Eng 9: Sanctuary for Others & Speak

Sanctuary for Others Design Challenge

Single Point Rubric

HMW design a sanctuary for  . . .

Another Person in Class (That You Don’t Know Very Well)

or Another Character from Speak Besides Melinda

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)
Prototype Quality (MEDIA)		I like how your prototype looks like a finished product that you can present to the class; I like how there are no obvious signs that you didn’t get it finished -- even though there may be ways in which you might improve it; I like that it shows evidence you understand how to use the media you chose to solve the problem in an effective way
Research and Connections (RESEARCH/READING)		I like how your prototype clearly shows numerous accurate connections to your research (text, video, audio); I like how your explanations include page numbers/time stamps and quoted text as evidence to show that you really know what you are talking about; I like how you wrote or recorded your explanations;
PRESENTATION (LISTENING & SPEAKING)		I like how your presentation was clear and easily understood; even if you weren’t working from a script, you seemed very well prepared and comfortable sharing the information about your sanctuary;  you were able to field and answer questions asked about your sanctuary design
MUGS (MUGS)		I like how any writing included is properly spelled and features proper use of any words on Commonly Mistaken Words 1
Empathy (HABITS of MIND)		I like how you clearly show an understanding of your user’s needs and how to meet them; I like how you connect your ideas in your sanctuary to the needs of your user you were able to identify from your research
Timeliness (HABITS of MIND)		I like how you turned it in within 24 hours of the agreed upon due date

Design Challenge Checklist (And the DEEP Design Thinking Phases connected)

1. Define Sanctuary and Identify Examples (DISCOVERY Phase)
1. What are different forms sanctuary can take?
2. How might it look?
2. User and User Needs Identified (EMPATHY Phase)
1. Necessary research (interviews, articles, novel) conducted
2. Empathy maps completed
3. Experiment with Sanctuary Features (EXPERIMENT Phase)
1. Rapid fire prototyping
2. Explore possibilities
3. Create a working prototype linked to user needs
1. 3-D or 2-D, using any materials/tools that serve your purpose
2. Suggested: 2-D art, SketchUp, Minecraft, LEGO, cardboard, wood, photography
4. Produce and Present Your Prototype (PRODUCE Phase)
1. Deliver a presentation (2 to 3 min)
2. Subject your prototype to 4 Corners feedback
3. Revise and reiterate your prototype

5. Written Reflection (WRITING - new rubric and criteria to come after presentations)

NOTE FOR BLOGGING!  Any and all of the work above can be posted on your blog to demonstrate your understanding of the various standards.

SHOW YOUR THINKING.

Blog. Sanctuary Progress 1. Document your progress on the Sanctuary for Others design challenge. These may be drawings and sketches, interviews and notes, or experiments and rapid fire prototypes.

Due. Wednesday, March 23.

Design. Sanctuary for Others.

Due. Tuesday, March 29.

Read. Speak.

140 - 164.

Due. Next Class.

Blogging Standards Evidence 1 & 2.

Due. ASAP.

Choose from your blogging you've done this quarter which evidence you want to count toward your standards. Revise them into the best possible evidence.

Study.  Roots 6-10.  

Quiz. Friday. March 25.

Study. No Red Ink.  Independent/Dependent Clauses.

Quiz. Tuesday. March 29.

Eng 9: Freaks and Geeks and Speak with Ms Pulito

Hi folks,

These are the graphic organizers and blog prompts from when I was away and Ms. Pulito was running the show.

Speak

Empathy Map on “Freaks and Geeks” Character

Your task is to create an empathy map based on a character from “Freaks and Geeks” that we did not examine together during class. Use the things they say and do in Episode 1 to help you determine what they may be thinking or feeling. Make sure to include specific details and interpretations. Then, write a 2-3 paragraph blog post in which you send this character to Mt. Blue High School for a day. What happens? Where do they go? Who do they talk to? How do they get along with the students and teachers? Use your empathy map to help you decide!

Character’s Name: _____________________________________

Say	Think
Do	Feel

Speak

Feature Chart: Comparing Mt. Blue High School, Merryweather High School (from Speak), and McKinley High School (from “Freaks and Geeks”)

Give each school a “rating” of 1-5 for each criteria, with a score of 1 meaning “nonexistent” and a score of 5 meaning “very prominent.” Then, provide a 1-2 sentence justification for your rating. For the last category, come up with a criteria that you feel is somehow expressed in each of the three schools (examples might include skipping classes, positive--or negative--student/teacher interactions, parent involvement, athletics, art, etc).

	Cliques	School Spirit	Bullying	Your choice of criteria:
Mt. Blue
Merryweather
McKinley

For your blog post, you are going to create a “casting call.”  Your job is decide the cast for EITHER a rebooted, remade version of “Speak” the movie (AKA no Kristen Stewart) OR for a TV series of the Mt. Blue Campus. You must choose at least 4 characters from “Speak” to cast OR 4 friends/faculty from MBC. Be specific and explain your reasoning.

SHOW YOUR WORK.

Blog.

1. Freaks & Geeks at MBC.  Write a 2-3 paragraph blog post in which you send this character to Mt. Blue High School for a day. What happens? Where do they go? Who do they talk to? How do they get along with the students and teachers? Use your empathy map to help you decide!

2. For your blog post, you are going to create a “casting call.”  Your job is decide the cast for EITHER a rebooted, remade version of “Speak” the movie (AKA no Kristen Stewart) OR for a TV series of the Mt. Blue Campus. You must choose at least 4 characters from “Speak” to cast OR 4 friends/faculty from MBC. Be specific and explain your reasoning.

Submit your Best Evidence for Blogging Standards Evidence 2!

Read. Speak up to page 140.

Due. Monday. 3.21.2016.

Start Planning. Design a Sanctuary for Others. 

Due. Tuesday, 3.28.2016

Eng 9: Speak and Safety and Sanctuary Begin . . .

NO RED INK. We'll start with No Red Ink and our new unit there in complete sentences and fragments.  It's challenging stuff AND when people are doing the practice, they are getting stronger.

You can still retake Confusing Words 2 IF you complete some practice first and show me evidence.

DREAM TIME. Then we're going to do some dream time:  doodle a diagram of a castle, bank or house that is the safest place you can imagine.

DESIGN CHALLENGE. That takes us into a discussion of what makes us feel safe and our next design challenge:  How might we design a sanctuary for others?

You will design a sanctuary for another member of this class, someone you do not know well.  This will challenge your ability to empathize and to design for a real life user.

OR

You will design a sanctuary for a character in Speak that is not Melinda.  She already has a sanctuary.  This will challenge you to empathize AND to demonstrate understanding of the characters in the book.

We'll be going through the DEEP design process to do this starting today.

DISCOVERY.  What does it it mean to be safe? What are the experiences in our lives that make us feel secure? What does it mean to be unsafe? What are the experiences that make us experience fear? Where are the sanctuaries from which we can draw inspiration?

EMPATHY.  How might we understand another's worries and fears?  What unites us.  How might we see through another's eyes.

EXPERIMENT.  Drawings.  Models.  Minecraft.  Unity.  Tinkercad. Many options.

PRODUCE.  Present your findings.   Receive feedback.  Make plans for another iteration.

RAPID FIRE EMPATHY INTERVIEWS.  What makes us feel safe?

We'll start with a group brainstorm and then we'll run some empathy interviews and create empathy maps JUST like you did last week for Freaks and Geeks.

We'll also try to rock a whole mess of Post-It notes.

And then we'll keep reading Speak.  These next several chapters are going to be intense and I want to prepare you for them.

SHOW YOUR THINKING.

Blog.  Describe and/or draw  a place that makes you feel safe.  Then compare your space to the places in Speak that make Melinda feel safe.  Use evidence from the book to prove your points including the page numbers.

This could serve as reading evidence.

Due.  Wednesday.  3.16.16.

Read. Speak.

Pages 83 - 100.

Due. 3.16.16.

Study.  Roots Quiz 6-10.

Quiz. Friday. 3.25.16.

Eng 9: Speak and Little Bits

We started today with more improv.  Last week we played symphony.  Today we played machine.  We end up creating a pretty disturbing little device, but hey!  Why not?

Then we busted out the Little Bits and experimented with what we might make with them.

Next class we will get much more intentional with the Little Bits.  We will be running a design sprint to invent devices that could help Melinda, Mr. Freeman, Heather or another character in Speak.  

After working with Little Bits we focused on completing empathy maps based on the characters in Speak.  Choose Melinda, Mr. Freeman, Heather or a character of your choice.  Identify what the character says and does by providing text evidence -- be certain to include page numbers.   On the right hand side of the empathy map, connect what that character says and does to what you believe the character thinks and feels.  The goal is to try and get into that character's point of view.

Turn your empathy map into a blog post.

For next class, please read through page 85

SHOW YOUR THINKING.

Blog.  Empathy Map: Speak.

Explain your thinking.

Due. Wednesday, March 2nd.

Read.  Speak.  Up to Page 85.

Due. Wednesday, March 2nd.

Study.  Roots 6-9 Quiz.

Due. Friday, March 4th.

Get ready for No Red Ink to return at the end of the week and during next.

Eng 9: Speak Begins

We're continuing with our Power of One unit with our next whole class reading: Speak.  This isn't a difficult book to read, but it can be a difficult one to discuss.

Over the next several weeks we are going to go into some pretty intense places and this will require tremendous empathy and our three core principles of this classroom -- something we need to review and dig into more here in the middle of the year -- acceptance, communication, and trust.

• We have to accept that we are all heading into this book from different points of view and different experiences.
• We have to communicate our ideas and thoughts clearly and effectively and remember that our actions speak as loudly as our words.  That communication is as much about listening as it is speaking.
• We have to trust that we will be heard and that we can trust the ideas and feelings shared here during our class time can be honored with respect and dignity.  We also have to trust ourselves to try things and take big risks.

We'll be doing some activities in class to help us work on accepting, communicating, and trusting -- each of those being one word.  In fact, I think I'd like us to do some self assessment in those areas and choose the one -- the one word -- on which we'd each like to work over the next several weeks.

For Tuesday, we'll start with our new vocab: Roots 9.   (9! This is a big deal folks!).  We'll take 10 minutes with Quizlet to get accustomed to the new words.

From there, we will spend ten minutes on No Red Ink.  If you did well on your Commonly Confused Words 2 Quiz, you have ten minutes of free time or time to explore other aspects of No Red Ink including getting ahead on our next section -- complete sentences.   If not, do some Commonly Confused Words 2 practice and get ready to retake the quiz.

Then we go on a field trip down to the front of the building.   We'll be doing some work on recapturing what it was like to be entering school on the first day as we try to empathize with Melinda, the protagonist (main character) of Speak.

From there we will start reading Speak and comparing our experiences to Melinda's.

SHOW YOUR WORK.

Read.  TBA.

Blog.  The 10 Lies They Tell You in High School.

In a blog post, list the ten lies you believe you were told on the first day of school at Mt. Blue. Then compare and contrast your list to Melinda's in Speak.  Where are there commonalities and differences?

Due.  Thursday.  Feb 25.

Humanities: Example of How to Design a Sanctuary for Others

Humanities Speak & Music

"Face Down" by Red Jumpsuit Apparatus

Find the lyrics on your preferred lyrics site.


"Sic Transit Gloria"  by Brand New

Find the lyrics on your preferred lyrics site.


Choose one of the two songs above, create a sketchnote that shows the connections between the lyrics, the music, the video, and Speak.  You might want to focus on symbolism and more abstract, complex connections.

As a creative challenge for your blog, find another song and create sketchnote, written explanation or vlog that connects that song to Speak.

Humanities: Sanctuary for Others Rubric

Sanctuary for Others Design Challenge

Single Point Rubric

Design a sanctuary for one of the following:

• a character from the book that is not Melinda
• a refugee, immigrant or asylum seeker
• someone in our class with whom you do not have a close relationship (push yourself to stronger empathy)

Criteria	Evidence of Exceeding the Standard (clever, insightful, unique, powerful, meaningful, professional)	What Meeting the Standard Looks Like	Evidence of Needs for Improvement (gaps, missing pieces or evidence, incomplete thoughts)
Prototype Quality (MEDIA)		I like how your prototype looks like a finished product that you can present to the class; I like how there are no obvious signs that you didn’t get it finished -- even though there may be ways in which you might improve it; I like that it shows evidence you understand how to use the media you chose to solve the problem in an effective way
Research and Connections (RESEARCH)		I like how your prototype clearly shows numerous accurate connections to your research (text, video, audio); I like how your explanations include page numbers/time stamps and quoted text as evidence to show that you really know what you are talking about; I like how you wrote or recorded your explanations; I like that you included an MLA formatted works cited page
Features & Intentions (SOCIAL STUDIES)		I like how your sanctuary demonstrates numerous, dynamic features of a safe space for your user; I like how you explain your intentions for each feature of the sanctuary  fully whether in writing, audio or video
PRESENTATION (LISTENING & SPEAKING)		I like how your presentation was clear and easily understood; even if you weren’t working from a script, you seemed very well prepared and comfortable sharing the information about your tiny house;  you were able to field and answer questions asked about your tiny house
MUGS (MUGS)		I like how any writing included is properly spelled and features proper use of any words on Commonly Mistaken Words 1
Empathy (HABITS of MIND)		I like how you clearly show an understanding of your user’s needs and how to meet them; I like how you connect your ideas in your sanctuary to the needs of your user you were able to identify from your research
Timeliness (HABITS of MIND)		I like how you turned it in within 24 hours of the agreed upon due date

Design Challenge Checklist (And the DEEP Design Thinking Phases connected)

1. Define Sanctuary and Identify Examples (DISCOVERY Phase)
1. What are different forms sanctuary can take?
2. How might it look?
2. User and User Needs Identified (EMPATHY Phase)
1. Necessary research (interviews, articles, novel) conducted
2. Empathy maps completed
3. Experiment with Sanctuary Features (EXPERIMENT Phase)
1. Rapid fire prototyping
2. Explore possibilities
3. Create a working prototype linked to user needs
1. 3-D or 2-D, using any materials/tools that serve your purpose
2. Suggested: 2-D art, SketchUp, Minecraft, LEGO, cardboard, wood, photography
4. Produce and Present Your Prototype (PRODUCE Phase)
1. Deliver a presentation
2. Subject your prototype to 4 Corners feedback
3. Revise and reiterate your prototype

5. Written Reflection (WRITING - new rubric and criteria to come after presentations)

NOTE FOR BLOGGING!  Any and all of the work above can be posted on your blog to demonstrate your understanding of the various standards.

Humanities: Stations & Speak

We will have six stations through which to work today.  Some will have specific spaces associated with them.  Others may be done anywhere in the room.  Try new perspectives and new positions in the room.  You might be surprised at how a change of scenery can influence your thinking.

1. No Red Ink:  Commonly Mistaken Words Practice 2  (Quiz Thursday)

2. Speak Ranking Periods 1 & 2:  Character SketchNotes  (Great Reading, Show Your Thinking & Creativity work)

3. Roots 6: Quizlet  (Quiz Next Thursday)

4.  Comparison Matrix: Merriweather, McKinley, Mt. Blue (Due tomorrow -- great Reading work)

5.  Blogging:  Standards, Rubric & Quality Check

6.  Mt. Blue Map 2  (great Social Studies and Show Your Thinking work)

7.  Speak Ranking Periods 1 & 2: Foreshadowing.  Answer this Q on your blog.  What could be foreshadowing in Speak?  Identify page numbers and power quotes, then explain your thinking.   (Great Reading, Voice, Details, and Show Your Thinking work)

SHOW YOUR WORK

Blog. 

1+ Posts.

Due. Friday. 12.4.2015

Critical Creativity Challenge:  An Art Gallery for Speak.

Visit MOMA.org, Portland Museum of Art,  MFA.org or another online art gallery from a gallery that exists in the brick and mortar world (a place people could physically visit) and select three or more pieces of art that you would include in a gallery to represent the ideas in Speak.

Read.

Speak.  107 to 119.

Due. Tuesday.  12.1.2015

Complete.

Comparison Matrix.

Due. Wednesday. 12.2.2015

Be Thinking.

HMW we Design a Sanctuary for Others? 

Due. TBA.  Before Holiday Break for Certain.

Submit! 

Capture Our Culture.  Photo Essay.

Past Due.