Humanities: Closing Arguments, Photo Essays, StoryCorps & Roots Quizzes

Yesterday, we did an activity around the closing arguments, helping determine to what extent various characters are responsible for the death of Lennie.  We worked big on sets of desks, sorting arguments into ethos, pathos and logos.

http://www.leaderthoughtship.com/2012/12/using-ethos-pathos-and-logos-for.html

Here's a video on ethos, pathos & logos that could help you when we aren't around to explain.

Here are some pictures of the work we did in class.

Today we begin with our Roots 5 quiz.

From there, we will look at examples of how to make 

a) StoryCorps

and 

b) Photo Essay

After going through the examples and the process of making each of those, you will have time to do one of the following:

a) Write your closing argument - Due Friday, December 5 (solo)

b) Plan your photo essay or story corps using storyboard materials (solo)

c) Start the design thinking process around our mobile Humanities booth project 

Use this video to help with your interview planning.  

As well interview techniques and guidelines at StoryCorps.

Homework

Blog: 3+ Posts
Req'd Creative Post:
Get suited up.  Using a tool such a Polyvore.com or Pinterest or even just by finding images from various sources, design your "lawyer" wardrobe for yourself.  What would you wear in the trial of the death of Lennie and why?

Also, what would the person on trial wear?  Post images and explain your thinking there.

The idea is to consider the types of appeal (ethos, pathos, logos) and how what we wear can influence how audiences think.  Also, consider, what makes this extra challenging for people from poverty to tell their stories and be heard?

Closing Argument:
Write the closing argument in the death of Lennie
Due: Friday after Thanksgiving (December 6)

Photo Essay/Story Corps

Due: Tuesday, December 10

Roots 5 Quiz & Word Maps
Due: Today!

PACE: Figurative Language, Poetry & Music

Today, we continue looking at the poetic devices.  You started last class with diction.  Today we look at figurative language.  Miss Rumble has created a flipped lesson video to help you do your work.

We'll work with "We Real Cool" by Gwendolyn Brooks and "Identity" by by Julio Noboa Polanco.

A graphic organizer for figurative language is in your Google Drive.  It has links to other resources to help as well.


We will also review your work from last class and get into our Ohana teams.

Homework

Blog: 3+ Posts 

Req'd Creative Post:  Illustrate a powerful line from a poem or song that speaks to you.  It may be a poem of your own creation, it may be a favorite song, it may be a poem that you stumble upon at www.poets.org or www.poetryfoundation.org, it may be one of the one's we've worked with in class.   Your illustration may be hand drawn, created digitally, or pulled together by finding images from Creative Commons.

Include a brief paragraph of explanation along with your illustration.  Post your illustrations by screenshot, laptop cam, phone pics, whatever it takes -- just them out there where other people can see them.  Think of this as a chance to explore whether this is one of the projects you'd like to take on for the unit in a greater sense.

Complete & Post: Marley Remix

Due: Monday, Nov 18

Complete: Poetic Devices: Diction

Graphic Organizer:  Complete the graphic organizer on diction.  Use the flipped lesson to help you.

Due:  TEACHER PACE Wednesday, Nov. 20th (TODAY)

Complete: Poetic Devices: Figurative Language

Graphic Organizer: Complete a graphic organizer on figurative language.  Use the flipped lesson to help you.

Due: TEACHER PACE Friday, November 22

Update: Weekly Work Plan & Due Dates Forms

Due: ASAP and As Needed

Humanities: Closing Arguments, Of Mice & Men, OJ Simpson, Ethos, Pathos & Logos

Today we'll be starting with some review of Roots #5 using Quizlet.  There's a quiz over Roots 1 - 5 on Thursday.  Word maps are due as well.

Then we'll dive into the closing arguments in the death of Lennie trial.  We will learn about the three types of appeal: ethos, pathos & logos

Ethos: Appeal based on the character of the speaker
"Mom, I'm a decent human being.  I treat people right.  I get my homework done.  Please, let me go to the movies."

Pathos: Appeal based on emotion

"Mom, everyone is going to be at the movies tonight and I just won't fit in any more if I'm the only one who hasn't seen Fast 19.  I'm just . . <snif>  . . so . . . upset right now."

Logos: Appeal based on reason

"Mom, if you let me go to the movies, you can call Aunt Laura and have a ladies night.  I won't be here.  I won't have any friends over.  And I won't be home until after 11.  When else will you get a chance to do what you want to do?"

It's not about using one of those strategies.  It's about using a equitable balance of those strategies depending on your goal and your audience.  You might want to use a little more ethos sometimes, and other times you will want some heavy logos.

We'll analyze the closing speech from the O.J. Simpson trial.  You can get a little background on the O.J. Simpson trial here and by watching the clip below.  Remember, this event happened in 1994.

We'll look at this closing argument from O.J. Simpson's defense attorney, Johnnie Cochran.



Use a coding strategy to help you find examples of Ethos, Pathos & Logos (E, P, L) and then questions you might have (?).

This is all to help you with your closing arguments in the death of Lennie trial.  Remember, you will be playing a lawyer, delivering either a closing argument in the trail of a character you choose to either defend or prosecute.  The big question: should that character be held accountable for the death of Lennie?


Homework

Blog: 3+ Posts
Req'd Creative Post:
Get suited up.  Using a tool such a Polyvore.com or Pinterest or even just by finding images from various sources, design your "lawyer" wardrobe for yourself.  What would you wear in the trial of the death of Lennie and why?

Also, what would the person on trial wear?  Post images and explain your thinking there.

The idea is to consider the types of appeal (ethos, pathos, logos) and how what we wear can influence how audiences think.  Also, consider, what makes this extra challenging for people from poverty to tell their stories and be heard?

Closing Argument:
Write the closing argument in the death of Lennie
Due: TBA (after Thanksgiving)

Roots 5 Quiz & Word Maps
Due: Thursday!!!!!

AP Lit 2B/3B: Hamlet 1.2 and Synthesis #2 Workshopping

How to Read Lit Like a Prof

We will start with a quick How to Read Lit Like a Professor warm up to help us with our workshop.

1. Get a stack of index cards from the white design tools cabinet.  
2. Everyone gets two blank cards.
3. Find two sentences from the chapters that seem to be of particular value or resonance for you.
4. Put the sentences on the cards (one sentence for each). 
5. Next . . . put the cards together as a deck and shuffle them.
6. As a class draw a single card. 
7. Imagine that sentence is the thesis statement for a synthesis essay.  
8. Work as a class to brainstorm the evidence that could prove that thesis. Fast.  Super fast.  Quick on our feet thinking.

Workshop

We will also take time to review our effective feedback criteria using a Quizlet collection of our feedback from the book projects.

We will use this to calibrate ourselves before looking at one or two class papers and provide some effective feedback through Google docs.

Hamlet

We will read 1.2 aloud and learn more of this castle and it's goings on.

Homework

Blog: 3+ Posts
Req'd Creative Post:
Allusion-Palooza. Shakespeare's work can be incredibly dense, in part because it is built upon most every idea that came before it.  Historical, Biblical, and mythological references abound.  Now it's your turn. Craft a monologue or soliloquy (take the time to research the distinction) of around 20 lines or so in which the character expresses an inability to take action or a lack of confidence in decision making.

Pack it full with as many allusions as possible -- they may be classical or modern -- the intention here is to explore how allusion can inform a text and tune your thinking to Shakespeare's strategy.

Due: Friday, November 21

Read: Hamlet, 1.3 (Click for Folger edition online; download PDF from them for handwritten markups)
Due: Thursday, Nov 21

Next Draft: Synthesis #2

Source material is anything you've read for class by assignment or choice
2nd Workshop Draft Due: Thursday., November 21st
Submission Draft Due: Tuesday, November 26th

AP Lit 3G: Hamlet 1.2, Lit Like a Professor & Synthesis Pre-Writing

I won't be in class today, so here's the plan.

How to Read Lit Like a Professor

Get a stack of index cards from the white design tools cabinet.  

Everyone gets two blank cards.

Find two sentences from the chapters that seem to be of particular value or resonance for you.

Put the sentences on the cards (one sentence for each). 

Next . . . put the cards together as a deck and shuffle them.

As a class draw a single card. 

Imagine that sentence is the thesis statement for a synthesis essay.  

Work as a class to brainstorm the evidence that could prove that thesis.

If you want to take it to another level, work together to craft an effective hook intro that would lead to that thesis.

Hamlet

Decide as a class if you would rather discuss and close read 1.2 OR read aloud.  In either case, please record the proceedings and upload them to Google Drive for me to hear.

Homework

Blog: 3+ Posts
Req'd Creative Post:
Allusion-Palooza. Shakespeare's work can be incredibly dense, in part because it is built upon most every idea that came before it.  Historical, Biblical, and mythological references abound.  Now it's your turn. Craft a monologue or soliloquy (take the time to research the distinction) of around 20 lines or so in which the character expresses an inability to take action or a lack of confidence in decision making.

Pack it full with as many allusions as possible -- they may be classical or modern -- the intention here is to explore how allusion can inform a text and tune your thinking to Shakespeare's strategy.

Due: Friday, November 22

Read: Hamlet, 1.3 (Click for Folger edition online; download PDF from them for handwritten markups)
Due: Wednesday, November 20

Write: Synthesis #2

Source material is anything you've read for class by assignment or choice
Workshop Draft Due: Wed., November 20th
Submission Draft Due: Tuesday, November 26th

AP Lit 2B/3B & 3G: Hamlet Begins

AP Lit 2/B, 3/B & 3G: Hamlet Begins

This is the work we did on Thursday and Friday, November 14 and 15, 2013.

We focused on energy primarily on Hamlet, starting with an little trust exercise involving closing our eyes and moving across the room.  (Periods 2B & 3B had a full class experience with this.)

We read Hamlet 1.1 aloud, with some side coaching on delivery.  It worked out well.  We then did a close reading of the scene, with particular attention to Horatio around line 125, the ways in which Shakespeare folded in dichotomies of faith and spirituality, historical and Biblical allusions, and foreshadows the entire play within the space of a few words.  In 3B, we even went so far as to look at the the connections between Brutus and Judas.  And we pointed toward How to Read Literature Like a Professor Chapter 5 and how true that seems to be in just this one sampling of Horatio's dialogue.

In the coming week, we will spend further time with How to Read Lit Like a Professor, using it to inform our synthesis work as well as our analysis of Hamlet. 

Lastly, note the new synthesis essay is due for workshopping next week.  Plan wisely.  Start some pre-planning now and document, document, document your process.  You will want it all for your big self-analysis project in the spring.

Homework

Blog: 3+ Posts
Req'd Creative Post:
Write a brief dialogue in which two characters reveal exactly how they feel about a third, not-present character, without ever using the phrasing, "I don't like ... " or "I really appreciate ____" etc.  This is an opportunity to practice showing vs. telling while also gaining perspective on the challenge facing a playwright that doesn't want to bore audiences with exposition.
Due: Friday, November 15

Read: Hamlet, 1.2 (Click for Folger edition online; download PDF from them for handwritten markups)
Due: Monday/Tuesday, November 18 & 19

Read & Annotate: How to Read Lit Like a Professor, Chapter 6: Shakespeare

Due: Monday/Tuesday, November 18 & 19
Write: Synthesis #2
Source material is anything you've read for class by assignment or choice
Workshop Draft Due: Tuesday, November 19 and Wed., November 20th
Submission Draft Due: Tuesday, November 26th

PACE: Remixing Marley & First Flipped Poetry Lesson: Diction

Alright, I'm not in class today, so let's see how well this flipped classroom thing works . . .

Bob Marley: Remixed

This is the example I did in class the other day.  Jah.

1) Split up into groups of 1, 2 or 3 and grab your designer kits.

2) Each group should grab a set of lyrics from the printed sets there:
"No Woman, No Cry"
"Redemption Song"
"Get Up, Stand Up"
"Buffalo Solider"
I grabbed all my Bob Marley lyrics from here because it has a nice print feature available.

Notice, there's a playlist here to help you out.


3) Grab a set of sticky notes

4) Marley chose his words carefully; one could say he practiced very careful DICTION.  Read those lyrics, listen to the songs if you like, and circle, mark, identify the words and phrases you think most important to that song.

5) From those that you mark, put each on a sticky note so you can move them around, shuffle around the ideas on a desk or two.  Give yourself plenty of room.

6) Create a new "Bob Marley" song that includes at least a chorus and one verse.  Each member of the group should post this to his or her blog and include a short paragraph explaining the this new song.

• Why those particular words?
• What words did you add of your own?
• To what extent does this song seem like something Bob Marley himself would have written? How so?

Poetic Devices: Diction

After creating your Bob Marley remixes, you have your first poetic device work to begin.  The teacher PACE due date for this first graphic organizer is Wednesday, November 20th.  If you want to adjust that date, be sure to visit the PACE Due Dates doc in your Google Drive.

Your three choices of organizers are in the PACE Poetry Is Music Is Poetry Folder in Google Drive.

To begin working toward the standard, you must effectively complete an organizer on a poem or song of your choice.  I have provided poems that I think work well at this link.

Diction on the old Flight307.wordpress.com, created by UMF practicum teacher, Ms. Clark.  

The example in the flipped lesson.

"My Papa's Waltz"by Theodore Roethke

Hear it read by the poet here. (Sometimes that can tell us something about the poem.)

The flipped lesson videos can be accessed here: http://www.screencast.com/t/Brr3xGEdSAt9

PACE 2013 Poetry (Diction)

Homework

Blog: 3+ Posts 

Req'd Creative Post:  Illustrate a powerful line from a poem or song that speaks to you.  It may be a poem of your own creation, it may be a favorite song, it may be a poem that you stumble upon at www.poets.org or www.poetryfoundation.org, it may be one of the one's we've worked with in class.   Your illustration may be hand drawn, created digitally, or pulled together by finding images from Creative Commons.

Include a brief paragraph of explanation along with your illustration.  Post your illustrations by screenshot, laptop cam, phone pics, whatever it takes -- just them out there where other people can see them.  Think of this as a chance to explore whether this is one of the projects you'd like to take on for the unit in a greater sense.

Complete & Post: Marley Remix

Due: Monday, Nov 18

Complete: Poetic Devices: Diction

Graphic Organizer:  Complete the graphic organizer on diction.  Use the flipped lesson to help you.

Due: Wednesday, Nov. 20th

Update: Weekly Work Plan & Due Dates Forms

Due: ASAP and As Needed