9 CPI: Work Those Interviews & Profiles

On Tuesday, we will start with Romeo & Juliet, the film version of the play directed by Baz Luhrman, the same cat who directed The Great Gatsby.  We will watch 10-15 minutes a day each class until we get to the end of the year.

Then we will do a quick activity to get us more familiar with your Flocabulary #2 words.  And I will introduce an optional project – Learning to Love You More — that some of you might want to make.

From there, it will be time to work, work, work.  Your profiles from your practice interviews with practicums are due.  I’m excited to see those.  Your interviews for your final product were supposed to be completed.

I’ll be conferencing with each of you, looking at the profiles you’ve made so far, giving you feedback, so you can make sure your final is spot on.

Final profiles due at next Monday, May 20th.  You will have Thursday, May 16 to work on them in class.


Flocabulary #2 – Quiz and exercises due May 20th

Final social network profiles – Due May 20th

Make up work & projects

Blog! Blog! Blog!  Last week of blogging will be the week of May 24th!

9 CPI: Social Networks, Interviews & More

Wednesday’s practicum student interviews went incredibly well.  Woot.  Now . . . next steps.

Take the information from the interviews and create profile pages for your social network.  I suggest using Pages or Comic Life to create a template for your social network.  On Pages, use the “text box” feature to create your layout.  Be certain to set them as floating and also to turn off the text wrapping function.   That way you can move them anywhere on the page.

After creating your template, create a profile page for each of your interview subjects.

Remember, as we are doing this work you are demonstrating your understanding of STEAL characterization techniques and the importance of adopting someone else’ point-of-view.  Get inside your interview subject’s head and create that profile page as though you were that person.

Between now and next class, you must interview three people you see often, but do not know.  These may be community members, school staff or faculty members, or students.  Use the interview form that Ms. Murphy developed.  You will be creating profile pages for these folks next class, so make sure you have that information ready to go.


Three interviews using the STEAL interview graphic organizer.  – Due next class

Social Network Profile Pages for Practicums – Due next Class (Choose one of your interview subjects)

Social Network Profile Pages for People You See Everyday- Due NEXT Thursday

Flocabulary #2: Shakespeare is Hip Hop – Due Monday 5/20

9 CPI: Social Network Mock Interviews, Characterization, Point of View

Today we continue working on our new social networks and doing the work necessary toward building profiles using our crazy strong knowledge of characterization, point of view and social media.

Everything starts with Flocabulary SAT #2: Shakespeare Is Hip-Hop.  There will be a quiz and exercises on this list due on Monday, May 20.  And remember, you can re-take #1 if you demonstrate/document some studying, some practicing.

From there, you will conduct some mock interviews courtesy Ms. Murphy and the colleagues she has lined up to help.  Follow her directions throughout this experience.  You will benefit from taking it seriously as this is giving you the practice you before doing your actual interviews.

You should use this STEAL graphic organizer to help you in the interview.  You need to turn it in at the end of class.

After conducting the mock interviews, start constructing a profile page for your social network using Pages or Google Drive.  Fill that profile page with the information from your interviewee.  Someone in each class offered to make a template for everyone to use.  Hopefully those templates are ready to go.  If not, create your own.

On Friday, we will spend more time with profiles and prepare for the work you need to do between Friday and next Tuesday.


9 CPI: Social Networks, Characterization, Point of View & More

Today we start designing a better social network and doing the pre-planning we need to do in order to create that network.

Screen shot 2013-05-06 at 10.32.02 AM

We’ll start by watching these three clips from The Social Network.  After watching each clip, identify what you can learn about the protagonist, Mark Zuckerberg as played by Jesse Eisenberg, and which characterization techniques (STEAL) the filmmaker uses to deliver that information about the character.  You might want to blog these understandings for quick reference.

After this, we will brainstorm all of the social media networks that we know.   You can find reminders, inspirations and piles of information here: http://www.hongkiat.com/blog/55-interesting-social-media-infographics/

This leads to us working in small groups to design our ideal social network tools.    We will share these ideas and come up with common denominators a.k.a. the parts and pieces we can all agree should be part of our social network.

Now . . . all of this is leading toward the following work: interviews and profile building.

Here’s the one characteristic of our social network that will make it unique: users don’t create their own profiles; the network creates it for them.  What?!!?  Yes.  I’ll explain . . .

You will be interviewing people you see everyday, but do not know.  They can come from three categories: students, teachers/staff, community members.  For example, you might buy a soda from the same store at the same time everyday, but not know the name of that person behind the counter.  You might sit in a learning lab with a teacher you know nothing about.  You might eat lunch at a table next to a group of juniors you don’t know — and sit there every day.

You will be interviewing them and using that information you learn about them to create their profile for our new social network.  After you create the profile, you will meet with them again to see how well you did with your information and design work.

The point of it all? To use your STEAL knowledge and combine it with your P.O.V. knowledge to create profiles that you can feel confident accurately represent these people or “characters” you have just come to know because you have been able to adopt their points of view.

Some of the essential questions you may be answering: How do we get to know a person through social media?  What makes a social network successful and powerful?  What can we gain from better knowing the people around us?

On Wednesday, we will practice our interview skills as we know we need to go out into the world and do this for real.

This video should help us with that.


1. Prepare questions to ask the interview subjects about the various information your class chooses to have in its social network.  Check your e-mail for your class list of topics.

2. Tolerance Projects, Self-Assessments: PAST DUE! Get ’em in.

3. New Flocabulary list is coming on Monday.  Make sure you have done the work for Flocabulary list #1!!!!

4. Blog, blog, blog!  Remember, 3 per week.  Lots of topics available to you right now.  Use it to plan your interview, your network, talk about the power of the internet, etc.

9 CPI: Week of 4/30 and 5/2; Characterization

Well folks, things have been going well in class but not well on Flight 307.  I typically post our thinking and work during your PrimeTime, but the last few classes we’ve run into internet troubles.

Here’s a recap of the work we’ve been doing this week.

We’ve moved from a focus on point-of-view to a focus on characterization, while still remember that we need to access that point of view information.

On Tuesday, we were introduced to the concept of STEAL by Ms. Murphy.



Effect on Others



Those are the indirect ways that an author creates a character.  It is also the ways in which we learn about people around us.  Those are the tools we use to evaluate the people around us, to make judgements about them, to make choices about engaging them as friends or avoiding them altogether.

Here’s a slideshare to help you remember them all.

On Thursday, we will be working with this same characterization info, we will be taking that quiz, and we will be looking ahead at our future up to the end of the year.

The only homework was to study for the Flocabulary SAT #1: Transformation quiz on Thursday, complete the exercises there on the Flocabulary website (print and complete) and make sure you’ve got your tolerance project in and self-assessed.  (That last part was due last week so this shouldn’t feel that overwhelming IF you’ve been on top of it.)

We used clips from Mean Girls to help us see this work in action and then lines of dialogue and narration from Of Mice and Men and To Kill a Mockingbird amongst others.

9 CPI: Point of View & Boston

Today in class we start by looking at Flocabulary.  We are working on SAT #1: Transformation.  Take a few minutes to explore the tools available to you to study.  And remember that there is a quiz and exercises due next Thursday

Then we will watch the video I posted on the blog yesterday.   It’s incredibly powerful. You will blog your reactions to the video — I’m very curious to hear what you have to say about it.  (I think you know what I’d say.)

After lunch we will break into two groups.  One group will start looking at point of view,  the other will look at point of view/characterization/symbolism all together.

We will explore them by looking at these videos related to the Boston bombings.

Video #1: Fox News Discusses Connection Between Bombings and Gun Control 

Video #2: CBS News Provides an Update on the Manhunt


Tolerance Projects – DUE FRIDAY!

Flocabulary #1: Quiz and Word Castles/Exercises Due NEXT Thursday!

9 CPI: Back from Break

Welcome back, everyone.

There’s a lot to talk about as we get back on track here.  We’ll start with getting our routine back in order . . .

1) PrimeTime: Let’s do some searching for things online that interest us.  Some topics and readings that speak to us.  Make us want to read more.  Learn more.  I’d like to move PrimeTime into a time for that.  And a time for sharing those things.  Connecting us.

On your blog, post a link to the article and then make your three text connections: text to text, text to self, and text to world.  For more info on those connections, you can look here.

2) Vocab: Flocabulary #1.  I’m excited about our new vocab program we are going to use for the rest of the year.  You can find it here at Flocabulary.   The list we’ll work with is SAT #1: Transformation.    All of the log in info is in your inbox. I’m hoping you folks get as excited about it as I do.  We’ll take a pre-test and try out the first round.

3) MUGS: Let’s see if we can get some complete sentence work going again today.  I’ve got an activity to build off of what we did before break.  I’m hoping it works out well.

4) Point of View/Symbolism/Characterization:  We have some work we need to get started around these concepts. I’m going to share each of them with you folks and you are going to choose which path we take first.  We need to grapple with all three.  Let’s see if there’s an interesting and meaningful way for us to do this.

Of Mice and Men . . . I’ll explain in class.  It’s complicated and in light of recent events I think it’s important to give people some choices.


Tolerance Projects – DUE FRIDAY! 4/26

Flocabulary #1 Quiz – Next Thursday! May 2

Flocabulary #1 Graphic Organizers/Word Castles – Next Thursday! May 2

Blogs!  Keep up!  3X per week.  Today you should have a post to an article and three text connections!  

Humanities: Characterization in Songs & Film Trailers

Today in Humanities, we start with NoRedInk.com and working on To/Too/Two/Then/Than Assignment #3.  There will be a quiz on Friday.

From there, we will look at how songs and film trailers demonstrate the various methods of characterization we’ve been discussing (actions/reactions, thoughts/dialogue, direct description, affect on other characters) as well as the elements of cultural anthropology we’ve identified (values, beliefs, family, socioeconomics).

The film trailers and songs we are using can be accessed in two ways.  One is to look at the TKaM Project Example Google Doc here.  (This is the bigger list.)

The other is to check out this playlist from YouTube.

You will be completing this graphic organizer about characterization and cultural anthropology in film and song.

This organizer is due on Friday.

Reminder:  The screenshot analysis organizer is due Thursday along with Roots #12.

Humanities: TKaM Characterization & Film Critique

Tuesday and Wednesday were focused almost entirely on To Kill a Mockingbird and how both the author, Harper Lee, and the filmmakers develop its characters.

We broke into small groups to examine excerpts from Chapters 9 & Chapter 10 of To Kill a Mockingbird, the novel.

Those groups were responsible for filling out this TKaM Cultural Anthropology graphic organizer.  The goals is to identify how Harper Lee reveals the characters’ values, beliefs, family, and socioeconomic status using the characterization techniques we’ve discussed since Monday.

Toward the end of class on Wednesday, we looked at how the filmmakers used color, balance, composition, costuming, set design, and lighting to emphasize the key themes of tolerance/intolerance, innocence/guilt.

Tomorrow, we will be looking at those themes as they emerge in music, short films and  To Kill a Mockingbird.

Humanities: Characterization, Improv & TKaM

Monday, we are going to stir things up with some improvisation, learn about the basics of characterization, and dig further into the film, To Kill a Mockingbird.

We normally PrimeTime to start things off.  We don’t have time for that today.  Instead we will climb right into No Red Ink and do another activity around Then/Than/Two/Too/To. (It’s the latest assignment posted.)

From there we will do an improv game to help us understand characterization.

There are five basic ways that a creator establishes character:

Direct Description, Actions, Reactions, Thoughts, Dialogue

And in reality, those are the same ways we learn about the people around us.  We learn about their personalities, their values, their beliefs, and such, by observing their actions, their responses, their language, how they dress, and the opinions they express.

Since TKAM is about family, we’ll be playing an improv  game called Family Reunion.  You will submit suggestions for the game by filling out the form sent in your gmail.

And then we’ll watch some more of To Kill a Mockingbird.  You will need to complete the organizer you started last class. It’s the same one that covered Neil Young’s “Southern Man.”  And it’s right here.