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.

Speech

Thoughts

Effect on Others

Actions

Looks

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: 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

H/W:

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: Tolerance Projects, Of Mice & Men & End of the 3rd Quarter

The 3rd Quarter ends for us at midnight, Monday.  (This is the extension I offered the class last Thursday because of my absences last week.)

In class today we started reading John Steinbeck’s Of Mice & Men.  (There’s a chunk in your e-mail so you can follow along if you don’t have your book.)  I’ll be reading most of the book out loud to you folks during our normal PrimeTime sessions.  (This is the closest thing we’ve got to a tradition in my classes and I figured this would be as good a year as any to keep that going.)

A few things you need to remember about this book —

It was written in the 1930s and takes place in the 1930s.  Steinbeck wrote it as a way to capture what was happening in the country at the time.  It takes place in southern California, one of the few places where people could find farm work during the Dust Bowl era.  And it features two migrant workers trying to make a living the best they can manage.

After I read up to the moment where Lennie complains about the rubber mouse, I asked folks to blog, making text to text, text to self and text to world connections.  If you need a refresher on these connections, check here.

We took a few minutes to look at Roots 11 on Quizlet.  There will be a quiz next TUESDAY and word castles/roots products are due that day.

From there we looked at the rubric for the Tolerance Project. Originally the due date was to be next Friday, the day before vacation.  But I think extended the deadline to the end of the week after vacation will help you all to create better products.  That said, you still have to get started right away.

For Wednesday, complete the project proposal form. It is available in your Google Drive. We will read a little Of Mice & Men on Wednesday and spend some time looking at Bloom’s Taxonomy to make sure your projects are pushing the envelope.  On Friday we will look at characterization and how to work that into your projects.

H/W:

Complete Project Proposal Form for Tolerance Project – Due Wednesday 4/3

Study Roots 11 and Complete Word Castles/Roots Product 11 – Due Tuesday 4/9