Eng 9: 1st Fishbowl, Caine's Arcade, Advocacy Letters and More . . .

We'll start with a fishbowl discussion to explore our empathy and advocacy stations from last week.  This will be our first formally assessed listening and speaking experience.  We will formulate criteria together that I will use to assess your listening and speaking during the fishbowl.

We will be tying together the short story we read, the stations, and everything else we've done so far into this discussion.

We'll start with watching this video.  Be prepared to ask questions about the format at the end of the video.  I will be asking you to identify the rules and format established in the video.

Then we'll watch this fantastic video about Caine's Arcade, the mini-documentary that gave rise to Imagination Foundation.

You'll be completing a Notice/Wish/Wonder graphic organizer to demonstrate your understanding of the Caine's Arcade mini doc.   You only need to fill out

Once you finish your Notice/Wish/Wonder graphic organizer, you can start/finish your advocacy letter.  You have two choices.

Write a one page letter in which you ask a teacher, a parent/guardian, a friend, a coach or some other specific individual for help.  Explain what it is you need help with, why you need that help, and how specifically that person might help you.

OR

Empathize with an individual struggling with one of the challenges we've explored in class.  Adopt that person's point of view and write a letter in which that person asks for help from a teacher, parent/guardian, friend, coach or some other specific individual for help.  Explain what it is they need help with, why they need that help, and how specifically that person might help them.

OR

Empathize and advocate for an individual struggling with one of the challenges we've explored in class.  Ask one of their teachers, parent/guardians, friends, coaches or another specific individual to help that person.  Explain what it is they need help with, why they need that help, and how specifically that person might help them.

ROOTS 2.
Reminder that there is a Roots 2 quiz over Roots 1 and 2 on Wednesday and Thursday of this week.  Use the quizlets linked in the sidebar to the right to help you study.   Use the jenga block creations you made the other day to help you -- ask your friends to send you the pics they took if you don't have them.

Next class, we are making stuff.  Next week, we are making stuff.  All month of October, we are writing and discussing and reading and making stuff.  What?  Yes.

OUT OF CLASS WORK.

Study.  Roots 1 & 2.

Quiz.  NEXT CLASS.

Write.

Advocacy Letter.

Due.  NEXT CLASS.

Put in your English 9 IN Folder.

Complete.

Notice/Wish/Wonder: Caine's Arcade.

Put in your English 9 IN Folder.

AP Lit: Solving the Hours, Peer Workshopping Synthesis, Dalloway Begins, Vampires & Music & More

Today we start Mrs. Dalloway.

We'll read in class to get a feel for Woolf's stream of consciousness style.  It is unique to most anything you will have been assigned in high school, though as contemporary of Fitzgerald you may find some similarities in language.  And since Woolf has been so tremendously influential, you may also find the roots of Laurie Halse Anderson and Markus Zusak in these pages.  

It is also the novel that inspired Cunningham to write The Hours.

Tonight read up to page 29.   Wednesday we will discuss and make sure folks are following the characters, plot, etc.

Speaking of The Hours, take a look at this trailer for the 2002 film.

And take a listen to the score by composer Phillip Glass, particularly "Morning Passages" and "Escape"

Think about how Glass' sounds reflect the ideas we've been been exploring class.  Why might he choose the sounds?  This instrumentation?  These musical arcs?  Might a little research uncover more?

Also, I recommend the fantastic documentary, Glassworks, which I believe is available on Netflix still.

This ties into your Critical Creativity blog post for the week.

PEER WORKSHOP the SYNTHESIS ESSAY 1

You'll have twenty minutes to work with a partner and get feedback on your current draft.  You'll submit your essay on Wednesday.

DESIGN CHALLENGE: SOLVE THE HOURS.

After this, we will continue designing for the characters of The Hours and run a design sprint featuring 8 Box, storyboarding, and feedback.

On Wednesday, we build.  Construct.

OUT OF CLASS WORK FOR THE WEEK.

Complete.  1st Submission Draft of Synthesis 1.

READ.
Mrs. Dalloway.  pg 3 - 29
How to Read Lit Chapter 3: Vampirism

BLOG.
Critical Creativity Challenge:  Scoring Dalloway.   Create an original score for pages 3 - 29 of Mrs. Dalloway using either live instrumentation, Garage Band, SoundTrap  Wolfram Tones, Beat Lab, or another online/digital music generator/creator.

Analytical Post:  Make a case for or against the presence of Foster's vampires in The Hours.  Use text evidence to support your assertions.

How to Post your Blog Posts on the Blog Tracker.  The blog tracker is in the AP Lit 2016 OUT folder.  You don't make a copy of this one.  You just edit it right there on the screen.

Here's a video to help you with posting the links.  You only need to worry about the first 3 minutes of the video.