Today we'll set up our blogs. This is will be the primary place where you write and share your thinking in class this semester.
For your first blog entry, write the best paragraph you can -- an example of your best quality writing -- in five minutes. Describe how you spent these past several snow days. Where were you? What did you do? How did you wrangle with the snow?
After this, we'll be creating sketchnotes of the Guidelines & Expectations in groups of 1, 2 or 3. The sketchnote should be based on the information in the packet you were given an answer these questions:
What do we need for class?
What will class be like?
How much work will there be?
Next class we dig into our first text: Beowulf and take a look at boasting and bragging and vanity plates.
Tuesday, February 3, 2015
AP Lit: Hamlet: Designing To Be or Not To Be Continues: Storyboards
Today we take our best, most intriguing ideas for staging "To Be or Not to Be" into the next round of Experiment phase: storyboarding. You will create at least 4 storyboard panels for the sequence you stage, accompanied by annotations to explain the visuals.
This will lead to determining criteria for our project. HMW demonstrate our depth of understanding of Hamlet by designing the staging of a single soliloquy? (I intended to dictate these terms to you folks and then realized this is a great opportunity to talk about what really matters in terms of analysis, synthesis, creativity and showcasing knowledge.)
Then we will On-Demand: Discuss Shakespeare's use of a literary device such as allusion, symbolism and characterization to develop a theme of power and control. 15 min. One powerful paragraph.
Also, we will share two of our indie book projects.
HOMEWORK.
Blog. 3+ Posts.
Req'd Post. How to Read Lit Like a Professor. "When In Doubt . . . Shakespeare . . ."
How might Foster's position on Shakespeare inform our reading of Hamlet and/or our design of "To Be or Not to Be?"
Watch/Read. Rest of Hamlet by Friday/Monday. See Google Drive and e-mail for clips.
To Be or Not to Be. Due Tuesday/Wednesday after break.
This will lead to determining criteria for our project. HMW demonstrate our depth of understanding of Hamlet by designing the staging of a single soliloquy? (I intended to dictate these terms to you folks and then realized this is a great opportunity to talk about what really matters in terms of analysis, synthesis, creativity and showcasing knowledge.)
Then we will On-Demand: Discuss Shakespeare's use of a literary device such as allusion, symbolism and characterization to develop a theme of power and control. 15 min. One powerful paragraph.
Also, we will share two of our indie book projects.
HOMEWORK.
Blog. 3+ Posts.
Req'd Post. How to Read Lit Like a Professor. "When In Doubt . . . Shakespeare . . ."
How might Foster's position on Shakespeare inform our reading of Hamlet and/or our design of "To Be or Not to Be?"
Watch/Read. Rest of Hamlet by Friday/Monday. See Google Drive and e-mail for clips.
To Be or Not to Be. Due Tuesday/Wednesday after break.
Humanities: FrankenWord, LNG & Teen Culture/Music Culture
Hey! We have school today!
Remember improv? Let's do a little of that this morning. I've got an idea.
VOCAB.
We'll start with FrankenWord. Take any root from Roots 7 and combine it with a Root from any other list to create a brand new word that relates to . . . wait for it . . . music and/or culture.
Remember the FrankenWord expectations.
Word.
Definition & Part of Speech.
Used in a Sentence that Shows What the Word Means.
Visual.
LNG.
From there, we will LNG because we missed out on it yesterday and we are trying to get game on with it.
MUSIC CULTURE/TEEN CULTURE.
Finally, there will be time to complete/refine our music culture/teen culture work. Three graphic organizers are due. One on Leader of the Pack, one on Summertime Blues, and one on a song about teen culture of your choice. (It might be one from the playlist.)
HOMEWORK.
Blog. 3+ Posts.
Req'd Post: My Heart Like a Kick Drum. If your life -- your self -- was a drum kit, what would it look like? Double bass? Bongos? Set of toms? Take a look at clips below for inspiration.
Neil Peart from Rush.
and Joe Morello who is crazy rad and I only heard about because of this rad teacher
Then doodle your life as a drum kit. Actually draw it out. Check out Mr. Ryder's here as an example.
And explain your thinking. You might want to look at the anatomy of a drum kit. Learn a bit about the parts and pieces and most certainly the names.
Mr. Ryder's would be super simple. One kick drum. One snare. One hi hat.
Teen Music/Teen Culture. Complete the three graphic organizers. Look on Google Classroom.
Vocab. Roots 7 Quiz & Product (FrankenWord counts!)
Due. Thursday 2/5
Remember improv? Let's do a little of that this morning. I've got an idea.
VOCAB.
We'll start with FrankenWord. Take any root from Roots 7 and combine it with a Root from any other list to create a brand new word that relates to . . . wait for it . . . music and/or culture.
Remember the FrankenWord expectations.
Word.
Definition & Part of Speech.
Used in a Sentence that Shows What the Word Means.
Visual.
LNG.
From there, we will LNG because we missed out on it yesterday and we are trying to get game on with it.
MUSIC CULTURE/TEEN CULTURE.
Finally, there will be time to complete/refine our music culture/teen culture work. Three graphic organizers are due. One on Leader of the Pack, one on Summertime Blues, and one on a song about teen culture of your choice. (It might be one from the playlist.)
HOMEWORK.
Blog. 3+ Posts.
Req'd Post: My Heart Like a Kick Drum. If your life -- your self -- was a drum kit, what would it look like? Double bass? Bongos? Set of toms? Take a look at clips below for inspiration.
Neil Peart from Rush.
Art Blakey.
The famous "Amen Break" from G.C. Coleman (this has been sampled a TON.)
Buddy Rich & Gene Krupa
and Joe Morello who is crazy rad and I only heard about because of this rad teacher
Then doodle your life as a drum kit. Actually draw it out. Check out Mr. Ryder's here as an example.
And explain your thinking. You might want to look at the anatomy of a drum kit. Learn a bit about the parts and pieces and most certainly the names.
Mr. Ryder's would be super simple. One kick drum. One snare. One hi hat.
- Snare. Sharp. Quick. Super flexible & can make a lot of different sounds. It's a lot like how he's involved in a lot of different things. Goes anywhere.
- Hi hat. Punctuation and that snap that goes underneath everything else. It's my brain. Never quite stops. Sometimes it's constantly going because of a pedal.
- Kick drum. Boom. Thud. Right in the chest. I love that feeling. I love when I get hit by an idea or an experience and lands right in the center of my being. And I hope I can create experiences for others that do that as well, whether it is in the classroom or on stage or on social media.
Teen Music/Teen Culture. Complete the three graphic organizers. Look on Google Classroom.
Vocab. Roots 7 Quiz & Product (FrankenWord counts!)
Due. Thursday 2/5
Thursday, January 29, 2015
Humanities: Teen Culture, Teen Music (Days 1 & 2)
Welcome to insane weather event 2015 . . .
On Monday -- remember Monday? What a day . . . .
LNG.
On Monday, we started with an LNG from Mr. Brackett. We spent time examining student samples and talking about what works and doesn't work in an LNG.
Then you could choose any article from the Bangor Daily News that isn't about Snowmeggedon or sports to complete your LNG.
AYUHYALL: Teen Culture, Teen Music.
Our design challenge we are sharing with our friends in South Carolina: HMW design lyrics that show others what it means to be a teenager today?
First Step: Analyzing Songs for Cultural Content
We took a look at "Summertime Blues" by Eddie Cochran and extracted the cultural components that surface in there as they relate to teenage culture. We used a Notice/Wish/Wonder strategy to kick it off.
We uncovered economic systems in the paychecks, language in the slang, and girls and friendships in the social groups. We also talked about how challenging it can be to label and categorize culture because some things seem to cross over several components.
This is the graphic organizer we used to keep track of this all.
Homework: Select another song from the playlist OR a song of your choice by a young artist about teen culture and analyze it for cultural components. Complete another copy of the graphic organizer. Use the sample to help guide your thinking.
TODAY!
ROOTS 7. We start there. Grab 'em. Quizlet. Explore. Dive in. Get our heads in the game.
TODAY!
ROOTS 7. We start there. Grab 'em. Quizlet. Explore. Dive in. Get our heads in the game.
Second Step: Analyzing Songs for Poetic/Lyrical Devices
In order to better create our own, we have to figure out how others crafted their music. We'll look at the tools a lyricist can use to shape a story, thoughts and feelings.
We'll look at "Summertime Blues" and "Leader of the Pack" to see how song writers of early rock and pop did it -- and see if the tools they used show anything about their culture as well.
Let's put our ideas here today.
HOMEWORK.
Blogging: No blogs this week. We start with Q3 Week 1 next week.
Teen Music/Teen Culture Analysis: Complete an analysis of both the cultural components AND the poetic devices of another song from the playlist OR of your own choice so long as it is by a young artist and about TEEN culture. Use the graphic organizer provided.
You Should Have a Collection of Three Graphic Organizers Completed.
1. "Summertime Blues"
2. "Leader of the Pack"
3. Song of Your Choice
We will be assessing these for understanding of culture as ability to analyze lyrics
DUE: Monday, Feb 2nd
You Should Have a Collection of Three Graphic Organizers Completed.
1. "Summertime Blues"
2. "Leader of the Pack"
3. Song of Your Choice
We will be assessing these for understanding of culture as ability to analyze lyrics
DUE: Monday, Feb 2nd
Wednesday, January 21, 2015
Humanities: LNG & Sketchnotes
Today in class we will complete an LNG. Your article choices are available over on Google Classroom and here as well.
After completing the LNG in the way you are accustomed, you'll be creating a sketchnote of this article.
Here are a few resources to help:
First Time Sketchnotes on Sketchnote Army
And...
Roots 6 Quiz & Product Thursday!Quarter closes Friday!Revisions!
Projects!
Get 'Em In!
After completing the LNG in the way you are accustomed, you'll be creating a sketchnote of this article.
Here are a few resources to help:
First Time Sketchnotes on Sketchnote Army
And...
-
Austin Kleon's faces in simple shapes
-
Austin Kleon's simple shapes for anything
-
Letters, Bullets, Frames, Connectors, Shadows, Peeps
Roots 6 Quiz & Product Thursday!Quarter closes Friday!Revisions!
Projects!
Get 'Em In!
Tuesday, January 20, 2015
Pop Culture: Preparing for The End.
Today we took the day to work on final projects and revising/reiterating prior projects.
On Thursday, we will be presenting. While you will not be assessed on your presentation, you will be expected to share your project, explain your intentions and share your process. We will be on a bit of a time crunch and we should be able to share them all in the time we have.
Also, make certain you are submitting documentation of all previous projects: film culture, social media culture, and gamification culture on Google Classroom. 4 Corners self assessments must be completed. Project itself must be completed.
When you come to class on Thursday, grades will be current as of Wednesday night.
On Thursday, we will be presenting. While you will not be assessed on your presentation, you will be expected to share your project, explain your intentions and share your process. We will be on a bit of a time crunch and we should be able to share them all in the time we have.
Also, make certain you are submitting documentation of all previous projects: film culture, social media culture, and gamification culture on Google Classroom. 4 Corners self assessments must be completed. Project itself must be completed.
When you come to class on Thursday, grades will be current as of Wednesday night.
AP Lit: To Design or Not to Design . . . (There Is No Question)
This week and beginning of next we are going to complete a mini-design challenge in AP Lit.
How might we stage "To Be or Not to Be . . ." in a way congruent with the rest of the play?
We will be doing some fierce analysis through a variety of lenses:
Rose/Bud/Thorn
Notice/Wish/Wonder
SCOUT
We will use our thinking from these lenses to inform a paragraph of written analysis and then catapult us into watching four different iterations of this soliloquy in cinematic form.
They are available in the Google Drive here. (I recommend watching them on Google Drive.)
And here too.
We'll use analysis of these versions to inform our designing of our own. And if we are extra awesome, we'll actually produce that version to the best of our abilities & resources.
Homework:
Read two scenes of Hamlet per night.
No req'd blogging this week. You might want to keep in the habit for your sakes.
Revisions all due by Friday at the latest.
How might we stage "To Be or Not to Be . . ." in a way congruent with the rest of the play?
We will be doing some fierce analysis through a variety of lenses:
Rose/Bud/Thorn
Notice/Wish/Wonder
SCOUT
We will use our thinking from these lenses to inform a paragraph of written analysis and then catapult us into watching four different iterations of this soliloquy in cinematic form.
They are available in the Google Drive here. (I recommend watching them on Google Drive.)
And here too.
We'll use analysis of these versions to inform our designing of our own. And if we are extra awesome, we'll actually produce that version to the best of our abilities & resources.
Homework:
Read two scenes of Hamlet per night.
No req'd blogging this week. You might want to keep in the habit for your sakes.
Revisions all due by Friday at the latest.
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