Today we started class with a quick improv game to see how we felt about our Cardboard Challenge Projects. It was interesting to hear the various responses. I'm glad so many folks felt great about their work and I wondering why so many folks didn't.
From there we did a little Pictionary-style activity to prep for Roots 2. REMEMBER: The quiz is over BOTH Roots 1 & 2. And you have a word map due over Roots 2! (Or a roots-based word product of some sort.) Super important that you study both. Click on the link in the sidebar to find your Roots study tools.
That led to breaking up the class in two to cover the expectations for the Cardboard Challenge IGNITE research presentation and the Cardboard Challenge 5 Paragraph Reflective Process Essay. Those expectations are in the rubric below:
This rubric is available as a PDF in your Google Drive.
Homework:
Study: Roots Quiz #2 (over 1 & 2) and Word Map
Due Thursday, 10/10
Blog: 3+ quality posts on your blog. (Make sure you are caught up! Need ideas? Post your pre-thinking about your essays, about your IGNITE research. Post pictures of your work on Cardboard Challenges. Post the results of your Roots practicing.
Due Friday, 10/11
Cardboard Challenge IGNITE Research Presentation: 2 min, 12 slides
Due Tuesday, 10/15
Cardboard Challenge 5 Paragraph Essay: Intro, Product, Process, Outcome, Conclusion
Due Thursday, 10/17
Tuesday, October 8, 2013
AP Lit 2B/3B: Mrs. Dalloway, The Hours & the Party
Today we have three major goals/outcomes:
And laugh. It would be helpful today to laugh. We'll see if that happens though . . .
We'll start with some photocopies -- shudder -- of passages from Mrs. Dalloway and The Hours, passages I think particularly well suited to finding connections between Woolf & Cunningham. We'll do some small group close readings w/ a particular focus on:
* stream of consciousness
* symbolism/motif
* diction
* imagery
(Yup. They are all from Wikipedia. Except for imagery -- which isn't particularly descriptive -- these are pretty solid entries. More examples for "motif" would be nice. Hoping to find other resources for us.)
You'll be using your design kits and annotation skills to make these connections.
From there, we have to get very serious about our Dallowinian party. We'll work together to choose a setting -- time period, physical location -- and then establish the archetypes we've seen emerge from these two texts. If possible we'll cast today. We'll go over the character preparation forms that need to be completed for next Tuesday. If we don't cast today, we'll cast on Thursday and that will inform what you need to include in your preparations.
Homework
Blogs: 3+ Posts for the Week
Creative Blog Entry: Choose a supporting character from Mrs. Dalloway or The Hours, one who may not get much time or attention. Write a paragraph of story that Woof or Cunningham left out. It need only be a paragraph. Do your best to emulate the style of the writer. Then write a single paragraph of analysis explaining your approach.
Read & Listen: Tracy K. Smith's "Duende" Annotate & consider how she employs repeated imagery, structure and diction to inform themes similar, or perhaps dissimilar, to Woolf & Cunningham.
Dallowinian Party Gathering & Planning: Make use of Google+ and Drive to plan for the party. Keep me within your loops.
Revisions: Start the process in earnest. You have until Oct 25th to submit revisions, get feedback, and resubmit again if you so choose.
- To better identify Woolf's techniques and styl
- To identify how Cunningham's techniques and style reflect(s) Woolf's
- To establish our setting and archetypes for the Dallowinian Party
And laugh. It would be helpful today to laugh. We'll see if that happens though . . .
We'll start with some photocopies -- shudder -- of passages from Mrs. Dalloway and The Hours, passages I think particularly well suited to finding connections between Woolf & Cunningham. We'll do some small group close readings w/ a particular focus on:
* stream of consciousness
* symbolism/motif
* diction
* imagery
(Yup. They are all from Wikipedia. Except for imagery -- which isn't particularly descriptive -- these are pretty solid entries. More examples for "motif" would be nice. Hoping to find other resources for us.)
You'll be using your design kits and annotation skills to make these connections.
From there, we have to get very serious about our Dallowinian party. We'll work together to choose a setting -- time period, physical location -- and then establish the archetypes we've seen emerge from these two texts. If possible we'll cast today. We'll go over the character preparation forms that need to be completed for next Tuesday. If we don't cast today, we'll cast on Thursday and that will inform what you need to include in your preparations.
Homework
Blogs: 3+ Posts for the Week
Creative Blog Entry: Choose a supporting character from Mrs. Dalloway or The Hours, one who may not get much time or attention. Write a paragraph of story that Woof or Cunningham left out. It need only be a paragraph. Do your best to emulate the style of the writer. Then write a single paragraph of analysis explaining your approach.
Read & Listen: Tracy K. Smith's "Duende" Annotate & consider how she employs repeated imagery, structure and diction to inform themes similar, or perhaps dissimilar, to Woolf & Cunningham.
Dallowinian Party Gathering & Planning: Make use of Google+ and Drive to plan for the party. Keep me within your loops.
Revisions: Start the process in earnest. You have until Oct 25th to submit revisions, get feedback, and resubmit again if you so choose.
Monday, October 7, 2013
Digital Citizenship: Copyright & Fair Use
`Student DC Workshop Day - Fall 2013
Fair Use and Copyright (and Plagiarism?)
Procedure
20 Minutes - Video
20 Minutes - Discussion/Activity
Major Discussion Points/Enduring Understandings
- Difference between remixing and copyright/stealing http://www.commonsensemedia.org/educators/lesson/copyrights-and-wrongs
- Reinforcing/Defining Fair Use
Activity
- Make an Ad (Mad Men Activity from CSM Copyrights and Wrongs p. 4-6)
10 Minutes - Closure/Exit Ticket (Question/Handouts/Forms)
- Attribution/Purdue OWL
Wednesday, October 2, 2013
PACE: Results of Feedback & Discussion About PACE
Today we talked about what's working and not working for folks in PACE.
A lot of ideas got put on the table and I imagine there are others that folks withheld. I'm hoping you feel you can share them with me in a way that feels comfortable for you. If I don't know there's a problem, there isn't much I can do to help solve it.
 |
| Remember that the 25 means this includes some responses from the other day. These are imperfect numbers, but I think the trends apply. |
 |
| These are specific items of feedback posted. We took these items and looked for patterns, trends within them. |
 |
| We coded our observations; Blue = Students have control over it; Black = Teach has control over it; Blue/Black = Shared responsibility |
 |
| And that hero project from last year is still gorgeous. |
From here we decided to talk about the blue/black coded items as there were only two. Consensus in the room seemed to indicate that the teacher could do a better job explaining homework before setting the expectation and students could do a better job asking for clarification and advocating for needs.
We're going to try an added structural component when we meet next -- which will be a while because of PSATs, digital citizenship day and Mr. Ryder's ACTEM conference presentations. But when we get back at it, we will start with only twenty minutes of teacher time, followed by ten minutes of figuring out what work zones we should have available, and then moving to those zones that most suit our needs.
Class got cut short because there was a fire alarm. Everyone got out okay. It was gorgeous out.
AP Lit 3G: College Essay Tips & Dallowinian Discussions & Ideas
We'll start class with a few general suggestions about college essays and what I think helps students write effective, meaningful, powerful and relatively succinct pieces that get the desired results.
We'll take five minutes to check out http://kaizena.com/docs as well and see how that tool can help us.
Then we return to a new Mrs. Dalloway discussion.
Last class focused on plot and then veered into technique and form. I'd like the class to start with discussing techniques and form Woolf uses, seeking to uncover the how and the why, and then move on to the necessary what and who.
We will have a new backchannel here for these two days of discussion between the classes.
We would do well to create a list of character types we should be considering now, even having not read The Hours yet. Five to ten minutes at the end of class should suffice for that.
Homework:
Write: College Essay Submission draft
Due Friday 10/4
Read: The Hours (optional b/c not enough copies to req.; Mr. Ryder cannot count.)
Will be extremely valuable in understanding Mrs. Dalloway and in creating a great Dallowinian Party event.
Due Tuesday 10/8
Start Planning & Thinking: Dallowinian Party - Character
See Materials & Rubric in Google Drive OUT folder.
Updated rubric coming soon
Due Thursday 10/17
Blog
3+ Entries Including the Creative Entry of the Week
Creative Blog: For some writers, a character's attire is little more than an afterthought. Not so, with our most recent creators. Both Woolf and Cunningham use clothing and physical appearance to convey meaning in their respective works.
Use Polyvore, or another tool or physical materials, to create a wardrobe collage suitable for a character in either Mrs. Dalloway or The Hours. You may try to create a historically and textually accurate collection or you may choose instead to select contemporary equivalents. Explain your selections with regards to conveying meaning, not merely literal interpretations.
Added Challenge: Use physical wardrobe pieces and photography to do the same.
We'll take five minutes to check out http://kaizena.com/docs as well and see how that tool can help us.
Then we return to a new Mrs. Dalloway discussion.
Last class focused on plot and then veered into technique and form. I'd like the class to start with discussing techniques and form Woolf uses, seeking to uncover the how and the why, and then move on to the necessary what and who.
We will have a new backchannel here for these two days of discussion between the classes.
We would do well to create a list of character types we should be considering now, even having not read The Hours yet. Five to ten minutes at the end of class should suffice for that.
Homework:
Write: College Essay Submission draft
Due Friday 10/4
Read: The Hours (optional b/c not enough copies to req.; Mr. Ryder cannot count.)
Will be extremely valuable in understanding Mrs. Dalloway and in creating a great Dallowinian Party event.
Due Tuesday 10/8
Start Planning & Thinking: Dallowinian Party - Character
See Materials & Rubric in Google Drive OUT folder.
Updated rubric coming soon
Due Thursday 10/17
Blog
3+ Entries Including the Creative Entry of the Week
Creative Blog: For some writers, a character's attire is little more than an afterthought. Not so, with our most recent creators. Both Woolf and Cunningham use clothing and physical appearance to convey meaning in their respective works.
Use Polyvore, or another tool or physical materials, to create a wardrobe collage suitable for a character in either Mrs. Dalloway or The Hours. You may try to create a historically and textually accurate collection or you may choose instead to select contemporary equivalents. Explain your selections with regards to conveying meaning, not merely literal interpretations.
Added Challenge: Use physical wardrobe pieces and photography to do the same.
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