
File Type: | pptx |
iran_post-revolution.ppt | |
File Size: | 1564 kb |
File Type: | ppt |
pre-islamic_revolution_iranian_society_-_updated.pptx | |
File Size: | 2984 kb |
File Type: | pptx |
islam_and_its_effect_on_iran_2.pptx | |
File Size: | 1444 kb |
File Type: | pptx |
the_shah_of_iran-pp-final_2.pptx | |
File Size: | 2893 kb |
File Type: | pptx |
Agenda: 10/31/13
LA 10 Honors – Thursday, October 31st – Day 41
1. Thursday Mania, Halloween edition!
2. Persepolis Character Web gallery walk
a. Take two sticky notes and use them to make comments (of surprise at the layout, awe, praise of the creative adjectives, enlightenment at the phrases used to connect characters, whatever positive reaction a character web inspires in you, as long as it’s SPECIFIC [i.e., “good job with the colors” is not sufficient]). You may not leave your first comment on a web that already has a sticky note on it, until every web has at least one note.
3. Discussion: Journal Entry: The Persepolis Movie
a. Were you surprised at how Marji’s story evolved after she left for Vienna? Explain why or why not. What was the most or least surprising element of the story, to you?
b. Marjane Satrapi said in one of the interviews we watched that Persepolis isn’t exactly an autobiography – she told the story as she remembered it, as it felt to her. What could she mean by that? Are there any parts of the story (in the book or the film) that you think she exaggerated or semi-fictionalized in order to show how she perceived an event?
c. Now that you know the rest of young Marjane’s story, what do you think of her parents’ decision to send her abroad on her own? Was it the right decision? The wrong one? Somewhere in between? Explain your personal opinion.
4. Introduction: Persepolis Writing Enterprise
1. Thursday Mania, Halloween edition!
2. Persepolis Character Web gallery walk
a. Take two sticky notes and use them to make comments (of surprise at the layout, awe, praise of the creative adjectives, enlightenment at the phrases used to connect characters, whatever positive reaction a character web inspires in you, as long as it’s SPECIFIC [i.e., “good job with the colors” is not sufficient]). You may not leave your first comment on a web that already has a sticky note on it, until every web has at least one note.
3. Discussion: Journal Entry: The Persepolis Movie
a. Were you surprised at how Marji’s story evolved after she left for Vienna? Explain why or why not. What was the most or least surprising element of the story, to you?
b. Marjane Satrapi said in one of the interviews we watched that Persepolis isn’t exactly an autobiography – she told the story as she remembered it, as it felt to her. What could she mean by that? Are there any parts of the story (in the book or the film) that you think she exaggerated or semi-fictionalized in order to show how she perceived an event?
c. Now that you know the rest of young Marjane’s story, what do you think of her parents’ decision to send her abroad on her own? Was it the right decision? The wrong one? Somewhere in between? Explain your personal opinion.
4. Introduction: Persepolis Writing Enterprise
persepolis_writing_enterprise.docx | |
File Size: | 18 kb |
File Type: | docx |
Agenda: 10/30/13
LA 10 Honors – Wednesday, October 30th – Day 40
1. Period 6 11:20 – 11:55, Lunch 12:00 – 12:30, then dismissal
2. Finishing Persepolis
3. Homework:
a. Journal Entry: The Persepolis Movie
i. Respond to each of the below prompts in a substantial manner (i.e., at least a significant paragraph apiece)
1. Were you surprised at how Marji’s story evolved after she left for Vienna? Explain why or why not. What was the most or least surprising element of the story, to you?
2. Marjane Satrapi said in one of the interviews we watched that Persepolis isn’t exactly an autobiography – she told the story as she remembered it, as it felt to her. What could she mean by that? Are there any parts of the story (in the book or the film) that you think she exaggerated or semi-fictionalized in order to show how she perceived an event?
3. Now that you know the rest of young Marjane’s story, what do you think of her parents’ decision to send her abroad on her own? Was it the right decision? The wrong one? Somewhere in between? Explain your personal opinion.
1. Period 6 11:20 – 11:55, Lunch 12:00 – 12:30, then dismissal
2. Finishing Persepolis
3. Homework:
a. Journal Entry: The Persepolis Movie
i. Respond to each of the below prompts in a substantial manner (i.e., at least a significant paragraph apiece)
1. Were you surprised at how Marji’s story evolved after she left for Vienna? Explain why or why not. What was the most or least surprising element of the story, to you?
2. Marjane Satrapi said in one of the interviews we watched that Persepolis isn’t exactly an autobiography – she told the story as she remembered it, as it felt to her. What could she mean by that? Are there any parts of the story (in the book or the film) that you think she exaggerated or semi-fictionalized in order to show how she perceived an event?
3. Now that you know the rest of young Marjane’s story, what do you think of her parents’ decision to send her abroad on her own? Was it the right decision? The wrong one? Somewhere in between? Explain your personal opinion.
Agenda: 10/29/13
LA 10 Honors – Tuesday, October 29th – Day 39
1. If you didn’t turn it in yesterday: put your oral history homework in the p. 6 inbox
2. Leave your annotations with me (book with stickies, or journal)
3. Persepolis
1. If you didn’t turn it in yesterday: put your oral history homework in the p. 6 inbox
2. Leave your annotations with me (book with stickies, or journal)
3. Persepolis
Agenda: 10/28/13
LA 10 Honors – Monday, October 28th – Day 38
1. Oral History Homework to the 6th period inbox
2. Guest speaker: Phyllis Fletcher from KUOW
a. Journal Entry: Ms. Fletcher
i. At least two things that surprise you, that you find interesting, or that are personally relevant to you.
ii. At least two questions or comments for Ms. Fletcher
1. Oral History Homework to the 6th period inbox
2. Guest speaker: Phyllis Fletcher from KUOW
a. Journal Entry: Ms. Fletcher
i. At least two things that surprise you, that you find interesting, or that are personally relevant to you.
ii. At least two questions or comments for Ms. Fletcher
Agenda: 10/25/13
LA 10 Honors – Friday, October 25th – Day 37
1. Class today is from 1:45-2:30
2. Set your project on the front table as you come in.
3. Potluck! Please take a sticky note and label your contribution
a. Nuts? Eggs? Dairy? Gluten? Vegan? Vegetarian? Awesome? Fabulous? Exquisite? Appetizing?
4. “Persepolis”
5. Last 5 minutes: blurb and homework: Monday’s guest speaker
a. Phyllis Fletcher from KUOW
*****If you were not in class today - you need to complete the homework below and turn your character web in to me on Monday*****
1. Class today is from 1:45-2:30
2. Set your project on the front table as you come in.
3. Potluck! Please take a sticky note and label your contribution
a. Nuts? Eggs? Dairy? Gluten? Vegan? Vegetarian? Awesome? Fabulous? Exquisite? Appetizing?
4. “Persepolis”
5. Last 5 minutes: blurb and homework: Monday’s guest speaker
a. Phyllis Fletcher from KUOW
*****If you were not in class today - you need to complete the homework below and turn your character web in to me on Monday*****
oral_history_prewrite.docx | |
File Size: | 14 kb |
File Type: | docx |
Agenda: 10/24/13
LA 10 Honors – Thursday, October 24th – Day 36
1. SAT Question of the Day
2. Continuation of mini-lesson: apostrophes
a. Different uses
b. Creating quizzes
3. NB:
a. Tomorrow, your Character Web is due at the beginning of class
b. Tomorrow, I will ask you to leave me your journal or your book so I can check annotations
c. Kellee, Kyle, Toby: Do you want me to call your parents?!?
1. SAT Question of the Day
2. Continuation of mini-lesson: apostrophes
a. Different uses
b. Creating quizzes
3. NB:
a. Tomorrow, your Character Web is due at the beginning of class
b. Tomorrow, I will ask you to leave me your journal or your book so I can check annotations
c. Kellee, Kyle, Toby: Do you want me to call your parents?!?
film_release_for_persepolis.docx | |
File Size: | 15 kb |
File Type: | docx |
Agenda: 10/23/13
LA 10 Honors – Wednesday, October 23rd – Day 35
1. New seating chart!
2. Blurb: study abroad
3. Journal Entry: My Mother, My Wife
a. Marjane Satrapi says: “I always say that if I were a man I might say that Iran is my mother and France is my wife. My mother, whether she’s crazy or not, I would die for her, no matter what she is my mother. She is me and I am her. My wife I can cheat on with another woman, I can leave her, I can also love her and make her children, I can do all of that but it’s not like with my mother.”
Explain what you think Satrapi means by this metaphor.
4. Share-out
a. Other metaphor examples?
b. Best/worst part of leaving?
5. Mini-lesson: Apostrophes
a. The Oatmeal’s lesson
b. Different types of apostrophe uses
6. NBs:
a. Evan, Hana, Kellee, Kyle, Toby: permission slips!
b. By Friday: finish reading and annotating Persepolis, and finish your well-wrought, effort-demonstrating Character Web. You’ll be showing these off! Make the extra time I’m giving you count! DAZZLE ME!
1. New seating chart!
2. Blurb: study abroad
3. Journal Entry: My Mother, My Wife
a. Marjane Satrapi says: “I always say that if I were a man I might say that Iran is my mother and France is my wife. My mother, whether she’s crazy or not, I would die for her, no matter what she is my mother. She is me and I am her. My wife I can cheat on with another woman, I can leave her, I can also love her and make her children, I can do all of that but it’s not like with my mother.”
Explain what you think Satrapi means by this metaphor.
4. Share-out
a. Other metaphor examples?
b. Best/worst part of leaving?
5. Mini-lesson: Apostrophes
a. The Oatmeal’s lesson
b. Different types of apostrophe uses
6. NBs:
a. Evan, Hana, Kellee, Kyle, Toby: permission slips!
b. By Friday: finish reading and annotating Persepolis, and finish your well-wrought, effort-demonstrating Character Web. You’ll be showing these off! Make the extra time I’m giving you count! DAZZLE ME!
Agenda: 10/22/13
LA 10 Honors – Tuesday, October 22nd – Day 34
1. SAT question of the day
2. NB: permission slips due tomorrow Evan, Jennifer, Hana, Nate, Isaiah, Elena, Briana, Gabriel, Kellee, Kelsie, Ben, Nathaniel, Kyle, Toby
3. Persepolis Character Web rubric
4. Marjane Satrapi
a. Interview 1
i. Reactions?
b. Interview 2
i. Reactions?
c. Excerpts from print interview
i. Read and annotate
5. Journal Entry: Looking Back (a few paragraphs)
a. In light of the interviews we watched and read today, put yourself in Marjane Satrapi’s shoes: imagine having to leave your home country for a long time, if not permanently. How would you feel, if you were her, looking back at the country you left behind? How would you view the country you moved to? Where would you feel you belonged? Why would you (or why would you not) want to go back? What part of America would you miss the most, and why?
b. Satrapi compares Iran to her mother and France to her wife. Come up with your own analogy to explain the relationship between the home place and the adopted place. Are there any examples in your own life of feeling torn between two things?
1. SAT question of the day
2. NB: permission slips due tomorrow Evan, Jennifer, Hana, Nate, Isaiah, Elena, Briana, Gabriel, Kellee, Kelsie, Ben, Nathaniel, Kyle, Toby
3. Persepolis Character Web rubric
4. Marjane Satrapi
a. Interview 1
i. Reactions?
b. Interview 2
i. Reactions?
c. Excerpts from print interview
i. Read and annotate
5. Journal Entry: Looking Back (a few paragraphs)
a. In light of the interviews we watched and read today, put yourself in Marjane Satrapi’s shoes: imagine having to leave your home country for a long time, if not permanently. How would you feel, if you were her, looking back at the country you left behind? How would you view the country you moved to? Where would you feel you belonged? Why would you (or why would you not) want to go back? What part of America would you miss the most, and why?
b. Satrapi compares Iran to her mother and France to her wife. Come up with your own analogy to explain the relationship between the home place and the adopted place. Are there any examples in your own life of feeling torn between two things?
persepolis_character_web_rubric.doc | |
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satrapi_interview_excerpts.docx | |
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File Type: | docx |
Agenda: 10/21/13
LA 10 Honors – Monday, October 21st – Day 33
1. Monday Mania!
2. NB:
a. God as a necessary character
b. Permission slips
c. Friday potluck?
d. CHARACTER WEBS NOW DUE FRIDAY AT THE BEGINNING OF CLASS
3. Journal Entry: To stay or to go?
a. Look back at pages 63 and 64, where we see Marji’s friends and relatives begin to leave the country, as her parents wonder if they should too. Re-read Ebi’s encounter with the Revolutionary Guard on p. 108, and look again at the fate of rebels on p. 117. Whether or not you have read to the end and know Marjane’s family’s choice, answer: if all of these things were happening in your country, would you stay? Or would you go? Consider the benefits and losses of either choice, and explain your answer.
***Remember: by Friday, you should have completed reading and annotating the book as well as your character web.
1. Monday Mania!
2. NB:
a. God as a necessary character
b. Permission slips
c. Friday potluck?
d. CHARACTER WEBS NOW DUE FRIDAY AT THE BEGINNING OF CLASS
3. Journal Entry: To stay or to go?
a. Look back at pages 63 and 64, where we see Marji’s friends and relatives begin to leave the country, as her parents wonder if they should too. Re-read Ebi’s encounter with the Revolutionary Guard on p. 108, and look again at the fate of rebels on p. 117. Whether or not you have read to the end and know Marjane’s family’s choice, answer: if all of these things were happening in your country, would you stay? Or would you go? Consider the benefits and losses of either choice, and explain your answer.
***Remember: by Friday, you should have completed reading and annotating the book as well as your character web.
***Important Announcements***
- On the Character Web assignment, the character of God was mistakenly not included on the "must have" list. God IS a required character on your character web. I will clarify this in class tomorrow.
- The Character Web assignment is now due at the beginning of class on Friday October 25th.
- The Character Web assignment is now due at the beginning of class on Friday October 25th.
Agenda: 10/18/13
LA 10 Honors – Friday, October 18th – Day 32
1. Poll: Fusion Pages
2. Journal Entry: Central character
a. Flip back through your character log, in which you kept track of the characters appearing in this story. Who, in your opinion, is the central character of this story? This person isn’t necessarily the main character (although they could be), but they are the character who is linked to nearly every other character. In other words, they’re present in nearly, or every, element of the story.
3. Assignment: Persepolis Character Web
a. Important points
b. Questions?
4. A look at some similar projects
5. Brainstorming/reading/annotating work time.
6. Persepolis: sneak preview!
a. And… a permission slip for you.
7. Reminder: you will need to have finished reading/annotating Persepolis to complete this activity, which is due Wednesday the 26th.
1. Poll: Fusion Pages
2. Journal Entry: Central character
a. Flip back through your character log, in which you kept track of the characters appearing in this story. Who, in your opinion, is the central character of this story? This person isn’t necessarily the main character (although they could be), but they are the character who is linked to nearly every other character. In other words, they’re present in nearly, or every, element of the story.
3. Assignment: Persepolis Character Web
a. Important points
b. Questions?
4. A look at some similar projects
5. Brainstorming/reading/annotating work time.
6. Persepolis: sneak preview!
a. And… a permission slip for you.
7. Reminder: you will need to have finished reading/annotating Persepolis to complete this activity, which is due Wednesday the 26th.
Agenda: 10/17/13
LA 10 Honors – Thursday, October 17th – Day 31
1. Journal entry: Banning Persepolis
a. Recall your small-group discussion yesterday after reading about Dave Starck’s effort to ban Persepolis in Woodinville. Where were you standing on the spectrum between strongly agreeing and strongly disagreeing with his actions? Explain your feelings about his efforts to have this book banned. Review the article as necessary to refresh your memory.
2. Discussion:
a. What are the valid points on both sides of the issue?
b. Consideration of new information.
3. Persepolis discussion board selections
a. 1). On pages 92 to 93, two women are referring to the southerners as "refugees." I think the south was the part being bombed so many people were left with no home and therefore had to go to Tehran for refuge. These two women are angry. I don't think that their anger is necessarily directed at Marjane and her family but at the fact there is a war and that life is changing such as no more food in the supermarkets. In tough situations, people always try to find someone or something to blame and that's what the two women were doing. 1)On pages 92 and 93 the women in the super market are referring to the southerners as refugees, because after the Iraq missals hit the south many of the surviving southerners where coming there. i believe that those women in the super market were saying those insulting things because with the already dissipating food supply in Tehran its all ready hard to get food for there family's but now they have to share it with more people. The women even said in panel 5, page 92 that "Since the refugees have descended on Tehran, you cant even anything to eat anymore." I also think that with the whole feud with the fundamentalists and the more modern people, there is a lot more sexism and slander towards the women, so fallowing that pattern with the insecurities of the women in the super market that called them whores, to help make them and there situation seem a little better.
b. Prompt #2- On page 102, two panels are depicted next to each other. When one first views the page, the panels appear to be completely irrelevant to each other, but when the reader digs deeper it becomes apparent that they are actually very similar. In the top panel, we see the outlines of figures in contorted poses. They are floating around in space and around every neck there is a key. Below, Satrapi shows herself and many other people about her age dancing at a punk party. A graphic similarity between these two panels is that in both, the people are in contorted poses. However, we can see from the faces of the people in the lower panel that the partygoers are thoroughly enjoying themselves. 2. On page 102, there are 2 panels with people exploding in one, dancing in the other. The one with the poor kids with the keys is a lot darker, and there is a LOT more black in this scene, to show how this scene is more serious and intense. The art style is quite different between these 2 panels also. In the golden key panel, the characters are all black, with no defined parts, with black streaks showing explosions. In the punk party, there is a group of kids whose bodies slightly resemble those of the kids in the golden key panel, except they are dancing, and have defined faces and clothing. #2. Satrapi put the two panels on page 102 next to each other for contrast. Showing kids being blown up right next to kids having fun and partying, makes the panel about the kids with the golden keys more striking and tragic. Both panels depict kids and the positions the kids are making at the party are similar to the positions of the kids that are being exploded. There’s a parallel between the kids with the golden keys around their necks and Marji wearing the necklace her mother made her. Marji also talks about the necklace her mother made her. Satrapi is making the point that in both panels, they are all kids and they all should be having fun like in the second panel.
c. 3. "Without parties, we might as well just bury ourselves now," (106).This quote shows exactly the mindset of these people. They take these risks because they do not believe that it is worth it to be alive with out some form of of entertainment or relief, especially in such stressful times. If I were in this situacion however, I would most definitely not do stuff that could get me tortured and placed in jail. I would find some other way to have fun that would get me any lashings. Prompt #3 I think that people are taking huge risks to have parties, because they don't want to have the government tell them what to do. It's a way for them to rebel. Not only that, but maybe they're throwing parties in order to help them not think about what is going on around them, to get their minds off of the war and terror of the deaths. They're not celebrating, but they're trying to live their past lives. They want to feel a sort of happiness in a time of despair. If I were in this situation, I would probably only take the risk for one party, not multiple parties. Because I can find something else to do that would make me happy. If I got caught, the pain of torture and jail would be horrific, it wouldn't be worth it for a party that lasted only a few hours at the most.
4. Introduction to Persepolis Character Map assignment
1. Journal entry: Banning Persepolis
a. Recall your small-group discussion yesterday after reading about Dave Starck’s effort to ban Persepolis in Woodinville. Where were you standing on the spectrum between strongly agreeing and strongly disagreeing with his actions? Explain your feelings about his efforts to have this book banned. Review the article as necessary to refresh your memory.
2. Discussion:
a. What are the valid points on both sides of the issue?
b. Consideration of new information.
3. Persepolis discussion board selections
a. 1). On pages 92 to 93, two women are referring to the southerners as "refugees." I think the south was the part being bombed so many people were left with no home and therefore had to go to Tehran for refuge. These two women are angry. I don't think that their anger is necessarily directed at Marjane and her family but at the fact there is a war and that life is changing such as no more food in the supermarkets. In tough situations, people always try to find someone or something to blame and that's what the two women were doing. 1)On pages 92 and 93 the women in the super market are referring to the southerners as refugees, because after the Iraq missals hit the south many of the surviving southerners where coming there. i believe that those women in the super market were saying those insulting things because with the already dissipating food supply in Tehran its all ready hard to get food for there family's but now they have to share it with more people. The women even said in panel 5, page 92 that "Since the refugees have descended on Tehran, you cant even anything to eat anymore." I also think that with the whole feud with the fundamentalists and the more modern people, there is a lot more sexism and slander towards the women, so fallowing that pattern with the insecurities of the women in the super market that called them whores, to help make them and there situation seem a little better.
b. Prompt #2- On page 102, two panels are depicted next to each other. When one first views the page, the panels appear to be completely irrelevant to each other, but when the reader digs deeper it becomes apparent that they are actually very similar. In the top panel, we see the outlines of figures in contorted poses. They are floating around in space and around every neck there is a key. Below, Satrapi shows herself and many other people about her age dancing at a punk party. A graphic similarity between these two panels is that in both, the people are in contorted poses. However, we can see from the faces of the people in the lower panel that the partygoers are thoroughly enjoying themselves. 2. On page 102, there are 2 panels with people exploding in one, dancing in the other. The one with the poor kids with the keys is a lot darker, and there is a LOT more black in this scene, to show how this scene is more serious and intense. The art style is quite different between these 2 panels also. In the golden key panel, the characters are all black, with no defined parts, with black streaks showing explosions. In the punk party, there is a group of kids whose bodies slightly resemble those of the kids in the golden key panel, except they are dancing, and have defined faces and clothing. #2. Satrapi put the two panels on page 102 next to each other for contrast. Showing kids being blown up right next to kids having fun and partying, makes the panel about the kids with the golden keys more striking and tragic. Both panels depict kids and the positions the kids are making at the party are similar to the positions of the kids that are being exploded. There’s a parallel between the kids with the golden keys around their necks and Marji wearing the necklace her mother made her. Marji also talks about the necklace her mother made her. Satrapi is making the point that in both panels, they are all kids and they all should be having fun like in the second panel.
c. 3. "Without parties, we might as well just bury ourselves now," (106).This quote shows exactly the mindset of these people. They take these risks because they do not believe that it is worth it to be alive with out some form of of entertainment or relief, especially in such stressful times. If I were in this situacion however, I would most definitely not do stuff that could get me tortured and placed in jail. I would find some other way to have fun that would get me any lashings. Prompt #3 I think that people are taking huge risks to have parties, because they don't want to have the government tell them what to do. It's a way for them to rebel. Not only that, but maybe they're throwing parties in order to help them not think about what is going on around them, to get their minds off of the war and terror of the deaths. They're not celebrating, but they're trying to live their past lives. They want to feel a sort of happiness in a time of despair. If I were in this situation, I would probably only take the risk for one party, not multiple parties. Because I can find something else to do that would make me happy. If I got caught, the pain of torture and jail would be horrific, it wouldn't be worth it for a party that lasted only a few hours at the most.
4. Introduction to Persepolis Character Map assignment
persepolis_character_web_prompt.doc | |
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Agenda: 10/16/13
LA 10 Honors – Wednesday, October 16th – Day 30
1. Today’s schedule: 2:05 – 2:30 – 6th period
2. SAT Question of the Day
3. Persepolis: to ban or not to ban?
a. Read the handout, sharing with your partner. Highlight or underline important information, and jot down your reactions.
b. When everyone at your table is finished reading, discuss.
i. Attempt to see valid points on both sides of the issue. Decide where you stand: do you agree or disagree with Dave Starck and his supporters? Prepare a succinct justification.
ii. Think of other examples of this kind of situation that you have witnessed or heard of.
iii. Which two pages in the book do you think the parents are objecting to?
c. Vote with your feet.
1. Today’s schedule: 2:05 – 2:30 – 6th period
2. SAT Question of the Day
3. Persepolis: to ban or not to ban?
a. Read the handout, sharing with your partner. Highlight or underline important information, and jot down your reactions.
b. When everyone at your table is finished reading, discuss.
i. Attempt to see valid points on both sides of the issue. Decide where you stand: do you agree or disagree with Dave Starck and his supporters? Prepare a succinct justification.
ii. Think of other examples of this kind of situation that you have witnessed or heard of.
iii. Which two pages in the book do you think the parents are objecting to?
c. Vote with your feet.
Agenda: 10/15/13
LA 10 Honors – Tuesday, October 15th – Day 29
1. Journal Entry: Persepolis/Bloom’s Questions
a. Which question from the envelope led to the most interesting and educational discussion in your group? What is one thing that someone else in your group said, during your discussion, that was enlightening or surprising to you? How did this other person’s contribution help you to see the story, or a character, in a new light? Or, did you realize something new yourself?
2. Finishing small-group debrief
3. Hand back reading check #1
4. Discussion board selections and consideration:
a. 1) In the last panel on page 63, when she reports, “it was the end of the world,” she was reacting to her crush moving to the United States. Her crush’s family is moving away from Iran because “…it’s impossible to live under an Islamic regime, it’s better to leave,” and Marjane just dosen’t understand why. All things considered, the proclamation of “it was the end of the world,” might be a little bit of a strong statement because of the horrors that were happening in her country at the time. People are dieing, the government is in disarray, and conformism is setting in. Compared to all of this, a crush leaving is insignificant. But I understand how she feels, and the quote “making a mountain out of a mole hill,” sums up the situation perfectly. When I was sick this past year in the spring, I wasn’t allowed to go to a concert and meet and greet even I had bought the tickets almost a year in advance. So when the neurologist told me that I wasn’t allowed to go with my friends, it did feel like the world was ending. I couldn’t see how the decision was for my own good, that it would only help with my recovery. But when I took a step back, I realized in the scheme of life, this small disappointment was only not even a dot on the radar.
b. 2. Well, as Marjane says, there are a lot of double standards involved with the whole veil issue. The women cannot be seen by men as attractive in order to protect the women from rapists and perverts, but the men are allowed to wear whatever attractive clothing they want. Also, Marjanes parents also discuss on page 75 panels 4 and 5 how many people pretended to be all for the veils and Islamic life, but just months before were wearing skimpy clothing and binge drinking all the time. Another contradiction is on page 74 panel 4 when Marjane's mother is threatened with rape by fundamentalists, which is exactly what the fundamentalists are trying to protect their women against with the veils. Marjane's family is also following the regulations as in the second-to-last panel, Marjane's mom tells Marjane that 'if anyone ever asks you what you do during the day, say you pray.' That is an example of hypocrisy because the family does not actually pray yet they will set claims to but the fundamentalists are forcing them to practice hypocrisy. There is absolutely no reasonable logic for the leader’s dress code. Hair does NOT give off any special rays that attract men. If it did then bald women would never be in relationships.
5. Class work time: reading and annotating for tomorrow’s homework: “The Jewels,” “The Key,” and “The Wine” (p. 87-110).
1. Journal Entry: Persepolis/Bloom’s Questions
a. Which question from the envelope led to the most interesting and educational discussion in your group? What is one thing that someone else in your group said, during your discussion, that was enlightening or surprising to you? How did this other person’s contribution help you to see the story, or a character, in a new light? Or, did you realize something new yourself?
2. Finishing small-group debrief
3. Hand back reading check #1
4. Discussion board selections and consideration:
a. 1) In the last panel on page 63, when she reports, “it was the end of the world,” she was reacting to her crush moving to the United States. Her crush’s family is moving away from Iran because “…it’s impossible to live under an Islamic regime, it’s better to leave,” and Marjane just dosen’t understand why. All things considered, the proclamation of “it was the end of the world,” might be a little bit of a strong statement because of the horrors that were happening in her country at the time. People are dieing, the government is in disarray, and conformism is setting in. Compared to all of this, a crush leaving is insignificant. But I understand how she feels, and the quote “making a mountain out of a mole hill,” sums up the situation perfectly. When I was sick this past year in the spring, I wasn’t allowed to go to a concert and meet and greet even I had bought the tickets almost a year in advance. So when the neurologist told me that I wasn’t allowed to go with my friends, it did feel like the world was ending. I couldn’t see how the decision was for my own good, that it would only help with my recovery. But when I took a step back, I realized in the scheme of life, this small disappointment was only not even a dot on the radar.
b. 2. Well, as Marjane says, there are a lot of double standards involved with the whole veil issue. The women cannot be seen by men as attractive in order to protect the women from rapists and perverts, but the men are allowed to wear whatever attractive clothing they want. Also, Marjanes parents also discuss on page 75 panels 4 and 5 how many people pretended to be all for the veils and Islamic life, but just months before were wearing skimpy clothing and binge drinking all the time. Another contradiction is on page 74 panel 4 when Marjane's mother is threatened with rape by fundamentalists, which is exactly what the fundamentalists are trying to protect their women against with the veils. Marjane's family is also following the regulations as in the second-to-last panel, Marjane's mom tells Marjane that 'if anyone ever asks you what you do during the day, say you pray.' That is an example of hypocrisy because the family does not actually pray yet they will set claims to but the fundamentalists are forcing them to practice hypocrisy. There is absolutely no reasonable logic for the leader’s dress code. Hair does NOT give off any special rays that attract men. If it did then bald women would never be in relationships.
5. Class work time: reading and annotating for tomorrow’s homework: “The Jewels,” “The Key,” and “The Wine” (p. 87-110).
Agenda: 10/14/13
LA 10 Honors – Friday, October 10th – Day 27
1. Monday Mania!
2. SAT question of the day
3. Hand back reading check #1
a. Kyle, Carissa, Alex
4. Continuation of small-group discussion
a. Review Bloom’s Taxonomy
b. Continue with questions
c. Debrief
5. Homework, due Wednesday October 16th at the beginning of class: read “The Jewels,” “The Key,” and “The Wine.” Complete your annotations and respond to the discussion board prompts.
*****If you missed all or part of class today: you need to see me for an annotation check-off*****
1. Monday Mania!
2. SAT question of the day
3. Hand back reading check #1
a. Kyle, Carissa, Alex
4. Continuation of small-group discussion
a. Review Bloom’s Taxonomy
b. Continue with questions
c. Debrief
5. Homework, due Wednesday October 16th at the beginning of class: read “The Jewels,” “The Key,” and “The Wine.” Complete your annotations and respond to the discussion board prompts.
*****If you missed all or part of class today: you need to see me for an annotation check-off*****
Agenda: 10/10/13
LA 10 Honors – Thursday, October 10th – Day 27
1. SAT question of the day
2. NB:
a. Progress reports on the 11th
b. Discussion board participation
3. Handing back reading check and discussing answers
4. Discussion board excerpts:
a. 1) The panel in the chapter “The Letter” which I found most striking was the seventh panel on page 37. This panel depicts Marjane comforting her sobbing older maid Mehri after the boy next door broke her heart. The panel has no bleed and is concise within its borders. In the foreground, Marjane and her maid are hugging on the bed. In the midground a pair of shoes have been cast away onto the floor in a surplus of emotion. The background is nothing but darkness. There is a lot of graphic weight in this panel because the background is so dark that the eye is attracted to the white foreground of Marjane and Mehri. As for the figures, Marjane’s face portrays a look of concern for her friend, and even though the reader cannot see Mehri face, he or she knows that Mehri is in a lot of pain from the tears falling down her face. This panel really enhances the chapter because it shows a real kind and caring side to the main character, Marjane. The artist/author does a really nice job on capturing the anguish on Mehri’s face and the tenderness on Marjane’s.
b. 2.) In the chapter "The Party", panel #7 on page 43 was the most striking to me. This graphic showed Marjane and her parents taking. Marjane's mother was sitting in a chair with a snide or proud smirk on her face, and a very proper posture, which seemed fitting to her proclamation that "...the Devil has left!" Marji was standing between her mother and father with an angry look on her face and her hands placed defiantly on her hips. In this particular image, however, I feel that Marjane was drawn small in comparison to her parents. Marji's father stands tall on the far left side of this panel, and his facial expression makes him look almost as if he is pleading for everyone to "...talk about something else. Let's enjoy our new freedom!" The three characters are placed in the midground of this panel which has a plain white background, so the graphic weight of Marji and her parents is pretty heavy, and attention is drawn to each one of them. But most interestingly of all, there is a dragon/serpent creature that acts as a large portion of the frame on this panel, and then on the right side of the graphic the creature looks as if it is releasing its grasp on Marji's mother, and heading out of the panel. I believe that this creature was put in the foreground of this panel to lay emphasis on its symbolism as the Devil. This panel adds information about the family moving on from the revolution in very different ways.
c. 3. For me in The Heros the panel that stood out the most to me was the last panel on page 53. This stood out to me because it has god back in the picture, which doesn't happen much. IN this panel Marjane is telling us how she only feels safe in the arms of her "friend" I think she is referring to god as her friend. I think that at the beginning of the book marjane and god weren't on good terms, and then god left but now they are better and are friends now or at least understand each other more. One very prominent thing that has been in all of the pictures with god has been his beard, and Marjane is describing how she feels safe with god and it looks like god has rapped her in his beard. This is very interesting because since we don't see gods arms it looks like marjane is rapping or forcing her self to be with or rapper in gods beard. Right now from the picture god doesn't look very happy with marjane in his beard. That might be because marjane forced her way into it.
d. 4. In the chapter, Moscow, the panel I found most interesting was the 3rd panel on page 54. The panel is of Marjie's uncle Anoosh with the sun or even a halo behind him. I chose this one because of the way that Anoosh was drawn. He is drawn in such a way that he immediately makes you think he's a hero, which is I guess how Marjie saw him. he looks like a superhero or like James Bond. In the foreground of the picture is Anoosh. I think his facial hair (mustache, eyebrows), have the most graphic weight. They are very dark and the rest of his face and most of the background is very light. In the background, behind Anoosh's head, is a sun or a halo. This image shows how much of a hero Anoosh is supposed to be and how highly Marjie thinks of him. The brightness of this panel caused by the contrast between the light and dark, makes this panel really stand out.
5. Mini-lesson: Bloom’s Taxonomy - different levels of thinking and learning
6. Small group discussions
a. Roles: facilitator, recorder (each person should take each role for a few questions)
b. Discussion record (goals: discuss each question thoroughly, and then determine which level(s) of Bloom’s it belongs to. Write this level, and a brief justification, on the back of each slip.)
7. Homework due Monday at the beginning of class:
a. Finish reading and annotating “The Sheep,” “The Trip,” and “The F-14s” (pages 62-86). I will be checking annotations!
b. Respond to the discussion board prompts for these chapters
1. SAT question of the day
2. NB:
a. Progress reports on the 11th
b. Discussion board participation
3. Handing back reading check and discussing answers
4. Discussion board excerpts:
a. 1) The panel in the chapter “The Letter” which I found most striking was the seventh panel on page 37. This panel depicts Marjane comforting her sobbing older maid Mehri after the boy next door broke her heart. The panel has no bleed and is concise within its borders. In the foreground, Marjane and her maid are hugging on the bed. In the midground a pair of shoes have been cast away onto the floor in a surplus of emotion. The background is nothing but darkness. There is a lot of graphic weight in this panel because the background is so dark that the eye is attracted to the white foreground of Marjane and Mehri. As for the figures, Marjane’s face portrays a look of concern for her friend, and even though the reader cannot see Mehri face, he or she knows that Mehri is in a lot of pain from the tears falling down her face. This panel really enhances the chapter because it shows a real kind and caring side to the main character, Marjane. The artist/author does a really nice job on capturing the anguish on Mehri’s face and the tenderness on Marjane’s.
b. 2.) In the chapter "The Party", panel #7 on page 43 was the most striking to me. This graphic showed Marjane and her parents taking. Marjane's mother was sitting in a chair with a snide or proud smirk on her face, and a very proper posture, which seemed fitting to her proclamation that "...the Devil has left!" Marji was standing between her mother and father with an angry look on her face and her hands placed defiantly on her hips. In this particular image, however, I feel that Marjane was drawn small in comparison to her parents. Marji's father stands tall on the far left side of this panel, and his facial expression makes him look almost as if he is pleading for everyone to "...talk about something else. Let's enjoy our new freedom!" The three characters are placed in the midground of this panel which has a plain white background, so the graphic weight of Marji and her parents is pretty heavy, and attention is drawn to each one of them. But most interestingly of all, there is a dragon/serpent creature that acts as a large portion of the frame on this panel, and then on the right side of the graphic the creature looks as if it is releasing its grasp on Marji's mother, and heading out of the panel. I believe that this creature was put in the foreground of this panel to lay emphasis on its symbolism as the Devil. This panel adds information about the family moving on from the revolution in very different ways.
c. 3. For me in The Heros the panel that stood out the most to me was the last panel on page 53. This stood out to me because it has god back in the picture, which doesn't happen much. IN this panel Marjane is telling us how she only feels safe in the arms of her "friend" I think she is referring to god as her friend. I think that at the beginning of the book marjane and god weren't on good terms, and then god left but now they are better and are friends now or at least understand each other more. One very prominent thing that has been in all of the pictures with god has been his beard, and Marjane is describing how she feels safe with god and it looks like god has rapped her in his beard. This is very interesting because since we don't see gods arms it looks like marjane is rapping or forcing her self to be with or rapper in gods beard. Right now from the picture god doesn't look very happy with marjane in his beard. That might be because marjane forced her way into it.
d. 4. In the chapter, Moscow, the panel I found most interesting was the 3rd panel on page 54. The panel is of Marjie's uncle Anoosh with the sun or even a halo behind him. I chose this one because of the way that Anoosh was drawn. He is drawn in such a way that he immediately makes you think he's a hero, which is I guess how Marjie saw him. he looks like a superhero or like James Bond. In the foreground of the picture is Anoosh. I think his facial hair (mustache, eyebrows), have the most graphic weight. They are very dark and the rest of his face and most of the background is very light. In the background, behind Anoosh's head, is a sun or a halo. This image shows how much of a hero Anoosh is supposed to be and how highly Marjie thinks of him. The brightness of this panel caused by the contrast between the light and dark, makes this panel really stand out.
5. Mini-lesson: Bloom’s Taxonomy - different levels of thinking and learning
6. Small group discussions
a. Roles: facilitator, recorder (each person should take each role for a few questions)
b. Discussion record (goals: discuss each question thoroughly, and then determine which level(s) of Bloom’s it belongs to. Write this level, and a brief justification, on the back of each slip.)
7. Homework due Monday at the beginning of class:
a. Finish reading and annotating “The Sheep,” “The Trip,” and “The F-14s” (pages 62-86). I will be checking annotations!
b. Respond to the discussion board prompts for these chapters
blooms_taxonomy_with_descriptions_of_each_level.docx | |
File Size: | 40 kb |
File Type: | docx |
Agenda: 10/9/13
LA 10 Honors – Wednesday, October 9th – Day 26
1. SAT question of the day
2. NB (nota bene): late and missing work
3. Finishing characterization activity: share-out of chosen observations
4. Reading check
a. When you are finished: quiet reading and annotation time.
5. Homework due Monday October 14th at the beginning of class:
a. Finish reading and annotating “The Sheep,” “The Trip,” and “The F-14s” (pages 62-86). I will be checking annotations!
b. Respond to the discussion board prompts for these chapters.
*****IF you were absent for class: you need to see me ASAP to do the reading check*****
1. SAT question of the day
2. NB (nota bene): late and missing work
3. Finishing characterization activity: share-out of chosen observations
4. Reading check
a. When you are finished: quiet reading and annotation time.
5. Homework due Monday October 14th at the beginning of class:
a. Finish reading and annotating “The Sheep,” “The Trip,” and “The F-14s” (pages 62-86). I will be checking annotations!
b. Respond to the discussion board prompts for these chapters.
*****IF you were absent for class: you need to see me ASAP to do the reading check*****
Agenda: 10/8/13
LA 10 Honors – Tuesday, October 8th – Day 25
1. Journal Entry: Graphic Analysis
a. Turn back to the journal entry from yesterday, “The Water Cell/Persepolis Graphic Response.” Using your Graphic Novel Terms and Concepts sheet, comment on the layout, figures, and text of this panel. Use as many of the terms as possible.
2. Share-out
3. Persepolis: Characterization
a. What is it?
b. Graffiti activity
i. Record examples of characterization for each character. How is the author, or how are the characters in the book, showing us what their characters are, through physical description, action, speech, thought, and graphic representation?
ii. Include your example of characterization (a word or a sentence) and the page number that demonstrates this characterization.
iii. Add as much as you can to each sheet of paper as you make your rounds of the room.
iv. When you return to your original sheet, review the comments and circle one, not your own, that you find most interesting. Prepare to share it and why you chose it.
4. Reminder: Due tomorrow:
a. Annotations: The Letter, The Party, The Heroes, and Moscow (p. 33-61)
b. Respond to Discussion Board prompt #2
1. Journal Entry: Graphic Analysis
a. Turn back to the journal entry from yesterday, “The Water Cell/Persepolis Graphic Response.” Using your Graphic Novel Terms and Concepts sheet, comment on the layout, figures, and text of this panel. Use as many of the terms as possible.
2. Share-out
3. Persepolis: Characterization
a. What is it?
b. Graffiti activity
i. Record examples of characterization for each character. How is the author, or how are the characters in the book, showing us what their characters are, through physical description, action, speech, thought, and graphic representation?
ii. Include your example of characterization (a word or a sentence) and the page number that demonstrates this characterization.
iii. Add as much as you can to each sheet of paper as you make your rounds of the room.
iv. When you return to your original sheet, review the comments and circle one, not your own, that you find most interesting. Prepare to share it and why you chose it.
4. Reminder: Due tomorrow:
a. Annotations: The Letter, The Party, The Heroes, and Moscow (p. 33-61)
b. Respond to Discussion Board prompt #2
Agenda: 10/7/13
LA 10 Honors – Monday, October 7th – Day 24
1. Monday Mania: themed edition! Create a sentence that appropriately employs a semi-colon.
a. Remember: links two independent clauses (can stand on their own as sentences) that convey related information. Longer pause than a comma, but shorter than a period.
2. Journal Entry: The Water Cell/Persepolis Graphic Response
a. Choose one favorite panel from these two chapters, pages 18-32, and break it down: why did you choose this panel? Why is it striking to you? How do the graphics enhance or relate to that part of the story? Consider the following: the reader’s point of view in relation to the scene, the use of perspective, the amount of lightness or darkness used in the panel, how action is implied, how faces and bodies are positioned and sized, how the text is presented (if there is any). You’re looking for the link between the story and the illustration, and how that enhances your experience as a reader!
3. Graphic Novel Terms and Concepts
a. Practice: 1, 2, 3, 4
b. Finding examples in Persepolis
5. Work hand-back
a. Credo essays
b. Persepolis presentations
6. Homework due Wednesday October 9th:
a. Annotations: The Letter, The Party, The Heroes, and Moscow (p. 33-61)
b. Respond to Discussion Board prompts
*****If you were not in class today: you need to download the handout below and review it.*****
1. Monday Mania: themed edition! Create a sentence that appropriately employs a semi-colon.
a. Remember: links two independent clauses (can stand on their own as sentences) that convey related information. Longer pause than a comma, but shorter than a period.
2. Journal Entry: The Water Cell/Persepolis Graphic Response
a. Choose one favorite panel from these two chapters, pages 18-32, and break it down: why did you choose this panel? Why is it striking to you? How do the graphics enhance or relate to that part of the story? Consider the following: the reader’s point of view in relation to the scene, the use of perspective, the amount of lightness or darkness used in the panel, how action is implied, how faces and bodies are positioned and sized, how the text is presented (if there is any). You’re looking for the link between the story and the illustration, and how that enhances your experience as a reader!
3. Graphic Novel Terms and Concepts
a. Practice: 1, 2, 3, 4
b. Finding examples in Persepolis
5. Work hand-back
a. Credo essays
b. Persepolis presentations
6. Homework due Wednesday October 9th:
a. Annotations: The Letter, The Party, The Heroes, and Moscow (p. 33-61)
b. Respond to Discussion Board prompts
*****If you were not in class today: you need to download the handout below and review it.*****
graphic_novel_terms_and_concepts.pdf | |
File Size: | 80 kb |
File Type: |
Agenda: 10/4/13
LA 10 Honors – Friday, October 4th – Day
1. Persepolis Vocabulary Post-Assessment & In-class correction
2. Question: Do you have at least one of the following accounts:
a. Facebook, Google/Gmail, Twitter, Yahoo, Wordpress, Blogger, Microsoft, PayPal, Weebly
3. The Rex Cinema Fire: presentations?
4. Mini-lesson: Semi-Colons http://theoatmeal.com/comics/semicolon
5. Weekend homework: Due at the beginning of class Monday October 7th:
a. Read “The Water Cell” and “Persepolis” (p. 18-25)
b. Continue annotations (1 per page minimum, recorded in journal or on sticky notes in book).
c. Class website forum responses
i. Select “Discussion Boards” tab on website.
ii. Sign in with the social media account of your choice.
iii. Go to “Edit Profile” and change your name to FirstnameLastname. Ex: JohnSmith.
iv. Respond to the discussion board prompts.
1. Persepolis Vocabulary Post-Assessment & In-class correction
2. Question: Do you have at least one of the following accounts:
a. Facebook, Google/Gmail, Twitter, Yahoo, Wordpress, Blogger, Microsoft, PayPal, Weebly
3. The Rex Cinema Fire: presentations?
4. Mini-lesson: Semi-Colons http://theoatmeal.com/comics/semicolon
5. Weekend homework: Due at the beginning of class Monday October 7th:
a. Read “The Water Cell” and “Persepolis” (p. 18-25)
b. Continue annotations (1 per page minimum, recorded in journal or on sticky notes in book).
c. Class website forum responses
i. Select “Discussion Boards” tab on website.
ii. Sign in with the social media account of your choice.
iii. Go to “Edit Profile” and change your name to FirstnameLastname. Ex: JohnSmith.
iv. Respond to the discussion board prompts.
Agenda: 10/3/13
LA 10 Honors – Thursday, October 3rd – Day 22
1. EC opportunity: The Rex Cinema Fire
2. Journal entry: The Bicycle.
a. Choose a favorite panel from the second chapter, pages 10-17, and break it down: why did you choose this panel? Why is it striking to you? How do the graphics enhance or relate to that part of the story? Consider the following: the reader’s point of view in relation to the scene, the use of perspective, the amount of lightness or darkness used in the panel, how action is implied, how faces and bodies are positioned and sized, how the text is presented (if there is any). You’re looking for the link between the story and the illustration, and how that enhances your experience as a reader!
3. Share-out: characters and annotations for “The Veil” and “The Bicycle”
4. Vocabulary study time: the post-assessment is tomorrow! It is your responsibility to use this time efficiently to practice and prepare for the assessment.
a. NB: definitions of “mullah” and “imam”
5. Journals
*****If you were not in class today: you need to bring me your journal*****
1. EC opportunity: The Rex Cinema Fire
2. Journal entry: The Bicycle.
a. Choose a favorite panel from the second chapter, pages 10-17, and break it down: why did you choose this panel? Why is it striking to you? How do the graphics enhance or relate to that part of the story? Consider the following: the reader’s point of view in relation to the scene, the use of perspective, the amount of lightness or darkness used in the panel, how action is implied, how faces and bodies are positioned and sized, how the text is presented (if there is any). You’re looking for the link between the story and the illustration, and how that enhances your experience as a reader!
3. Share-out: characters and annotations for “The Veil” and “The Bicycle”
4. Vocabulary study time: the post-assessment is tomorrow! It is your responsibility to use this time efficiently to practice and prepare for the assessment.
a. NB: definitions of “mullah” and “imam”
5. Journals
*****If you were not in class today: you need to bring me your journal*****
Agenda: 10/2/13
LA 10 Honors – Wednesday, October 2nd – Day 21
1. Journal Entry: Clothing
a. Is there any force in your life (adults, family, culture, heritage, authority figures) that influences you to dress a certain way, or maintain a certain appearance? Is this a positive, negative or neutral part of your life? Have you ever felt discriminated against because of the way you dress? How? Give specific examples.
2. Poll results!
3. A few minutes to make sure your character lists are complete
a. At a minimum, you should have included the following characters:
i. Marjane, Marjane’s mother, Marjane’s father, Marjane’s grandmother, God
b. Category (major, supporting, minor), name, characteristics (physical and emotional), and a description in your own words of who they are and their position within story and in relation to other characters.
4. Table group share-out: characters and annotations
5. Vocabulary work time: choose one of the following options. See Ms. Lewis for supplies.
a. Flashcards
b. Categories
c. Put It In A Sentence
d. Graphic Representation
e. Synonyms
f. Dictionaries
6. Homework: Tonight you should finish reading the second chapter, “The Bicycle,” (p. 10-17)and adding relevant information to your character lists and annotations. Remember: at least one annotation per page, from the following categories:
a. Questions – Reactions – Opinions – IDing Important Passages – Make Connections (especially to Iran information!) – Unfamiliar Words – Track Themes – Reactions to the graphic elements of the story
*****If you missed class today: see Ms. Lewis to get back your vocab pre-assessment, review the vocab strategies document below*****
1. Journal Entry: Clothing
a. Is there any force in your life (adults, family, culture, heritage, authority figures) that influences you to dress a certain way, or maintain a certain appearance? Is this a positive, negative or neutral part of your life? Have you ever felt discriminated against because of the way you dress? How? Give specific examples.
2. Poll results!
3. A few minutes to make sure your character lists are complete
a. At a minimum, you should have included the following characters:
i. Marjane, Marjane’s mother, Marjane’s father, Marjane’s grandmother, God
b. Category (major, supporting, minor), name, characteristics (physical and emotional), and a description in your own words of who they are and their position within story and in relation to other characters.
4. Table group share-out: characters and annotations
5. Vocabulary work time: choose one of the following options. See Ms. Lewis for supplies.
a. Flashcards
b. Categories
c. Put It In A Sentence
d. Graphic Representation
e. Synonyms
f. Dictionaries
6. Homework: Tonight you should finish reading the second chapter, “The Bicycle,” (p. 10-17)and adding relevant information to your character lists and annotations. Remember: at least one annotation per page, from the following categories:
a. Questions – Reactions – Opinions – IDing Important Passages – Make Connections (especially to Iran information!) – Unfamiliar Words – Track Themes – Reactions to the graphic elements of the story
*****If you missed class today: see Ms. Lewis to get back your vocab pre-assessment, review the vocab strategies document below*****
vocab_strategies.docx | |
File Size: | 12 kb |
File Type: | docx |
Agenda: 10/1/13
LA 10 Honors – Tuesday, October 1st – Day 20
1. Persepolis vocabulary pre-assessment!
a. These will be returned to you tomorrow.
b. Post-Assessment: Friday. You will be given structured vocabulary study time in class before then.
c. Vocabulary study ideas/tips from your peers?
i. Flashcards – quizlet.com
ii. Learning word roots
iii. Reading/repeating
iv. Writing out by hand
v. Writing sentences with vocab word in them (context)
2. Journal Entry: Persepolis Characters and Annotations: The Veil
a. Keep track of the MAJOR, SUPPORTING, and MINOR characters you encounter as you read. It is up to you to decide which category to put them in – and this may change as the book progresses.
i. Note down their name (or give them one, if they’re not named specifically), defining physical and personality characteristics, and a few sentences in your own words that define their position in the story and in relation to other characters. You may learn (and want to write) more about these characters as you go on, so leave yourself space to add comments.
b. Make at least one annotation per page, which can come from these and/or your own categories:
i. Questions – Reactions – Opinions – IDing Important Passages – Make Connections (especially to Iran information!) – Unfamiliar Words – Track Themes – Reactions to the graphic elements of the story
3. You should finish reading and responding to “The Veil” (3-9) by tomorrow, as well as take the Graphic Novel poll on the class website (www.mslewishonorsla10.weebly.com)
*****If you were absent today: You need to see me to take the vocab pre-assessment ASAP*****
1. Persepolis vocabulary pre-assessment!
a. These will be returned to you tomorrow.
b. Post-Assessment: Friday. You will be given structured vocabulary study time in class before then.
c. Vocabulary study ideas/tips from your peers?
i. Flashcards – quizlet.com
ii. Learning word roots
iii. Reading/repeating
iv. Writing out by hand
v. Writing sentences with vocab word in them (context)
2. Journal Entry: Persepolis Characters and Annotations: The Veil
a. Keep track of the MAJOR, SUPPORTING, and MINOR characters you encounter as you read. It is up to you to decide which category to put them in – and this may change as the book progresses.
i. Note down their name (or give them one, if they’re not named specifically), defining physical and personality characteristics, and a few sentences in your own words that define their position in the story and in relation to other characters. You may learn (and want to write) more about these characters as you go on, so leave yourself space to add comments.
b. Make at least one annotation per page, which can come from these and/or your own categories:
i. Questions – Reactions – Opinions – IDing Important Passages – Make Connections (especially to Iran information!) – Unfamiliar Words – Track Themes – Reactions to the graphic elements of the story
3. You should finish reading and responding to “The Veil” (3-9) by tomorrow, as well as take the Graphic Novel poll on the class website (www.mslewishonorsla10.weebly.com)
*****If you were absent today: You need to see me to take the vocab pre-assessment ASAP*****
10/1/13 Poll: Graphic Novels as Literature?
Agenda: 9/30/13
LA 10 Honors – Monday, September 30th – Day 19
1. Please turn your Persepolis Individual Reflection into the inbox as you come into class.
2. Monday Mania – bonus round!
3. Final Iran presentation: Nathaniel’s group
4. Share-out: starred presentation notes
5. Group evaluation sheet
6. Pick up your Persepolis books
a. Homework: read the 1.25-page introduction to Persepolis
1. Please turn your Persepolis Individual Reflection into the inbox as you come into class.
2. Monday Mania – bonus round!
3. Final Iran presentation: Nathaniel’s group
4. Share-out: starred presentation notes
5. Group evaluation sheet
6. Pick up your Persepolis books
a. Homework: read the 1.25-page introduction to Persepolis
Agenda: 9/27/13
LA 10 Honors – Friday, September 27th – Day 18
1. Journal Entry: Iran Presentations
a. You should be taking copious notes during these presentations. You will have five sections, for all different groups but your own. You should record at least ten substantial pieces of information for each section – place a * next to the piece of information you found the most compelling in this presentation.
2. Presentations:
· 1st Group: Elena
· 2nd Group: Nathaniel
· 3rd Group: Ali Keyes
· 4th Group: Eden
· 5th Group: Briana
· 6th Group: Ally Kinehan
3. Homework, to be turned in at the beginning of class Monday: Persepolis Individual Reflection. Take a paper copy, or use the template from the website.
1. Journal Entry: Iran Presentations
a. You should be taking copious notes during these presentations. You will have five sections, for all different groups but your own. You should record at least ten substantial pieces of information for each section – place a * next to the piece of information you found the most compelling in this presentation.
2. Presentations:
· 1st Group: Elena
· 2nd Group: Nathaniel
· 3rd Group: Ali Keyes
· 4th Group: Eden
· 5th Group: Briana
· 6th Group: Ally Kinehan
3. Homework, to be turned in at the beginning of class Monday: Persepolis Individual Reflection. Take a paper copy, or use the template from the website.
persepolis_presentation_reflection.docx | |
File Size: | 16 kb |
File Type: | docx |
Agenda: 9/26/13
LA 10 Honors – Thursday, September 26th – Day 17
1. Turn your Learning Standards reflection into the inbox as you come in (this is the second page of your Iran Presentation handout).
2. Prep time: you have 10 minutes to practice your presentation with your group. There will be no prep time tomorrow or Monday, so use your time wisely.
a. Do you know your group presentation order? Have you practiced? How you are going to elaborate on each of your own slides? Are you meeting the requirements on the rubric?
3. Journal Entry: Iran Presentations
a. You should be taking copious notes during these presentations. You will have five sections, for all different groups but your own. You should record at least ten substantial pieces of information for each section – place a * next to the piece of information you found the most compelling in this presentation.
4. Presentations:
· 1st Group: Elena DONE
· 2nd Group: Nathaniel
· 3rd Group: Ali Keyes DONE
· 4th Group: Eden
· 5th Group: Briana
· 6th Group: Ally Kinahan
1. Turn your Learning Standards reflection into the inbox as you come in (this is the second page of your Iran Presentation handout).
2. Prep time: you have 10 minutes to practice your presentation with your group. There will be no prep time tomorrow or Monday, so use your time wisely.
a. Do you know your group presentation order? Have you practiced? How you are going to elaborate on each of your own slides? Are you meeting the requirements on the rubric?
3. Journal Entry: Iran Presentations
a. You should be taking copious notes during these presentations. You will have five sections, for all different groups but your own. You should record at least ten substantial pieces of information for each section – place a * next to the piece of information you found the most compelling in this presentation.
4. Presentations:
· 1st Group: Elena DONE
· 2nd Group: Nathaniel
· 3rd Group: Ali Keyes DONE
· 4th Group: Eden
· 5th Group: Briana
· 6th Group: Ally Kinahan
Agenda: 9/25/13
LA 10 Honors – Wednesday, September 25th – Day 16
1. Class today is from 11:20 to 11:55.
2. One member of your group will see Ms. Lewis for uploading your presentation to her computer.
a. Choose a time slot for your presentation. Although presentations may run over to Monday, you should plan for presenting Thursday in groups 1-3 and Friday in groups 4-6.
i. 1st Group: Elena
ii. 2nd Group: Nathaniel
iii. 3rd Group: Ali Keyes
iv. 4th Group: Eden
v. 5th Group: Briana
vi. 6th Group: Ally
3. During the remainder of the period (before Ms. Lewis asks a room-decorating favor):
a. First, work on the Learning Standards Assessment attached to your Persepolis Research Project Introduction Packet. Explain how you practiced at least 7 of these standards. This is due at the beginning of class tomorrow.
b. Use any remaining time to practice or fine-tune your group’s presentation.
1. Class today is from 11:20 to 11:55.
2. One member of your group will see Ms. Lewis for uploading your presentation to her computer.
a. Choose a time slot for your presentation. Although presentations may run over to Monday, you should plan for presenting Thursday in groups 1-3 and Friday in groups 4-6.
i. 1st Group: Elena
ii. 2nd Group: Nathaniel
iii. 3rd Group: Ali Keyes
iv. 4th Group: Eden
v. 5th Group: Briana
vi. 6th Group: Ally
3. During the remainder of the period (before Ms. Lewis asks a room-decorating favor):
a. First, work on the Learning Standards Assessment attached to your Persepolis Research Project Introduction Packet. Explain how you practiced at least 7 of these standards. This is due at the beginning of class tomorrow.
b. Use any remaining time to practice or fine-tune your group’s presentation.
Agenda: 9/24/13
LA 10 Honors – Tuesday, September 24th – Day 15
1. Today we are working in the library to finalize our Persepolis research projects. Your project must be uploaded to Ms. Lewis’ computer at the beginning of class tomorrow!
2. Presentations begin Thursday.
3. Please review the presentation rubric I gave out yesterday so that you know what I will be grading during the presentation.
1. Today we are working in the library to finalize our Persepolis research projects. Your project must be uploaded to Ms. Lewis’ computer at the beginning of class tomorrow!
2. Presentations begin Thursday.
3. Please review the presentation rubric I gave out yesterday so that you know what I will be grading during the presentation.
Agenda: 9/23/2013
LA 10 Honors – Monday, September 23th – Day 14
1. Journal Entry: PowerPoint Presentation Notes
a. Watch Ms. Lewis’ Worst PowerPoint Presentation Ever, and take notes! You should have at least 5 bullet-point tips by the end of the presentation.
2. Head to library
a. Laptops.
b. I will be handing out the presentation rubric in the library.
3. A good stopping point today: you have gathered most of the information you will need, including media (Music? Pictures? Video?), and you are in the beginning stages of organizing it into a presentable format and adding it to your PowerPoint presentation.
*********Please head directly to the library tomorrow for class. We will be using the laptops again.************
1. Journal Entry: PowerPoint Presentation Notes
a. Watch Ms. Lewis’ Worst PowerPoint Presentation Ever, and take notes! You should have at least 5 bullet-point tips by the end of the presentation.
2. Head to library
a. Laptops.
b. I will be handing out the presentation rubric in the library.
3. A good stopping point today: you have gathered most of the information you will need, including media (Music? Pictures? Video?), and you are in the beginning stages of organizing it into a presentable format and adding it to your PowerPoint presentation.
*********Please head directly to the library tomorrow for class. We will be using the laptops again.************
worstpresentationeverstandalone.ppt | |
File Size: | 951 kb |
File Type: | ppt |
persepolis_webquest_presentation_rubric.docx | |
File Size: | 12 kb |
File Type: | docx |
Agenda: 9/20/13
1. Reminders:
a. Although you may work on this together with your group, you are responsible for completing your own Iran Research Prep Sheet. Ms. Lewis will be checking these off by the end of class today.
b. On-task behavior is necessary for your success at this project!
c. Links for starting your group research are available on the class website: http://mslewishonorsla10.weebly.com/
d. A good stopping point today: having divided up research tasks with your group members, being prepared to continue research Monday, and thinking about how you are going to put your PowerPoint presentation together.
2. Tip: If you and your group members plan on working on this project over the weekend, consider how you will each be able to access shared documents: Google Drive? Dropbox? Emailing to each other? Saving on flash drives?
3. Get stuck with your research? See Ms. Lewis for tips.
Links for beginning research:
Shah of Iran
http://www.iranachamber.com/history/mohammad_rezashas/mohammad_rezshash.php
http://en.wikipedia.org/wiki/Mohammad_Reza_Pahlavi_of_Iran
http://en.wikipedia.org/wiki/Shah_of_Iran
http://news.bbc.co.uk/2/hi/middle_east/3362443.stm
Islam
http://www.islam.com/introislam.htm
http://www.islam.com/AllahAtributes.htm
http://www.internews.org/visavis/islam_in_iran_mstr.html
http://www.internews.org/visavis/islam_rev_mstr.html
Society in Iran (pre- and post-Islamic Revolution) Groups
http://www.cultureofiran.com
http://www.internews.org/visavis/women_mstr.html
http://www.nationmaster.com/contry/ir-iran/edu-education
http://www.iranchamber.com/education/articles/educational_system.php
Culture in Iran (pre- and post-Islamic Revolution) Groups
http://en.wikipedia.org/wiki/Culture_of_Iran
http://www.cultureofiran.com/
http://en.wikipedia.org/wiki/Music_of_Iran
http://en.wikipedia.org/wiki/Cinema_of_Iran
http://en.wikipedia.org/wiki/List_of_Iranian_musicians_and_singers
http://en.wikipedia.org/wiki/Iranian_cusine
http://www.iranian.com/sports
http://www.iransportspress.com/?c=48&a2024
Iran Chamber Society
http://www.iranchamber.com/index.php
Culture of Iran
http://www.cultureofiran.com/
How to develop PowerPoint slides:
http://www.readwritethink.org/files/resources/lesson_images/lesson1063/CreatingPowerPointSlide.pdf
How to use MLA to cite electronic sources:
http://owl.english.purdue.edu/owl/resource/747/08/
a. Although you may work on this together with your group, you are responsible for completing your own Iran Research Prep Sheet. Ms. Lewis will be checking these off by the end of class today.
b. On-task behavior is necessary for your success at this project!
c. Links for starting your group research are available on the class website: http://mslewishonorsla10.weebly.com/
d. A good stopping point today: having divided up research tasks with your group members, being prepared to continue research Monday, and thinking about how you are going to put your PowerPoint presentation together.
2. Tip: If you and your group members plan on working on this project over the weekend, consider how you will each be able to access shared documents: Google Drive? Dropbox? Emailing to each other? Saving on flash drives?
3. Get stuck with your research? See Ms. Lewis for tips.
Links for beginning research:
Shah of Iran
http://www.iranachamber.com/history/mohammad_rezashas/mohammad_rezshash.php
http://en.wikipedia.org/wiki/Mohammad_Reza_Pahlavi_of_Iran
http://en.wikipedia.org/wiki/Shah_of_Iran
http://news.bbc.co.uk/2/hi/middle_east/3362443.stm
Islam
http://www.islam.com/introislam.htm
http://www.islam.com/AllahAtributes.htm
http://www.internews.org/visavis/islam_in_iran_mstr.html
http://www.internews.org/visavis/islam_rev_mstr.html
Society in Iran (pre- and post-Islamic Revolution) Groups
http://www.cultureofiran.com
http://www.internews.org/visavis/women_mstr.html
http://www.nationmaster.com/contry/ir-iran/edu-education
http://www.iranchamber.com/education/articles/educational_system.php
Culture in Iran (pre- and post-Islamic Revolution) Groups
http://en.wikipedia.org/wiki/Culture_of_Iran
http://www.cultureofiran.com/
http://en.wikipedia.org/wiki/Music_of_Iran
http://en.wikipedia.org/wiki/Cinema_of_Iran
http://en.wikipedia.org/wiki/List_of_Iranian_musicians_and_singers
http://en.wikipedia.org/wiki/Iranian_cusine
http://www.iranian.com/sports
http://www.iransportspress.com/?c=48&a2024
Iran Chamber Society
http://www.iranchamber.com/index.php
Culture of Iran
http://www.cultureofiran.com/
How to develop PowerPoint slides:
http://www.readwritethink.org/files/resources/lesson_images/lesson1063/CreatingPowerPointSlide.pdf
How to use MLA to cite electronic sources:
http://owl.english.purdue.edu/owl/resource/747/08/
Agenda: 9/19/13
LA 10 Honors – Thursday, September 19th – Day 12
1. Turn your Letter to Self 1 in to the inbox as you come into class.
2. Activity: 7 Words
3. Graffiti activity: Iran
a. Culture (family, values, religion, art)
b. History (ancient or more recent events, historical figures)
c. Current Events (recent and current politics, major figures, relationship with other countries)
4. Introduction to Persepolis research project
Persepolis Research Project Groups:
1. Nate, Miriam, Brandon, Madeleine, Raymond, Ally Keyes – The Shah of Iran
2. Ben, Elena, Gabriel, Hiep, Jeanette, Diana – Culture Post-Revolution
3. Alexander, Ariana, Andrew, Ally Kinehan, Page, Kellee – Culture Pre-Revolution
4. Isaiah, Lexie, Jennifer, Kyle, Kelsie, Eden – Society Post-Revolution
5. Evan, Helen, Kimberly, Nathaniel, Carissa, Christian - Islam
6. Sharmaine, Hana, Briana, Zachary, Jessica, Tobias – Society Pre-Revolution
*****If you were absent today: download and read carefully the Persepolis research prompt, and download the Iran research group prep sheet; you will need this for tomorrow's work in the computer lab.*****
1. Turn your Letter to Self 1 in to the inbox as you come into class.
2. Activity: 7 Words
3. Graffiti activity: Iran
a. Culture (family, values, religion, art)
b. History (ancient or more recent events, historical figures)
c. Current Events (recent and current politics, major figures, relationship with other countries)
4. Introduction to Persepolis research project
Persepolis Research Project Groups:
1. Nate, Miriam, Brandon, Madeleine, Raymond, Ally Keyes – The Shah of Iran
2. Ben, Elena, Gabriel, Hiep, Jeanette, Diana – Culture Post-Revolution
3. Alexander, Ariana, Andrew, Ally Kinehan, Page, Kellee – Culture Pre-Revolution
4. Isaiah, Lexie, Jennifer, Kyle, Kelsie, Eden – Society Post-Revolution
5. Evan, Helen, Kimberly, Nathaniel, Carissa, Christian - Islam
6. Sharmaine, Hana, Briana, Zachary, Jessica, Tobias – Society Pre-Revolution
*****If you were absent today: download and read carefully the Persepolis research prompt, and download the Iran research group prep sheet; you will need this for tomorrow's work in the computer lab.*****
persepolis_research_prompt.docx | |
File Size: | 23 kb |
File Type: | docx |
iran_research_group_prep_sheets.docx | |
File Size: | 22 kb |
File Type: | docx |
Agenda: 9/18/13
LA 10 Honors – Wednesday, September 18th – Day 10
1. Seating chart! Please make your way quietly to your new seat.
2. Journal Entry: Annotation
a. Why do you think teachers ask you to read “actively,” for example by doing annotation? How does this kind of reading strategy benefit your teacher?
b. Pair-share
3. Annotation Mini-lesson: continued
a. Reviewing annotation handout from yesterday
b. Reading Sherman Alexie excerpt for annotation practice
c. Small-group share
d. Class share-out
1. Seating chart! Please make your way quietly to your new seat.
2. Journal Entry: Annotation
a. Why do you think teachers ask you to read “actively,” for example by doing annotation? How does this kind of reading strategy benefit your teacher?
b. Pair-share
3. Annotation Mini-lesson: continued
a. Reviewing annotation handout from yesterday
b. Reading Sherman Alexie excerpt for annotation practice
c. Small-group share
d. Class share-out
Agenda: 9/17/13
LA 10 Honors – Tuesday, September 17th – Day 10
1. Journal Entry: Artist’s Statement
a. What did you choose for your graphic representation on your Credo Banner? What does this graphic represent? How does it relate to your credo?
2. Speed-share: Credo banners
3. Class share-out: anyone for the doc cam?
4. Annotation: A Mini-Lesson
a. Defining annotation
b. Annotation hand-out
c. Annotation practice: Sherman Alexie excerpt
i. We will work on this in class tomorrow
Reminder: Letter to Self due Thursday
1. Journal Entry: Artist’s Statement
a. What did you choose for your graphic representation on your Credo Banner? What does this graphic represent? How does it relate to your credo?
2. Speed-share: Credo banners
3. Class share-out: anyone for the doc cam?
4. Annotation: A Mini-Lesson
a. Defining annotation
b. Annotation hand-out
c. Annotation practice: Sherman Alexie excerpt
i. We will work on this in class tomorrow
Reminder: Letter to Self due Thursday
annotation_handout.docx | |
File Size: | 15 kb |
File Type: | docx |
sherman_alexie_annotation_story.doc | |
File Size: | 75 kb |
File Type: | doc |
Agenda: 9/16/13
LA 10 Honors – Monday, September 16th – Day 9
1. Turn your Credo essays in to the P. 6 inbox as you come into class.
2. Monday Mania!
3. Journal Entry: Developing My Credo
a. Coming up with a credo can be a struggle for a lot of people – it means trying to distill all of the thoughts, plans, desires, fears, loves, values, and challenges in your life into a simple phrase or two that you feel really represent the way you live, or plan to live. Answer this: was creating a credo a struggle for you? Why, or why not? How did you come up with your final product (maybe it popped right into your head, or maybe you went through dozens of drafts before finalizing it)? Why do you think this is such a difficult or complex task? Do you think, after all that work, that your credo will stay constant? Why or why not?
4. Letter to Self assignment – Due Thursday
a. Time to work on this OR work on finishing your Credo banner, due tomorrow.
1. Turn your Credo essays in to the P. 6 inbox as you come into class.
2. Monday Mania!
3. Journal Entry: Developing My Credo
a. Coming up with a credo can be a struggle for a lot of people – it means trying to distill all of the thoughts, plans, desires, fears, loves, values, and challenges in your life into a simple phrase or two that you feel really represent the way you live, or plan to live. Answer this: was creating a credo a struggle for you? Why, or why not? How did you come up with your final product (maybe it popped right into your head, or maybe you went through dozens of drafts before finalizing it)? Why do you think this is such a difficult or complex task? Do you think, after all that work, that your credo will stay constant? Why or why not?
4. Letter to Self assignment – Due Thursday
a. Time to work on this OR work on finishing your Credo banner, due tomorrow.
letter_to_self_-_letter_one.docx | |
File Size: | 13 kb |
File Type: | docx |
Agenda: 9/13/13
LA 10 Honors – Friday, September 13th – Day 8
1. Class website: http://mslewishonorsla10.weebly.com/
2. Essay prompt and rubric: highlights, questions.
3. Library laptop work time.
a. Reminder about on-task behavior.
Reminder: Your essay is due Monday, in paper form only. Your credo banner is due Tuesday. See the class website for reminders of these due dates!
1. Class website: http://mslewishonorsla10.weebly.com/
2. Essay prompt and rubric: highlights, questions.
3. Library laptop work time.
a. Reminder about on-task behavior.
Reminder: Your essay is due Monday, in paper form only. Your credo banner is due Tuesday. See the class website for reminders of these due dates!
Agenda: 9/12/13
LA 10 Honors – Thursday, September 12th – Day 7
1. Journal Entry: Graphic Representation
a. Now that you’ve spent time brainstorming ways to describe your personal credo in words, take a few minutes to think about how you would represent this credo, and thus yourself, in graphic form. Write down what you would choose to represent your credo (an animal? A portrait? An abstract design? A creative drawing of some sort? A single creatively-illustrated word or letter or number?), and explain your reasoning behind this choice. Be thorough – write a least a couple of paragraphs.
2. Credo banners – to be finished, on your own time, by Tuesday.
3. Essay introduction – My Credo
a. Review rubric
b. Start your draft tonight (and save on USB or via email/Google Drive so you can continue working on it tomorrow)
c. Computer lab time Friday
d. Essay due Monday at the beginning of class.
1. Journal Entry: Graphic Representation
a. Now that you’ve spent time brainstorming ways to describe your personal credo in words, take a few minutes to think about how you would represent this credo, and thus yourself, in graphic form. Write down what you would choose to represent your credo (an animal? A portrait? An abstract design? A creative drawing of some sort? A single creatively-illustrated word or letter or number?), and explain your reasoning behind this choice. Be thorough – write a least a couple of paragraphs.
2. Credo banners – to be finished, on your own time, by Tuesday.
3. Essay introduction – My Credo
a. Review rubric
b. Start your draft tonight (and save on USB or via email/Google Drive so you can continue working on it tomorrow)
c. Computer lab time Friday
d. Essay due Monday at the beginning of class.
my_credo_rubric.docx | |
File Size: | 13 kb |
File Type: | docx |
credo_banner_border_1.docx | |
File Size: | 47 kb |
File Type: | docx |
credo_banner_border_2.docx | |
File Size: | 29 kb |
File Type: | docx |
Agenda: 9/11/13
LA 10 Honors – Wednesday, September 11th – Day 6
1. Nuts and bolts:
a. Turnitin.com information
i. ID: 6946726 password: readmore
b. Discussion log
2. TIB packet
a. Count off to create groups of 4.
b. Small-group discussion: Designate a timekeeper, facilitator, note taker, and reporter. Work until 2:05.
c. Class share-out
d. Turn in to p. 6 inbox
3. Time to work on graphic organizers
a. You’re building a brainstorm of what’s important to you: people, passions/hobbies, values, civil rights, faith, future ambitions, etc. This can be a numbered list, a word map, a piece of developed writing, or bullet-points. Big ideas, concrete examples of those ideas – put down as much as you can! This sheet should be FULL of things.
4. Journal Entry: Mission Statement
a. Looking at the ideas you have drafted on your TIB graphic organizer (friends and family, passions/hobbies, values, civil rights, faith, future ambitions, etc.), choose four elements that are really important to you in the big picture of your life. Considering these four things and why they’re important to you, create a draft of a “mission statement” for your life right now. This should be a 1-3 sentence credo. It can be a second-person statement (“Be the change you want to see in the world” –Ghandi) or a first-person statement (“I am not bound to win, but I am bound to be true. I am not bound to succeed, but I am bound to live by the light that I have. I must stand with anybody that stands right, and stand with him while he is right, and part with him when he goes wrong.” – Abraham Lincoln). Keep in mind that this credo doesn’t need to cover every single aspect of your life, and may change in the future. Then, in 1-2 paragraphs, explain the reasoning behind your mission statement.
b. Finish this as homework.
1. Nuts and bolts:
a. Turnitin.com information
i. ID: 6946726 password: readmore
b. Discussion log
2. TIB packet
a. Count off to create groups of 4.
b. Small-group discussion: Designate a timekeeper, facilitator, note taker, and reporter. Work until 2:05.
c. Class share-out
d. Turn in to p. 6 inbox
3. Time to work on graphic organizers
a. You’re building a brainstorm of what’s important to you: people, passions/hobbies, values, civil rights, faith, future ambitions, etc. This can be a numbered list, a word map, a piece of developed writing, or bullet-points. Big ideas, concrete examples of those ideas – put down as much as you can! This sheet should be FULL of things.
4. Journal Entry: Mission Statement
a. Looking at the ideas you have drafted on your TIB graphic organizer (friends and family, passions/hobbies, values, civil rights, faith, future ambitions, etc.), choose four elements that are really important to you in the big picture of your life. Considering these four things and why they’re important to you, create a draft of a “mission statement” for your life right now. This should be a 1-3 sentence credo. It can be a second-person statement (“Be the change you want to see in the world” –Ghandi) or a first-person statement (“I am not bound to win, but I am bound to be true. I am not bound to succeed, but I am bound to live by the light that I have. I must stand with anybody that stands right, and stand with him while he is right, and part with him when he goes wrong.” – Abraham Lincoln). Keep in mind that this credo doesn’t need to cover every single aspect of your life, and may change in the future. Then, in 1-2 paragraphs, explain the reasoning behind your mission statement.
b. Finish this as homework.
Agenda: 9/10/13
Honors LA 10– Tuesday, September 10th – Day 5
1. Debate team spiel
a. Spiel (n): From the Old German spielen. A speech or story meant to persuade the listener.
2. Journal Entry: TIB Essay Choice
a. Write down the title, author, and a brief (2-4 sentence) summary of the author’s main point, or what you think their credo is. Then respond to the following: What do you think of this TIB essay? Evaluate this credo. How does it compare to what you think of as your own personal credo/life philosophy?
3. Small-group TIB essay share-out: like, then mixed.
4. Whole group debrief: TIB packet
5. Homework: TIB graphic organizer brainstorm
a. Due tomorrow: at least five ideas/details on your TIB graphic organizer. What are your beliefs? What is important to you? How do you want to live your life?
1. Debate team spiel
a. Spiel (n): From the Old German spielen. A speech or story meant to persuade the listener.
2. Journal Entry: TIB Essay Choice
a. Write down the title, author, and a brief (2-4 sentence) summary of the author’s main point, or what you think their credo is. Then respond to the following: What do you think of this TIB essay? Evaluate this credo. How does it compare to what you think of as your own personal credo/life philosophy?
3. Small-group TIB essay share-out: like, then mixed.
4. Whole group debrief: TIB packet
5. Homework: TIB graphic organizer brainstorm
a. Due tomorrow: at least five ideas/details on your TIB graphic organizer. What are your beliefs? What is important to you? How do you want to live your life?
Agenda: 9/9/13
Honors LA 10 – Monday, September 9th – Day 4
Turnitin.com class account is set up! Login and password information on the whiteboard. If you do not already have an individual account, you will need to create one.
1. Monday Mania!
2. Journal set-up: Table of Contents
a. Homework check-off
3. Journal Entry: This I Believe
a. Listen to Alexxandra Shuman’s “The Essentials to Happiness” http://thisibelieve.org/essay/2578/
b. Turn to the first blank page in your journal and respond to the following:
i. Ms. Shuman quotes William Blake to explain her life philosophy: “The essentials to happiness are something to love, something to do, and something to hope for.” How do you feel about this philosophy? Is it realistic? Do you agree with it? Why or why not? What else about her essay stuck with you, or caught your attention?
ii. Share-out
Turnitin.com class account is set up! Login and password information on the whiteboard. If you do not already have an individual account, you will need to create one.
1. Monday Mania!
2. Journal set-up: Table of Contents
a. Homework check-off
3. Journal Entry: This I Believe
a. Listen to Alexxandra Shuman’s “The Essentials to Happiness” http://thisibelieve.org/essay/2578/
b. Turn to the first blank page in your journal and respond to the following:
i. Ms. Shuman quotes William Blake to explain her life philosophy: “The essentials to happiness are something to love, something to do, and something to hope for.” How do you feel about this philosophy? Is it realistic? Do you agree with it? Why or why not? What else about her essay stuck with you, or caught your attention?
ii. Share-out
Agenda: 9/6/13
LA 10 Honors – Friday, September 6th – Day 3
***Today is picture day***
1. After I take attendance, we’ll go immediately to the auditorium for photos.
2. AS SOON AS YOU ARE FINISHED WITH PHOTOS, return to the classroom. You may use the remainder of class time to work on the “This I Believe” assignment that we began yesterday.
3. If you are still waiting for pictures by the end of the period, come by after school to get your homework assignment.
Reminder: due Monday are your “This I Believe” intro packet responses. You must also have your journal by Monday.
***Today is picture day***
1. After I take attendance, we’ll go immediately to the auditorium for photos.
2. AS SOON AS YOU ARE FINISHED WITH PHOTOS, return to the classroom. You may use the remainder of class time to work on the “This I Believe” assignment that we began yesterday.
3. If you are still waiting for pictures by the end of the period, come by after school to get your homework assignment.
Reminder: due Monday are your “This I Believe” intro packet responses. You must also have your journal by Monday.
this_i_believe_intro_packet.docx | |
File Size: | 17 kb |
File Type: | docx |
Agenda: 9/5/13
LA 10 Honors – Thursday, September 5th – Day 2
1. Nuts and bolts
a. Syllabus
b. Journal – by Monday
c. Keeping track of assignments (Fusion Page)
d. Tomorrow is picture day!
2. Student survey
3. “This I Believe”
a. Introduction of three essay choices - pick one to read
b. reading and annotation
*Homework: Due Friday 9/6 at the beginning of class: signed syllabus
Due Monday 9/9 at the beginning of class: your college-ruled journal.*
1. Nuts and bolts
a. Syllabus
b. Journal – by Monday
c. Keeping track of assignments (Fusion Page)
d. Tomorrow is picture day!
2. Student survey
3. “This I Believe”
a. Introduction of three essay choices - pick one to read
b. reading and annotation
*Homework: Due Friday 9/6 at the beginning of class: signed syllabus
Due Monday 9/9 at the beginning of class: your college-ruled journal.*
this_i_believe_essays.docx | |
File Size: | 18 kb |
File Type: | docx |
Agenda: 9/4/13
LA 10 Honors – Wednesday, September 4th – Day 1
1. Welcome to class!
a. You may sit where you like… for today.
2. Desert Island
3. Academic Plan
a. Read this tonight, and bring back signed tomorrow!
1. Welcome to class!
a. You may sit where you like… for today.
2. Desert Island
3. Academic Plan
a. Read this tonight, and bring back signed tomorrow!
academic_plan_lah10.docx | |
File Size: | 22 kb |
File Type: | docx |