Humanities: To Kill a Mockingbird Begins . . .

We're watching To Kill a Mockingbird today, building on the work we started yesterday with the opening credits, foreshadowing and symbolism.  We'll also do some work toward our person, place or object of significance personal essay by . . .

Creating Six Word Memoirs!
Visit Smith Magazine and their teen Six Word Memoir section.
Then write a six word memoir for yourself about where you are at right here, right now.
Then write a six word memoir about one of your places, people or objects of significance.

This will help you tune your brain.

Then it's time to start To Kill a Mockingbird Film Study! (WOOOOOOOT!)

We'll watch and then start completing a new graphic organizer.  It's available on Google Classroom as an assignment.

SHOW YOUR THINKING.

Blog.

Req'd Post.

Blog prompt.  TKAM Foreshadowing How might the objects in the opening credits of To Kill a Mockingbird  foreshadow what is going to happen in this film?  What have you experienced in your life through other reading, watching, or just plain living, that leads you to this? Use your thinking on your graphic organizer to help shape your thinking.
Due.  Monday Feb 1.

Practice.  No Red Ink.

Make Sure You've Completed the Pre-Assessment on Sentence Fragments.  

Study.

Roots 6-8.

Quiz.  Thursday.  Feb 4.

Eng 9: Believe Cont.

Today's game plan is a continuation/revisit of last class.  Based on checking on No Red Ink, a lot of the things that needed to happen last class didn't get completed.

We are going to hold tight to these time frames.

DREAM Time.  Write your name in stones, clouds or gears.  (5 min.)

NO Red Ink.  Complete the pre-assessment on Commonly Confused Words 2.  (15 min.)

ROOTS 8. LEGO your Roots.   Choose one or more roots from list 8 and create representations of them in LEGO.  (15 min.)

BELIEVE Questions.  Complete the comprehension questions for "Believe."  Turn them into a blog post (30 min.)  There should be a new blog tracker for Q3 up during this class.

DAILY Work Log.  You know the drill on this one. (10 min.)

If you have rocked out all of the above, practice No Red Ink, study for Roots 8, turn your DREAM Time into a blog post, or blog about a passion of yours.

SHOW YOUR THINKING.

Blog.

Prompt. "Believe" View & Respond.

 Due Today: Wednesday.  Jan. 27.

Quiz. 

Roots 6-8.  

Thursday.  Feb 4.

AP Lit 4B: Sonnets & Scouting

Hi folks,

This week we continue building our new routines for AP Lit.  I'm excited about it.  I think it is going to do a lot of really great things for us in here.

So here we go . . .

Dream Time.  Compose a haiku about sonnets.  5-7-5.  Bonus points and high fives for using a kigo, writing in present tense, and having a turn (kireji).  (10 min.)

No Red Ink.  Parallel structure.  We're starting our work with No Red Ink today.  We'll make sure everyone is logged in and able to access it. (10 min.)

Sonnets.

We'll start with sharing our experiences with the readings and a quick round robin.
Which sonnet did you choose annotate?
Choose one take away/annotation from that poem to share with the class.

Close read: "Sonnet 25: Let Those Who Are in Favour with Their Stars"
Focused SCOUTing.
S:  Diction.
C: Title.
O: Rhyme scheme and relation of the structure to the meaning; introducing the volta (more on this next class)
U: ___
T: Theme

On Demand Revisions.

We'll look at your revised On-Demand and see the extent to which the workshop helped.

SHOW YOUR THINKING.

Blog Prompt.

Image of a Sonnet. 

Step 1. Choose either the sonnet you annotated or another of your choosing from the assigned collection.  Post your annotations.

Step 2. Determine the rhyme scheme and organizational structure of the poem i.e. octave to sestet? sestet to octave? 

quatrain to sestet to couplet to couplet?

something else?

Step 3. Take a photo, find an image on Unsplash.com, or create an image to illustrate each structural unit of the poem.

Step 4.  Post your images in an order that reflects the sonnet.

Step 5.  Write or record your intentions.

Due. Next Class.

Read.  How to Read Lit Like a Professor

"If It's Square, It's a Sonnet."

Annotate.  Bring your annotations.

Due. Next Class. 

(We're using the basic premise of Foster's chapter next class as the spine of our lesson.  So please be familiar.)

Design. Indie Book Project Q3.

Due.  Next Tuesday. Feb 2.

Be prepared to share.

Humanities: Spoons, Stations and More

Today we'll continue our work with the lead up to the civil rights movement in some station work, as well introduce some new work as well.

STATION 1.   Watch the short film, "Believe."
Believe from Richard Addlesee on Vimeo.

Discuss the Title.  What message do you think the filmmaker is trying to deliver by calling this film, "Believe?"  What happens in the film to support your thinking?

Were you the filmmaker, what might be another one word title you'd use for this film?  Explain your thinking.

Optional: What comes next? Tell the story of what you believe happens next.

STATION 2.  www.NoRedInk.com

There is a new pre-assessment up on No Red Ink, this time around sentences and fragments.  Complete it.

STATION 3. Revising and Posting Civil Rights Inspired Social Media Image.

If you have not, complete your reflection on yesterday's critique session.  Then work on revising/experimenting with your design and post on your blog.

STATION 4. Roots 8.  Quizlet.

Get started on Roots 8.  Quizlet.

STATION 5.  Sketchnote:  People, Objects, Places of Significance

Start by making a list of the people in your life that have had significance -- may be positive or negative,  and then do the same for objects and places.

Then turn those lists into sketchnotes.  Capture them using your phone or laptop.  You will need these on Wednesday and Thursday.

SHOW YOUR THINKING.

Blog.

Req'd Post.  "Believe."

Post a link/embed "Believe" on your blog and post your responses to the prompts.  You may want to expand upon your answers before posting to your blog.

Due. Thursday. Jan. 28.

Req'd Post. "Quote."

Critique Reflection and Civil Rights Inspired Social Media Image.

Due. Today. 

Study.

Roots 8.

Quiz.  Thursday.  Feb 4.

AP Lit 3G: Sonnets & Such

Hi folks,

This week we continue building our new routines for AP Lit.  I'm excited about it.  I think it is going to do a lot of really great things for us in here.

So here we go . . .

Dream Time.  Compose a haiku about sonnets.  5-7-5.  Bonus points and high fives for using a kigo, writing in present tense, and having a turn (kireji).  (10 min.)

No Red Ink.  Parallel structure.  We're starting our work with No Red Ink today.  We'll make sure everyone is logged in and able to access it. (10 min.)

Sonnets.

We'll start with sharing our experiences with the readings and a quick round robin.
Which sonnet did you choose annotate?
Choose one take away/annotation from that poem to share with the class.

Close read: "Shall I Compare Thee . . ."
Focused SCOUTing.
S:  Diction.
C: Title.
O: Rhyme scheme and relation of the structure to the meaning; introducing the volta (more on this next class)
U: ___
T: Theme


On Demand Revisions.

We'll look at your revised On-Demand and see the extent to which the workshop helped.

SHOW YOUR THINKING.

Blog Prompt.

Image of a Sonnet. 

Step 1. Choose either the sonnet you annotated or another of your choosing from the assigned collection.  Post your annotations.

Step 2. Determine the rhyme scheme and organizational structure of the poem i.e. octave to sestet? sestet to octave? 

quatrain to sestet to couplet to couplet?

something else?

Step 3. Take a photo, find an image on Unsplash.com, or create an image to illustrate each structural unit of the poem.

Step 4.  Post your images in an order that reflects the sonnet.

Step 5.  Write or record your intentions.

Due. Next Class.

Read.  How to Read Lit Like a Professor

"If It's Square, It's a Sonnet."

Annotate.  Bring your annotations.

Due. Next Class. 

(We're using the basic premise of Foster's chapter next class as the spine of our lesson.  So please be familiar.)

Design. Indie Book Project Q3.

Due.  Next Tuesday. Feb 2.

Be prepared to share.

Eng 9: Q3 and Believe and Power of One Unit Begins

We're starting new work this week and building upon our work with voice, details and media from the past couple of weeks.

We're also working on some new expectations with in-class work, blogging, No Red Ink and vocab, so there's a lot of change that I think will make the learning that much better around these parts.

Let's get started with our new routine and our Power of One Unit.

Dream Time. You wake up to learn you've got fifteen minutes before Godzilla comes stomping through your town in all his big giant lizard dinosaur mutant glory.  He happens to be on a collision course for your house and you still haven't eaten breakfast.  Write, record, or draw what happens next.  (10 min.)

No Red Ink.  Log in and take the new pre-assessment on Commonly Confused Words II.  (10 min.)

Roots. List 8.  Go to the Quizlet for Roots 8.  Get familiar with the terms.  We'll use them on Wednesday in an activity.  (10 min.)

Watch & Respond.  "Believe."
Believe from Richard Addlesee on Vimeo.

After watching this short film twice, complete the following tasks.  (They are also on a Google doc in  Eng 9 OUT.)  (30 min.)

1.  TweetIt.  Summarize the story in 140 characters or less.

2.  Identify at least one example of foreshadowing in the film.  (Next level thinking: Explain how this filmmaker uses foreshadowing to get a reaction from his audience.)

2.  Discuss the Title.  What message do you think the filmmaker is trying to deliver by calling this film, "Believe?"  What happens in the film to support your thinking?  (Paragraph of 3 to 5 sentences or Recording of 2 to 3 minutes.)

4.  Were you the filmmaker, what might be another one word title you'd use for this film?  Explain your thinking.  (Paragraph of 3 to 5 sentences or Recording of 2-3 minutes)

Blog Prompt.  Turn your answers to Questions 1, 2 and 3 into a blog post.  If you created recordings, you will want to upload them to Google Drive and then make shareable links.  (I can show you how to do this.  It isn't too hard at all.)

Optional Creative Blog Prompt.  Tell the story of what happens if this film were twice as long.  Would the time be added to end?  Then what would happen?  You you add the time to beginning?

Daily Work Log and Blog.  Complete the daily work log in your inbox and then start your blog post, due by next class.

SHOW YOUR THINKING.

Blog.

Prompt. "Believe" View & Respond.

 Due Next Class: Wednesday.  Jan. 27.

Quiz. 

Roots 6-8.  

Thursday.  Feb 4.

Eng 9: Showing Not Telling, No Red Ink & Conferences

Hi folks,

We'll start class with a quick "show not tell" mini-lesson.

We'll be using this photo from this snowmobiling discussion board.

Then you'll have time to start the No Red Ink Commonly Confused Words 1 Practice 1 assignment.  This is due by next class.

After about 15 minutes on that, you'll be working on blog prompts and projects.  During that time I'll be conferencing with every group/person I can to get project feedback to you.

We're going to tackle one more roots list before the quarter is out as well.  We'll start on Roots List 7 on Friday.

HOW YOUR THINKING.

Blog.  6 Posts.  

Prompts Available Here.

DUE ASAP.  Revisable if Complete by Jan 15.

Tiny House, Big Dreams Project.

Due ASAP.

Revisable if Complete by Jan 8.

Eng 9: What Now?

Welcome back from break everyone.

Today, we were supposed to start a new essay.   Instead, we are going to hold off on that for a week or so and focus on completing the work you've already been assigned and demonstrating the standards we've been digging into this quarter.

Let's start with NoRedInk.com  We'll be using this to help with our MUGS.

Then we'll do a little detail workshop on SHOW vs. TELL to help you with your blog posts and the DETAILS part of the WRITING standards.  We're going to do a different workshop each class for the next two weeks to help you folks get your blog posts just foolishly awesome.

I will also be visiting with each group and completing the assessment of your Tiny House projects.  You have time to revise those between now and the end of the quarter (Jan 22.)

The RESEARCH standard on that one has proven tricky.  We aren't going to give up on it.  Instead, once we get past this week or so, we are going to dive into WHY it is so darn hard to get that information and see if we can get the answers we want.

What I want most for you folks to have a tremendously successful collection of work from Q2 that shows all of the thinking you've been doing, all of the designing, all of the insightful commentaries you've made, all of the sketchnoting.  It all deserves to be captured and explained and shared.

We need a system for keeping track of this work, however.  Daily logging of goals and accomplishments, screenshots and pics and some accountability for all of us here in the room.

SHOW YOUR THINKING.

Blog.  6 Posts.  

Prompts Available Here.

DUE ASAP.  Revisable if Complete by Jan 15.

Tiny House, Big Dreams Project.

Due ASAP.

Revisable if Complete by Jan 8.

AP Lit: Back from the Break

Welcome back.

We've got some recalibrating and redefining to do here for these first couple of classes.  Some new routines and habits to build. These are the direct result of the feedback you folks provided before break.

So here we go . . .

Cross Class Discussions & Getting Back to How to Read Lit Like a Prof.

We'll be using Medium to do this.  You'll need to register for an account using your school Gmail and the reply to the various prompts there on the post.  Use the highlighting and other commentary features there on Medium to reply to others' ideas.

These discussions/commentaries are due by the next class after they are assigned.


Due Dates Calendar.

I've added a calendar on the front page of the blog, there along the right hand sidebar.  It's right below the link to AP Lit blog posts.   You won't find every day's class described there, but you will find all the due dates.

You have several major due dates including the NEXT indie book project -- for Q3 -- listed.

I will make sure major projects/assessments are on here and do my best to include minor ones as well.

General Analysis Skills.

We're going to use SCOUT to give us a framework for this as we focus on not just how to analyze but how to write about our analytical reads.

Specifics:  Diction, Character, Setting, Point of View
Comparisons:  Metaphor/Similar, Figurative Language, Analogies, Allusions, Symbolism
Organization:  Rhetorical structure, rhyme scheme, narrative structure
Unusual: Any of the Above and Other Features
Theme:  Theme, Tone, Symbolism/Motif

Today we'll look at diction using Quizlet and art and our last two novels, Mrs. Dalloway and The Hours.

We'll be comparing and contrasting Woolf and Cunningham's uses of diction to help us get a handle on how to better characterize and discuss word choice.

Multiple Choice Test Prep.

Once every two weeks there will be a multiple choice prep.  One reading, one set of questions.  I'm going to try and combine this with our close reading work and curate the best selections I can the test prep materials.  I'm also going to share a folder with you folks of all of my test prep materials so that you can feel free to pursue even more test prep if you so choose.

SHOW YOUR THINKING.

Blog.  Weeks 1 - 6.  

Prompts Available.  3+ Attempts Per Standard Required.

Revise Previous Posts.  Post New.

See Calendar.

Read.  How to Read Lit: Where Have I Seen Her Before?

Discuss.  Medium.

Due.  Next Class.

Submit & Revise.

Synthesis 2.

Frankliners.

Indie Book Project Q2.

Blog posts.

See Calendar.