PACE: Pitches & Trailers Decided

Today we had our pitch revisions and chose to move forward with Pitches into Products.

After folks delivered Macbeth-inspired pitches, we decided that several were worthy of development into trailers.

We will be making trailers of Lindzee's, Mitch's and Kristen's.  We divided into production teams. More about this teams to be posted on Wednesday.

Also on Wednesday, you will receive a production schedule that must be maintained.  These trailers will go live to the public on April 11.  

HOMEWORK
Blog: 3+ Posts
Req'd Post: Req'd Post: How might we make the last quarter of PACE the most exceptional, amazing powerful and important and mind blowing learning experience you could possibly have AND make the school say, "Wow.  AND they learned the stuff they were supposed to learn?"

QUACK Vocab
Unit 1 Part 2 
Quiz: Friday

Unit 1 Parts 1 & 2
Quiz: Thur, April 3

Macbeth:
3 Graphic Organizers: Past Teacher PACE
Show Bible: Past Teacher PACE

AP Lit 2B/3B: Embedding Text Evidence & Building Power Guides

We focused our energy today on uncovering understandings about embedding effective text evidence.

We took a rather non-traditional approach to this work, reading through a number of sources for highlights and insights and then creating our own . . .

POWER GUIDES.

A power guide includes the key takeaways from the sources as well as examples of those takeaways in practice.  What's important about those examples?  They must be your own!

Here are some pics of the various approaches folks took to solving this challenge so far.

HOMEWORK

Blog: 3+ Posts
Req'd Post: Use Colourlovers.com  to create a custom palette of at least three colors relating to meaning in Frankenstein.  You will need to name the palette and each color within it.  Be certain to choose purposeful names and push your self to go beyond the concrete.  (Concrete:  "blue sky" because the sky was blue.)
Due: March 7

Complete: Synthesis #3
Due: Mar 7

Humanities: Merryweather High Orientation ReDesign Presentations

Today was fantastic.

Five great presentations.

We will be using time on Wednesday to dig deeper into what made them great and how we can use that information to help us better solve our design challenge.

HOMEWORK

Blog: 3+ Posts
Req'd Post:  Think back to those first weeks of high school school.  Make a list of five or more things you wish someone had told you about life at Mt. Blue.  Explain your thinking behind each of them.

Roots: 10 (Over 6 - 10)
Roots Quiz 10: Thurs., March 6
Roots Product Due: Thurs., March 6

Present: Merryweather High Orientation Proposal
Due: Today!

Speak: Finish 3rd Marking Period (page 148)
Due: Thursday, Feb 27

Joycean Qualities and Frankliner's Workshop

Happy Birthday, Thomas Alva Edison!

  FREE BOOK ABOUT AWESOME THINGS.

Today is kicking off with some (much needed) test prep-- multiple choice style.

Ryder will undoubtedly rant. This is simply a fact. It will probably be pretty entertaining.

Next we will delve into Joyce for exactly fifteen minutes. The goal is to look for evidence of three of his styles: epiphanies, manipulation of language & aesthetics and free indirect discourse. To do this, we will bust out your design kits and mark up hard copies of the stories. There doesn't need to be any rhyme or reason to how you do your marking-- doodles, brackets, lines, etc-- as long as you know what it is you are highlighting from the text and why... so feel free to get creative!

Following the Joycean Exploration we will sort all the feedback stickies from the board and place them all together on the dragon board, again in a spectrum from least to most helpful.

To wrap up class we will have a writing workshop using the Frankliner's drafts you brought in today.

HOMEWORK

Blog: 3+ Posts (next week, you get to take off for vacation! woot!)

Req'd Post: Analytical work.  By this week you will have read three chapters from "How to Read Lit" -- "Blind," "Geography," and "Season." Foster delivers a great deal of thinking across these three chapters and I believe strongly they apply to Joyce's stories.

Find three powerful ideas from Foster -- one from each chapter -- and then apply those thoughts as lenses for looking at Dubliners.  Explain how each applies and can illuminate understanding from Joyce's work.  (You might focus on multiple stories or only one or two -- that is up to you.  Having a strong sense of Foster's thinking is more important than having a strong sense of each of these stories.) 

You may write, record, film or otherwise capture your thinking, so long as it is clear and can stand on its own without tremendous interpretation on the part of your audience.  Lots of digital tools you can use for this AND it could just be a series of paragraphs as well.  Work to your strengths/interests.

Due: Fri, Feb 14

Read: How to Read Lit Like a Professor "And so Does Season"

Due: Fri, Feb 14 

Write: Working Draft of "Frankliners" story/poem

Due: Wednesday Workshop, Feb 13

Upcoming: Read Frankenstein

Due: Thursday/Friday following Feb break.

All Classes: Feedback Wheel

AP Lit 3G: Diving Deeper Into Joyce (and some test prep, too)

We opened our day with some much needed test prep in the form of a multiple choice item.

From there, Mr. Ryder ranted a little bit.  It was a thing.  It had nothing to do with you folks, but of course, we already knew this.  We missed out on Hamlet time as a result and that's too bad.  He feels rather unpleasant about that as he writes this.

Then we did some amazing deep diving into Joyce and uncovered epiphanies, manipulation of language & aesthetics and free indirect discourse.  We used your design kits and marked up copies of the stories -- big strokes, lots of messy thinking, doodles and highlights and brackets abounded!  Also, super glad you captured your thinking with your phones -- so important to document your processes.

And wow.  You folks did an exceptional job on this.  I was impressed by what we found, including such observations as:
* Free indirect discourse can be as short as a word
* Little epiphanies tend to surface early in a story and build to a larger understanding
* Joyce loved the sound of words and the sounds often reflected his themes and ideas

We had a few minutes at the end of class to start a short brainstorm for "Frankliners."

Important to note!  The major due dates calendar is WAY OFF right now.  I'm adjusting it on Monday evening.

HOMEWORK

Blog: 3+ Posts (next week, you get to take off for vacation! woot!)

Req'd Post: Analytical work.  By this week you will have read three chapters from "How to Read Lit" -- "Blind," "Geography," and "Season." Foster delivers a great deal of thinking across these three chapters and I believe strongly they apply to Joyce's stories.

Find three powerful ideas from Foster -- one from each chapter -- and then apply those thoughts as lenses for looking at Dubliners.  Explain how each applies and can illuminate understanding from Joyce's work.  (You might focus on multiple stories or only one or two -- that is up to you.  Having a strong sense of Foster's thinking is more important than having a strong sense of each of these stories.) 

You may write, record, film or otherwise capture your thinking, so long as it is clear and can stand on its own without tremendous interpretation on the part of your audience.  Lots of digital tools you can use for this AND it could just be a series of paragraphs as well.  Work to your strengths/interests.

Due: Fri, Feb 14

Read: How to Read Lit Like a Professor "And so Does Season"

Due: Fri, Feb 14 

Write: Working Draft of "Frankliners" story/poem

Due: Wednesday Workshop, Feb 13

Upcoming: Read Frankenstein

Due: Thursday/Friday following Feb break.