Eng 9: Of Mice & Tiny Houses & Narrative Reflections & Lots of Goings On . . .

I realized that I have not updated the blog for English 9 in far too long!  Ack! Oversight!  Not intentional at all!   (And we know how much I preach intention -- so this is NOT good.)

Since the week before Turkey Break, we have been focused on reading Of Mice and Men.  Two of the three classes have finished the novel, the other is nearly there.

We are reading with a bigger purpose in mind.  We have a design challenge: How might we design tiny houses for the characters of Of Mice and Men? 

So while we are going to take a look at the conflicts and plot and characters in the novel, we are doing so because need to know about these characters and their needs so we may design for them, just as we designed for our users in the Cardboard Challenge.

MONDAY and TUESDAY this week.

READING.  We started with me reading the end of the book aloud and brief discussions of what happens to Lennie, George and the rest of the crew.  

STATIONS.  Then we broke into a three station rotation.

1. No Red Ink/Quizlet for Roots 6.  Complete the No Red Ink assignment, get familiar with Roots 6.

2. Pre-Writing and Getting Started on Narrative Writing Assessment 2: Lesson of the Cardboard Challenge

3. DISCOVERY Phase for Of Mice & Tiny Houses Design Challenge.   Explore the tiny house resources provided and complete Notice/Wish/Wonder graphic organizers.

Each class ended up in a slightly different spot because, well, every class is different and has different needs.  What follows here is the timeline for when the various work is due so you can use this to manage your time and all of the goings on.

SHOW YOUR THINKING.

WRITE.  

NARRATIVE WRITING ASSESSMENT 2: Lesson of the Cardboard Challenge.

Tell the story of a lesson you learned from completing the Cardboard Challenge. 

See the rubric in Google Drive.

Period 4B/4G. WORKING DRAFT Due Wednesday/Thursday 11.30.16/12.1.16.

Period 2B.  WORKING DRAFT Due Monday 12.5.16

Period 4B/4G.  2nd WORKING DRAFT Due Friday/Monday 12.2.16/12.5.16.

Period 2B.  2nd WORKING DRAFT Due Wednesday 12.7.16.

Period 4B/4G.  1st SUBMISSION DRAFT.  TURN IT IN.  Due Tuesday/Wednesday 12.6.16/12.7.16

Period 2B.  1st SUBMISSION DRAFT.  TURN IT IN.  Due Friday 12.9.16

READ/WATCH/LISTEN RESPOND.   

DISCOVERY Phase Materials of Tiny House Design Challenge.  

COMPLETE.   3 Notice/Wish/Wonder Organizers.  Keep asking yourself: How might we use this knowledge to help design a tiny house for the characters in Of Mice and Men?  Investigate for a purpose.  When you are noticing, when you are wondering, when you are wishing, look for connections to the needs of these characters.

Period 4G.  Due Friday 12.2.16

Period 2B/4B.  Due Monday 12.5.16

Of Mice & Tiny Houses DISCOVERY Resources

• Experience of Building a Tiny House
  • Couple's quest to settle down in mini-home encounters unexpected roadblock - The Portland Press Herald / Maine Sunday Telegram
  • Tiny house in Richmond is home to bigger life - Central Maine 
    "Waterville"
  • National tiny house building code could make tiny living safer, easier in Maine — Homestead — Bangor Daily News — BDN Maine
  • Living Big In A Tiny House - YouTube
  • The Tiny Home Built By A Bad-Ass Single Mom - YouTube
  • Couple Builds Tiny House for Just $420! - YouTube
• Young Builders of Tiny Houses
  • The Scrap Shack
  • Video showcases Maine teenager living 'off grid' in tiny house - #Maine
• Tiny & Small House Architects & Builders
  • Meet the Maine Amish community making tiny houses, sheds by hand — Homestead — Bangor Daily News — BDN Maine
  • Builder of tiny homes predicts pint-sized housing trend - Central Maine
  • Maine's Original Tiny House Company
  • Jim Bahoosh has completed a small house on Vimeo
  • Small Planet Homes | Holland & Foley Architecture
• Designing a Tiny House
  • Moving on Up in Maine - to a Teeny Tiny House | Maine Public
  • 41 of the Most Impressive Tiny Houses You’ve Ever Seen
  • Sustainable House Sketch Book | WERU 89.9 FM Blue Hill, Maine Local News and Public Affairs Archives
  • Small — but not tiny — houses right size for many | WGME
  • Stylish designer houses made of cardboard - CNN.com
• Life in California for Migrant Workers in the 1930s
  • The Migrant Experience - Voices from the Dust Bowl: the Charles L. Todd and Robert Sonkin Migrant Worker Collection, 1940-1941 | Digital Collections | Library of Congress
  • Depression Era: 1930s: Depression | Picture This
  • The Migrant Experience - Voices from the Dust Bowl: the Charles L. Todd and Robert Sonkin Migrant Worker Collection, 1940-1941 | Digital Collections | Library of Congress 
    "The Recording of Folk Music in Northern California"
  • About this Collection - Voices from the Dust Bowl: the Charles L. Todd and Robert Sonkin Migrant Worker Collection, 1940-1941 | Digital Collections | Library of Congress

STUDY.  VOCAB.

Roots 6 Quiz. 

Thursday/Friday 12.8.16/12.9.16

STUDY. MUGS.

No Red Ink Quiz.

Commonly Confused Words I

Take by Thursday 12.8.16  (Already available.  Take when you are ready.)

AP Lit: Writing Workshop, Haiku & Blog Posts for This Week

Today we workshopped intros and thesis statements.  I got a ton out of it.  I hoped you did as well.

I don't have any pics of the work though, because I forgot my phone at home.  I'm doing ok.  Thanks for asking.

Here's the work for Wednesday and most of what's due on Friday.  Be prepared to read a ton of ballads for Friday.  Those are coming soon.  (And prepare this weekend to read some epic poetry of the epics.)

WRITE.  Revised.  Introduction and thesis statement for 2nd Synthesis.  (This is a change up from today's assignment.  I'm soft and crumpled like a wet newspaper in a hurricane.)

READ.  Haiku.

Overview of Haiku from Poets.org.

READ.

Haiku of Issa as translated by Robert Haas

Haiku of Basho from a variety of sources.

Haiku of Buson from a variety of sources.


READ.  The haiku inspired works of Matthew Rohrer available at PoetryFoundation.org.  Read the notes he has provided for his methodology and mindset behind these works.

READ.  Some of the other haiku available at PoetryFoundation.org or a Poets.org.  Go hunting.  See what goodness you find.

READ.  What this writer learned by writing haiku.  Think about our work with Meg Willing and what resonates here.

On Wednesday night, expect a collection of ballads to compose.

CRITICAL CREATIVITY BLOG POST.  Compose an original a haiku or ballad.  Consider the three different lenses we learned from Meg Willing:  poet, editor, designer.   Then design the cover for a volume of your poetry based on this one haiku or ballad you created.  

DESIGN THINKING BLOG POST.   EXPERIMENT Phase.  8 Box.  Poetry as Problem Solver Design Challenge.  Put yourself on a 4 minute timer.  Generate 8 ideas for addressing a problem in the school in 4 minutes.  Select one of your ideas.   Get three sticky notes/scraps of paper/index cards.   Storyboard that idea in action.  Put those three panels on a blank piece of paper.  Add context and explanation.  Mark it up.   Take no more than 30 minutes total from start to finish on this entire exercise.

Take a picture of your work.  Post on your blog along with any written or audio/video recording explanations we may need to understand your current ideas.

Pop Culture: Movie Trailer by Design Production Week!

This is it folks!  Trailers are due on Thursday and Friday!  We'll be having screenings in a location TBD.  (Hopefully it won't be Room F215 . . . )

Here's the rubric that is also in your Pop Culture OUT Google Drive folder in the Movie Trailers by Design subfolder.

Pop Culture Fall 2016: Trailers by Design Single Point Rubric

How might we design movie trailers that make audiences want to see the whole movie?

Creative Constraints:  

• Your prototype trailer must be for a film that has not been made
• Your prototype trailer may be an adaptation of an intellectual property that exists, but it cannot be an IP that has been made into a film before
• Your prototype trailer must have a run length of :30 to 2:00.  
• You must submit a written or recorded explanation of the intentions behind your prototype trailer.
• You must submit an Intention Map for your prototype trailer

Criteria	Evidence of Exceeding the Standard (clever, insightful, unique, powerful, creative, meaningful, professional)	What Meeting the Standard Looks Like	Evidence of Needs for Improvement (gaps, missing pieces or evidence, incomplete thoughts)
Movie Trailer Prototype (MEDIA)		I like how your trailer presents an effective solution to the identified problem.  I like how every aspect of your trailer seems purposeful. I like how your trailer seems to appeal to your users. I like how I only have to ask minimal questions to understand your solutions.
Design Process Documentation (MEDIA)		I like how your design documentation shows that you have identified a problem, considered the users needs, explored several solutions, and worked up a prototype. I like how you organized your photos/video/notes/sketches in a way that it is easy to see your thinking.
Written Explanations (WRITING) (OPTION A)		I like how your details are specific and make it clear to me what you intended with your prototype.  I like how well organized your writing appears and how it seems to show your voice.  I like how I get a strong sense of how your prototype will solve the problem.
Vocal Explanations (SPEAKING) (OPTION B)		I like how articulate your explanations come across because your details are specific and you make it clear to me what you intended with your prototype.  I like clearly you speak with a deliberate pace. I like how I get a strong sense of how your prototype will solve the problem.
Mechanics, Usage, Grammar, Spelling (MUGS)		I like how your work is nearly error free in terms of MUGS.  There may be one or two minor errors but you generally show control of your writing.
Timeliness (HABITS of WORK)		The final product is turned in within 24 hours of the agreed upon due date.

In addition to the written/recorded explanation of design and intention, you must complete this Intention map -- also in your Google Drive Pop Culture OUT folder.  This connects the dots between all of the empathy work you've done and the prototype trailer you create.

INTENTION MAP

Identify Three Key Pieces of Empathy Evidence that Helped You to Meet Your Users’ Needs

Empathy Evidence (Survey/ Interview Data screenshot, pic, or text)	Design Feature (pic, vid or description)	How did your empathy evidence inform your design feature and help you meet your users’ needs?	What changes might you make to this feature in a future iteration?

Your blog post for this week asks you to document your trailer design process.   Photos, screenshots, drawings, doodles, maps, plans, anything and everything.  Consider it a behind-the-scenes DVD/Blu-Ray extra feature.

SHOW YOUR WORK.

BLOG.  Document Your Movie Trailer by Design Process.  Photos, screenshots, drawings, doodles, maps, plans, anything and everything that shows the story of creating your trailer.  Explain your process as you document. You may prefer to post an audio or video recording of your explanation.

DUE. Friday. 12.2.16

DESIGN. MOVIE TRAILER BY DESIGN.  Complete your movie trailer.  Remember to check the rubric for expectations and creative constraints.  Remember to complete the written/recorded explanation of intentions as well as the intention map.  (See above in this post.  Graphic organizers and rubrics in your Pop Culture OUT folder on Google Drive.)

DUE. Thursday.12.1.16/Friday.12.2.16

 

Pop Culture: Film Trailer Design Challenge: Empathy & Experiment Phases

We're getting right into our film trailer design challenge and the ideas are coming fast and furiously . . .

Friday and Monday, empathy interview we conducted empathy interviews for our users: other English classes & Digital Media

From there we jumped into our production teams (Groups of 1, 2, 3 or 4 -- 4?! I know, right?) and unpacked our empathy interviews AND started in on experimenting.

The trailers are due for screening the Thursday and Friday immediately following the Thanksgiving break.

Here's the blog post due THIS WEEK.

Film Trailer Production Post.
What is the working title of the film you are producing the trailer for?
What is the name of your production company (the name of your group or your solo effort)?
What is the WHOLE story of your film?  Not just the trailer but the whole story of the film.
Post a storyboard of your trailer AND/OR a rough rapid fire prototype of your trailer.

The ideas I'm hearing sound great. REMEMBER the EMPATHY!  As you are working up your ideas, are you keeping your audience in mind?  Film studios and producers are constantly working to find a balance between artistic visions and audience tastes.  They want to make money and they want to create new ideas.  That's a challenge.  Here's an interview with Sheri Candler, a marketing strategist who makes her living dealing with that balance.

AP Lit: Poetry & Empathy & Problem Solving

Gonna keep this one short and to the point because it really outlines the work you need to do between now and next class and then over the Turkey Day break.

I added a reading/analysis piece that I did not mention during class.

We're diving into our first collaborative design challenge:

HOW MIGHT WE USE POETRY to SOLVE a PROBLEM at MT BLUE CAMPUS?
How might we use poetry to solve a problem at Mt. Blue Campus?

We've got to use our observations of the climate and culture at Mt. Blue to help us in this work, but more importantly we need to get to understand the users of our potential solutions and see what problems they are perceiving.

ASSIGNMENT 1. Empathy Interviews.  (Empathy PhasestInterview at least 3 Mt. Blue Campus students and/or staff.

Record/note answers to these five questions.


1. What day to day problems do you encounter?

2. How might these problems relate to a bigger problem you are seeing?

3.  How do you deal with the problems you encounter?

4. How do others contribute to solving those problems?

5. How do the problems you encounter affect the atmosphere of the school?


DUE. Monday, November 21.


ASSIGNMENT 2.  Sonnet Collection.  Investigate a number sonnets from the collection at Poets.org.

Curate a collection of least three sonnets, spread out across at least three different generations/schools/eras/, that share a common thread.  It may be subject matter.  It may be rhetorical.  It may be the placement or meaning of the volta.   It may be any sort of common thread.


Document your process of identifying and then forming this collection.  You may do so through an audio or video recording, written piece, sketchnote, any method you like, so long as you

a) document your process of curating your collection

b) explain your intentions for including each piece.


ASSIGNMENT 3. Synthesis Essay #2: Sketchnote & Introduction/Thesis Statement.
Just as last quarter, you are writing a multi-draft essay that discusses an observation, argument,  or understanding you have developed from our class readings as well as any other literature, film, music, art, culture, and/or life experience to inform  your argument.

For Monday, November 28, the Monday AFTER Turkey Day, complete a sketchnote that captures your intentions for your synthesis essay.  Think of a this as a visual map or outline of your essay.

THEN, compose a working draft of your introduction and thesis statement and be prepared to workshop these in class.

AP Lit: Sonnets & Sonnets & Sonnets . . .

Today we rocked some more Literary 3x3s, we learned about Jacques and Miles' literary design solutions, and we briefly wrangled with Shakespeare's Sonnet 18 "Shall I Compare Thee?"

We ran our first Literary 3x3 battle as well, seeing how quickly we could create Dalloway from our decks, while stealing from others' decks as well.  Grand fun.

The Hours in 3x3

Calling Quietly Out/Watching Behind Windows/Cornered By Wanting

Three Women Intertwined/Wrapped Within Strife/[?] Blooms Up -- The Hours

We also learned about Miles' Death of a Salesman mirror, his prototype solution to help Willy Loman deal with reality.

And we learned about Jacques' The Stranger glasses to help Meursault adjust his vision to a less objectivist point of view.

Finally we tackled Shakespeare's Sonnet 18, "Shall I Compare Thee" and it turns out the answer is no, no you shall not.

We talked briefly about sonnet forms, something into which we will dive MUCH further next class.

SONNET Readings to Complete for Thursday:
Shakespeare's Sonnet 25

John Milton’s “When I Consider How my Light Is Spent”

Elizabeth Barrett Browning’s “How Do I Love Thee”

Thomas Wyatt’s “Whoso List to Hunt, I Know Where Is an Hind” 

Wilfred Owen’s “Anthem for Doomed Youth”

Claude McKay’s “America,”

Molly Peacock’s “Altruism”

Choose two of the above to annotate & sketchnote.

Choose one of the above to create a Literary 3x3.   (It may be one of the two you annotated and sketchnoted)

Put pictures of your sketchnotes & annotations in your AP Lit IN Folder.

BLOG Posts for This Week.

ANALYTICAL POST.  Identify a thread streaking through two or more of the sonnets we read this week.  Discuss the idea you've uncovered and how the sonnet form, with its structures, shape and design, helps the poets deliver this intentional meaning.  In other words, why did the poets choose  the sonnet to express these ideas?

CREATIVE POST.   Two Images.  One Question.  Select one of the sonnets from this week.  Create a three-slide presentation that consists of two images and a single question.  The three slides should work together to capture the essence of the sonnet, the images functioning as metaphors/analogies for the ideas in the sonnet and the question being a core question the poet raises with the piece.   Write or record an explanation of your your choices.

Pop Culture: 10 Minutes to Film Festival & Making Movie Magic Happen Storyboards

10 MINUTES TO FILM FESTIVAL.

1. On the scrap paper you are given, you have 1 minute to make a list of things you enjoy.

2. Then you have 1 minute to make a list of causes  you care about (i.e. animal shelters, cancer research, volunteer firefighting, etc.)

3. Take 1 minute to make connections between the items in your list of things you enjoy and the list of causes you care about.

4. You then have 7 minutes to choose three films you would show in a film festival based on a theme of your choice based on your two lists above.

What's a film festival?  Take a look at any of these these examples:

http://www.sundance.org/pdf/film-guide/SFF14-FilmGuide.pdf

http://fantasticfest.com/

http://www.miff.org/

http://allsportslafilmfest.com/

http://www.festival-cannes.com/en.html

MAKING MOVIE MAGIC HAPPEN.

After recreating that scene to develop a sense of how it all “works” in a finished product, use your skills to tell the following story. Create a storyboard through still photography and turn it into a slideshow to place in your Pop Culture IN folders and share on your blogs.

Choose and recreate the camera angles to the best of your abilities from the following sources:

http://www.empireonline.com/features/film-studies-101-camera-shots-styles/p1

Great tool because it shows you examples from actual films

http://www.thestoryboardartist.com/Site/Film.html

Several great examples of storyboarding at work

OUT OF CLASS WORK.

BLOG Post 1: Top 100 Film Scene Recreation.

Post your scene recreation on your blog.

Compose a written, audio or video explanation of your scene recreation in which you discuss:

* The original scene and why you chose it

* Challenges you encountered and how you overcame them and/or how you failed to overcome them

* What you learned about the challenges of filmmaking through this creative exercise

BLOG Post 2: Making Movie Magic Happen.

Post the storyboard/film on your blog.

Compose a written, audio or video explanation of your storyboard in which you discuss:

*Your intentions behind each shot in your storyboard -- even if they are are not as successful as you would have liked them to be

* Challenges you encountered and how you overcame them and/or how you failed to overcome them

* What you learned about the challenges of filmmaking through this creative exercise

AP Lit: Poetry Workshop w Meg Willing & Lit 3x3 & More

POETRY WORKSHOP.
Today we had a tremendous poetry workshop with  poet/editor/designer Meg Willing, who also happens to be an alumna of THE Mt. Blue High School.

She showed us how to look at a poem through three lenses: poet, editor, and book designer.  She used Marie Howe's "The Gate" as the centerpiece of this work.

We read the poem a number of times, she guided us through the poem through those lenses, and then we did some close readings.

This was followed by an exploration of rapid fire book designs for "The Gate."  This was lot like our 8 Box experience -- this time we had nine boxes & three minutes, followed by three minutes to expand three ideas on index cards.

We ended with just a short amount of time to play with cutup poetry -- an idea to which we will most definitely be returning in the near future *cough* next week I think *cough*

LITERARY 3X3
Coming up on Thursday . . .  Literary 3x3s done right.   We got away from these during Q1 and no longer.  They are powerful ways to move our thinking around and tackle analysis and we need to be doing them regularly and with great intent.   So . . .

Bring Literary 3x3s for The Hours, Mrs Dalloway, and Shakespeare's "Fear No More."

Here are the parameters for Literary 3x3s

1. Criteria for an effective L3x3
1. Three, Three-Word “Sentences”: loose grammar
2. Powerful, Meaningful Diction: consider connotation vs denotation
3. Every Word Counts: avoid prepositions and articles
2. Upon forming the deck, lay out the L3x3s and then number the cards in a backside corner 1-9, so as to create an answer key.  Put your initials in the lower right corner of the numbered side of the deck.  On the word side of the cards, put the name of the text or abbreviation in lower left hand corner, creator in the lower right. This way you can mix up the decks and always get back to your starting position.

On Thursday, we have a short class, so we will be working with these Literary 3x3s and sharing projects.

Here's the blogging and reading for this week.

SHOW YOUR THINKING.

READ.  How to Read Lit.  "If It's Square, It's Sonnet"

BLOG POST. Written Analysis.  Select a power quote (a key moment in Foster's chapter) that you believe captures the essence of the chapter. Defend your choice.

Due. Friday 11.11.16

BLOG POST.  Reflection on Dallowinian Party.  What did you take from it?  What would you do the same?  What might you do differently? 

Due. Friday 11.11.16

READ. The Sonnets & Poetry Foundation Background on Sonnets -- Read all of the Highlighted Sonnets.

•  Sonnet XVIII: Shall I Compare Thee to a Summer’s Day? by William Shakespeare : The Poetry Foundation
• Sonnet  18: Shall I compare thee to a summer’s day? by William Shakespeare : The Poetry Foundation
• Sonnet XXV: Let those who are in Favour with their Stars by William Shakespeare : The Poetry Foundation
• Sonnet : Glossary Term : Learning Lab : The Poetry Foundation 

Read these in the service of your analytical blog post this week so you have some context for sonnets.  Be familiar with all of them for Tuesday, 11.15.16 for our work that day.

Choose one to annotate and Literary 3x3 for next Tuesday.  11.15.16 

Eng 9 4B Imagery

First we are going to get into groups of two (or groups of 3) and sit across from each other so you cannot see each other's screens. Pick one of the photos in the albumin the link below and spend 3 minutes describing it in a google doc.

https://goo.gl/photos/JD9XnH5GWgxrF3MH7

Now I want you guys to play with thinglink, you can log in with your school email and say that you are a student. Upload a photo or use one of the ones they give you and do a few things:
1. Write a text tag
2. Add a link in a tag.
3. Put a photo into a tag.
4. See what else you can do.
When you finish yours share it with somebody else in the room (you do not have to share it virtually, just bring your laptop to them). Here is an example of what I made of my cat:

Imagery means to use figurative language to represent objects, actions, and ideas in such a way that it appeals to our physical senses. This website can give you more information on imagery, and every other literary device you could ever need.

This is a bad example of imagery: We went fishing and we caught two bass and took care of them. We came back to swim and the lake looked the same as it always does.

And this is an excerpt from an essay by E.B. White called, Once More to the Lake. When you listen to this write down different things that he says on the senses graphic organizer that correlate to each sense.

"We caught two bass, hauling them in briskly as though they were mackerel, pulling them over the side of the boat in a businesslike manner without any landing net, and stunning them with a blow on the back of the head. When we got back for a swim before lunch, the lake was exactly where we had left it, the same number of inches from the dock, and there was only the merest suggestion of a breeze.... In the shallows, the dark, water-soaked sticks and twigs, smooth and old, were undulating in clusters on the bottom against the clean ribbed sand, and the track of the mussel was plain. A school of minnows swam by, each minnow with its small, individual shadow, doubling the attendance, so clear and sharp in the sunlight."

Here is also an audio version of the essay, this passage happens from 5:51 to 6:50 in this video.

Now that you have heard a good example and a bad example of imagery take this and we will be doing the IMAGERY CHALLENGE! What you need to do is use really specific imagery and details to make your description of the picture you chose at the beginning of the class period really good; spend a solid 5 minutes on this at least. Once you finish you need to show your description to your partner and they will try to guess which picture you chose. If your partner doesn't guess correctly you need to improve the imagery in your description until they guess correctly.

Now that you have had practice using imagery which of your pieces of writing can you improve? How can you make sure that you include these skills when you write in the future?

Pop Culture: Movie Mash Ups & Movie Magic

Last week . . . and then again today with the other crew . . . we Movie Mashed Up to start the day

1.  Take an index card.  Number 1 - 6 down the left edge.  Number 1 - 6 down the right edge.

2. Write down 12 movies you have seen.  Collaborate with people at your table if you are having trouble coming up with twelve.

3. Look to the projector wall.  I'll be using an online dice roller to help determine the mash up pairs.  The first roll is the title on the left edge, the second roll the title on the right edge, and those two must be mashed up to create a new film.  I'll roll for three pairs.

4. Use the rest of the space on the index card to doodle, sketchnote and work out the mash up title and a two sentence plot line for that mashed up film.

5.  Check your email for a link to the form to submit your mash up title and plot, as well as the two film titles that inspired it.

After the mash ups, you had time to work on your AFI Top 100 scene recreations.   Some folks used this time to turn in last minute/late/thank you for being so kind Mr. Ryder as to let us turn in work after the end of the quarter deadline was upon us work.   

Next class you will be filming/storyboarding a scene based on a shot sequence provided to you.  

This week.  Two blog posts.

OUT OF CLASS WORK.

BLOG Post 1: Top 100 Film Scene Recreation.

Post your scene recreation on your blog.

Compose a written, audio or video explanation of your scene recreation in which you discuss:

* The original scene and why you chose it

* Challenges you encountered and how you overcame them and/or how you failed to overcome them

* What you learned about the challenges of filmmaking through this creative exercise

BLOG Post 2: Making Movie Magic Happen.

Post the storyboard/film on your blog.

Compose a written, audio or video explanation of your storyboard in which you discuss:

*Your intentions behind each shot in your storyboard -- even if they are are not as successful as you would have liked them to be

* Challenges you encountered and how you overcame them and/or how you failed to overcome them

* What you learned about the challenges of filmmaking through this creative exercise

AP Lit: Literary Solutions Design Challenge Single Point Rubric Q1

AP Lit Fall 2016: Literary Solutions Single Point Rubric

How might we uncover the problems character’s face, the thematic challenges the creator’s want readers to consider, or the societal struggles evident in the text?  And how might we prototype solutions to those problem, challenges, and/or struggles?

Finally, how might such solutions demonstrate a rich understanding of the source text?

Creative Constraints:  

• Your prototype must be visible and shareable, but it does not need to be physical
• You must document your process (Discovery (Research/Problem Finding), Empathy (User Needs), Experiments (Brainstorming/Ideating/), Products
• You must submit a written or recorded explanation of the intentions behind your prototype.
• You must use explicit text evidence for meaningful effect in your prototype and/or within your intention explanations

Criteria	Evidence of Exceeding the Standard (clever, insightful, unique, powerful, creative, meaningful, professional)	What Meeting the Standard Looks Like	Evidence of Needs for Improvement (gaps, missing pieces or evidence, incomplete thoughts)
Literary Solution Prototype (MEDIA)		I like how your prototype presents an effective solution to the identified problem.  I like how every aspect of your prototype seems purposeful. I like how I only have to ask minimal questions to understand your solutions.
Design Process Documentation (MEDIA)		I like how your design documentation shows that you have identified a problem, considered the users needs, explored several solutions, and worked up a prototype. I like how you organized your photos/video/notes/sketches in a way that it is easy to see your thinking.
Literary Evidence (READING)		I like how your prototype and/or intention explanations integrate meaningful text evidence that demonstrates complete understanding of the text in question.  I like how the text evidence seems vital to the project rather than a fill-in-the-blank to meet criteria.  I like how the literary evidence speaks to core themes, character, language, style and/or structure of the text.
Written Intention Explanations (WRITING) (OPTION A)		I like how your details are specific and make it clear to me what you intended with your prototype.  I like how well organized your writing appears and how it seems to show your voice.  I like how I get a strong sense of how your prototype will solve the problem.
Vocal Intention Explanations (SPEAKING) (OPTION B)		I like how articulate your explanations come across because your details are specific and you make it clear to me what you intended with your prototype.  I like clearly you speak with a deliberate pace. I like how I get a strong sense of how your prototype will solve the problem.
Mechanics, Usage, Grammar, Spelling (MUGS)		I like how your work is nearly error free in terms of MUGS.  There may be one or two minor errors but you generally show control of your writing.
Timeliness (HABITS of WORK)		The final product is turned in within 24 hours of the agreed upon due date.