English 9: Who Am I (at the Moment) and Who Do I Want to Become Begins . . .

Last week we started our year long theme, though I didn't say anything about it being our year long theme because . . . uh . . . I'm not sure why.   But I didn't . . .

Who Am I (at the Moment) and Who Do I Want to Become is all about exploring our identities, our personalities, our values, our abilities, as they are right now, determining who we want to become in the future, and asking the most important question: how might we get ourselves from here to there?

Last week we looked at our multiple intelligences and our mindsets.

We used this survey from LiteracyWorks to help determine our multiple intelligences and took screen shots of our results.  Here's an example:

Later in the week we examined to extent to which we have growth and fixed mindsets.  We started by looking at objects in the room that represent how we feel about our intelligence.  We each chose one, took a picture of it that highlighted how it represents our feelings, and then put it back.

We watched this video that helps explain the difference between the two.

Two of the three classes did some work with scenarios, looking at how someone with a growth mindset would respond to a situation vs how someone with a fixed mindset would respond.

Then we used this inventory from Mindset Works to determine where our mindsets fall on the spectrum between fixed and growth.  

We took screenshots of the results again.   This time, however, we also found a sentence from the results that we believe describes us very well -- the inventory nailed it -- and a sentence that we were not so sure accurately describes who we are -- ehhhh..not sure sure about that one- -- and put those sentences in a Google doc.

To bring it all around full circle, we then wrote about how the object we found at the beginning represents our mindset -- whether fixed, growth, or somewhere in the middle.   We put that on a Google doc and then some folks started to copy and paste that information to their blogs.

Here's a sketchnote of how we went about doing this work. 

If you were able to get all of this work done in class last Thursday and Friday, you did not have homework.  Otherwise, you needed to finish completing the survey, finding the sentences that describe and do not describe your mindset, and then explain how that object represents your mindset.

It should be on a Google doc and placed in your English 9 IN folder.

Also in your English 9 IN folder should be your super power/kryptonite writing.

Now . . .  Monday and Tuesday . . .

Tuesday may look a little different but here's what happened on Monday . . .

We explored the basics of sketchnotes!

Then we worked with poetry Jenga and created a few poems in the moment.

Then we started reading "So What Are You, Anyway?" by Lawrence Hill, a story about a young woman on a plane dealing with some less than kind fellow travelers.  I explained how the Notice/Wish/Wonder graphic organizer works.

Then we broke into 4 Stations, each of which are described on the sketchnoted signs below with instructions.  Anything that was not completed in class became homework due at the next class.

Here's a link to the 8 Box of Who Am I (at the Moment)

Links to Roots 2 are over in the toolbar to the right under "Roots & Quizlet"

Brit Lit: Putting the Team Together & Canterbury Tales

We'll start by reviewing what it means to form a team.  Take a look at a handful of these clips.  What do you notice as trends across them?  What stands out as unique or different?



From there we'll complete an activity called 8Box.  It's a way for you to put together some ideas for the mini project around the corner and help me get to know you a bit better for the rest of this semester.  This will lead into our next work. . .

There'll be a bit of a pause in the team action as we take a look at No Red Ink and work with To/Too/Two and Then/Than.  You can choose to work with one of the teachers in the room or independently based on your needs.

Then it's back to the team . . .

We'll look at one of the oldest "pulling together the team" sequences in the English language: the Canterbury Tales prologue.  We'll look at the various characters that were pulled together at that time, see what the people were like when it was written, what they seemed to care about, what their skill sets were, and also some of their less fortunate qualities.

We'll work together through one of the characters and then you'll break into groups of 1, 2 or 3 to tackle the others and analyze each using a Notice/Wish/Wonder Graphic Organizer.

Each one is linked below.

Knight
Squire
Prioress/Nun
Monk
Miller
Doctor
Sailor

What we don't finish in class today, we'll finish up on Thursday.  This all leads into our first mini project: Portland Tales.

HOMEWORK.

Blog.
Req'd Post:  Putting together a team.  If you had to pull together a team of friends and family to solve a problem, what would that problem be and who would you assemble to solve it?  Justify each of your choices with specific reasons.

Due. Friday.  Feb 27.

No Red Ink.
If You Scored Below 90% on Their/To/Than Pre-Assessment Quiz
Complete All Listed Assignments
To/Too/Two
Their/There/They're

Due. Mon. Mar 2.