9 CPI: Of Mice & Men & Tolerance Project Proposals

Today was an early release day, which meant we didn’t have a lot of time to dig into that much content.  That’s okay because we still had plenty to do.

Period 1 we started with Of Mice & Men, finishing the first section. (Period 3 we skipped this step and will be catching up on Friday.) On Friday we will follow George & Lennie to the ranch for the first time and see the men with whom they will be working. (Look in your gmail for a document called Steinbeck if you want to catch up.)

From there folks had some time to catch up on blogging and making sure all of their online Roots & MUGS quizzes are in the books for 3rd quarter.  With grades finalizing on Thursday night, that’s kind of ridiculously important.

And then attention turned to the Tolerance Project Proposal forms.    I met with a number of folks about their proposals and will meet with the rest on Friday.

If you need help with the Bloom’s Taxonomy part, look at this Bloom’s Taxonomy model and click on the parts of the wheel that explain to you the sorts of thinking and task you need to do at each level.

Some great stuff that I heard today . . .

Essential Questions:  

  • How can we become more patient?
  • How can we make people more aware of their offensive language even when they don’t mean to be offensive?
  • How can teenagers better understand adults?
  • How can students better tolerate homework?

Product Ideas:

  • Video game
  • Informational Poster Campaigns
  • Amazing Keynote
  • Video
  • Short story
  • Website


Roots 11 Word Castles/Roots Product & Quiz on Tuesday, April 9

Tolerance Project Due Friday After April Vacation

Blogging – Text-to-Text, Text-to-Self, Text-to-World over the first reading of Of Mice & Men expected to be one of your three blog entries this week. This was assigned on Monday (Quarter 4 Week 1)

9 CPI: To Kill a Mockingbird, Tolerance & Essential Questions

Today in class, we will spend a massive extra-value meal-sized amount of time with To Kill a Mockingbird the film.  

And we will do so with an even greater sense of purpose.

Our next project is the tolerance project.  (Here’s a rubric that looks a lot like the one we will be using.)  You will work in groups of 1, 2, or 3 members to create a product that answers an important essential question around the thematic idea of tolerance.  You may choose to create a song, a movie trailer, a short story, or a product of your own choosing that you get pre-approved by me. (As I right this, I’m thinking you could create a pretty sweet board game, card game, or video game around this.)

When we watched the “To This Day” poem by Shane Koyczan, we were looking at an example of a tolerance project that would exceed the standard across the board.  

When we watched the “Playing for Change/”Be in Love”” video by the Maine Academy of Modern Music, we were looking at an example of a tolerance project that would exceed the standard across the board.  

When we watched Macklemore’s “Same Love” video, we were looking at an example of a tolerance project that would exceed the standard across the board.

And as we watch To Kill a Mockingbird, we are looking at a tolerance project that would exceed the standard across the board.

For homework this weekend, determine which essential question(s) you would most like to answer.  You had a homework assignment due today that asked you to imagine a conversation about this topic.  Be certain to look early in the week for that assignment.

And try to get caught up.  

9 CPI: Early Release, To Kill a Mockingbird & Make Up Work

Today’s class was focused almost exclusively on To Kill a Mockingbird, the film.  The clip we watched is available on your school Google Drive.

Screen shot 2013-03-14 at 12.02.08 AMAfter watching, folks were expected to make three text connections to the film excerpt.  (Text to self, text to text and text to world, naturally.)

Remember to blog at least three times this week as well as complete the creative challenge for the week revolving around pre-thinking for the tolerance project.  It is described in the post from Monday.

On Friday we will be watching more of the film and talking about the project on tap.

On another note . .

I love it when my students are passing the class.  It isn’t an easy feat to accomplish.  I assign a rigorous work load, there are usually many things happening at once, and the thinking tends to be different from what students are most familiar.  Looking at passing grades, especially those that meet and those that exceed the standards?  Seriously, it feels fantastic.

There is quite a bit of make up work that could be completed and better ensure that I get all those super warm fuzzies at the end of the quarter. Remember that you no longer have to complete Word Castles unless you prefer them to inventing your own Roots Word Product.  That product could be anything from a poem to a short story to a slideshow to a podcast to a song to a model to . . . really . . anything that demonstrates an understanding of the roots and their meanings that goes beyond just copying it down.

A number of folks did not complete the Three 4 Thinking form after looking at the pre-writing slideshow or the hook introduction video.  These are both reading assessments and should be completed ASAP.

Remember also that you can retake any Roots or MUGS quiz.  All you need to do is demonstrate practice and studying.

9 CPI: Text Connections, To Kill a Mockingbird & Essential Questions

Today we are are packed to the gills with content and thinking around To Kill a Mockingbird, tolerance, text connections, film analysis, essential questions, and our next project.

PrimeTime: Rather than our usual PrimeTime, we are going to use our reading time today to look at an excerpt from To Kill a Mockingbird, chapter 1.  The excerpt can be found in the Google Drive.

After reading it aloud to you folks, I’ll be expecting you to make three powerful, meaningful text connections based on the following categories:

Text to Self

Text to Text

Text to World

You can find out lots more about text connections including examples to help and explanations of how they help you to think and understand by going to the following places:

Text Connections at ReadWriteThink.org

An Explanation of Text Connections for Another Class on Flight 307.

No Red Ink: We’ll take a break from No Red Ink until Friday this week.  We have a lot of other thinking to do.  But man, don’t I love giving quizzes on that thing.  (Hint *ahem* Hint)

Essential Questions:  We have a new project coming along here in the next few days, one around tolerance, intolerance and understanding.  We are going to do some work with Thinking Boards and essential questions.  (We will take pictures of that work and post it here.)

Here’s a slideshow that can help you understand what essential questions are all about. The further you go into the slideshow, the more it shows you examples and how to create your own.

To Kill a Mockingbird: We will watch about 15 minutes of To Kill a Mockingbird today. You can find a clip on the Google Drive.


Essay Revisions & Revision Forms

Tolerance Project Pre-Thinking & Creative Thinking:

Have an imaginary  text, Facebook, email, snapchat, twitter conversation with me or one of your friends about the essential questions you think would be most interesting to answer in your project and why.  Post this conversation on your blog.  Feel free to get creative with how you display this conversation.  Have fun with it. Think hard.

This pre-thinking is due by Friday.