Our goal? To use the design process to design a thesis statement and a single body paragraph on characterization in The Hours.
Spidea & Sketchnotes: Everything we know about characterization: character types, methods of developing characters. 5 min.
Spidea & Sketchnotes: Everything we know about the characters in The Hours. Key quotes. 5 min.
Interview Your User/Reader. (Who could that be?) Determine style. Determine what works well for your user/reader. Take copious notes. 5 min.
Generate piles of potential thesis statements.
Experiment with sentence structures.
Experiment with paragraph design.
Experiment with embedded text evidence. 20 min
Get feedback from me using Four Corners protocol. 10 min.
All of the above in 45 minutes.
Then . . .
ON-DEMAND ANALYSIS DESIGN CHALLENGE: DISCOVERY Phase.
We start playing with Diigo, the tool we will use to do our DISCOVERY Phase research for our long term design challenge: How might we design on-demand analytical writing for the AP Lit test?
We'll use December for DISCOVERY research. There will be a rubric this week on the expectations for this research around the criteria of variety, reliability and relevance. The research will be due 12.22.15.
And then . . .
VERSE 15. Emily Dickinson's "Wild Nights -- Wild Nights! (269)"
We'll read this poem with the intention of making connections to The Hours. We'll try a new strategy: POV Smash & Grab from Mary Cantwell's Deep Design Thinking site.
SHOW YOUR THINKING.
Due. Friday. 12.4.15.
Critical Creativity Challenge: An Art Gallery for The Hours.
Visit MOMA.org, Portland Museum of Art, MFA.org or another online art gallery from a gallery that exists in the brick and mortar world (a place people could physically visit) and select three or more pieces of art that you would include in a gallery to represent the ideas in The Hours.
Synthesis #2. Thesis & Sketchnote/Map/Outline
Due. Next Class.
Source Material & Constraint. Anything We Have Read This Year as a Class.
All Poetry. All Prose.
Mrs. Dalloway. 3-14.
Due. Next Class.