9 CPI: Final Readings Posted

For the final, you will want to have read these selections prior to coming.

This little packet (posted on the Google Drive) includes:

* Two pages from Romeo & Juliet from Act 2, scene 2 a.k.a. The Balcony Scene

* Two pages from To Kill a Mockingbird where Scout and Atticus are sitting on the porch after Scout has had a rough day at school

* Three pages from Of Mice & Men where Lennie is talking to Crooks, the African-American stable buck (tends the horses and gear)

* An article from Wired magazine about people making their own apps to solve interesting problems

* An article from Wired magazine about Pinterest and social media and the sorts of things that gain popularity on social media

Make sure you bring the packet with you to the final.

At the final you will write three DEJs, one on theme, one on characterization, and one on point of view.

You will also do a set of text connections (text to text, text to world, text to self)

And then we will have a graded class discussion.

BRING your five paragraph essay about what you have learned about yourself, others, and English this year to the final.  You will probably not have time to write that in class.  (It should have a hook intro and a solid thesis, strong details in the three body paragraphs, and a “so what?” conclusion

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.

Humanities: Tolerance Projects Land Now

Tolerance projects were due last Friday and a lot of them landed.  There was some unruly technical difficulties challenging several groups — hopefully these have been resolved over the weekend.  

Mr. Ryder was ridiculously impressed by the work room last Friday and how determined several folks were to get it done and get it done RIGHT.

Today there will be some time spent on No Red Ink.  (There/Their/They’re and Accept/Except)

And then it will be sharing projects.  Several folks still need to get their self-assessments turned in.  (Check your e-mail for that form.  It’s a Pages document.)

 

 

 

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.

H/W: 

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.

Humanities: Roots Quiz & Tolerance Work

We will take a Roots #13 quiz, review the project rubric, and then it is off to the food court to work.

Mr. Ryder had to leave early today to take care of a sick kid, but since the kid is napping his face off, folks should feel free to ask him questions via Gmail chat/email.

Projects.  Tomorrow.  Due.  Blogs.  Tomorrow.  Due.

 

9 CPI: To Kill a Mockingbird, Clint Smith’s “Aristotle,” and More

Today we start with two quizzes, one over Roots 6 – 10 and one over comma splices on No Red Ink.  We will be skipping PrimeTime today in favor of the opportunity to watch Clint Smith’s “Aristotle.

After blogging about “Aristotle,” we will then watch a small chunk of To Kill a Mockingbird.  

Then you will make three text connections using the system described on this blog post from the Humanities class.  It’s the same type of thinking.

Homework: Get caught up on the blogs, get your essay revisions and essay revision forms in to me.  There is a lot coming at you in the next several weeks.

9 CPI: Tolerance, Cyberbullying, Comma Splices & Trees

We’ll start off  Tuesday with a short PrimeTime and then just crank the good thinking.

To prepare for Roots Quiz #10 on Thursday, I’d like you to read the great article I posted on Monday about teenagers, cyberbullying and what some kids are doing about it.  Take advantage of the opportunity to explore the other websites I linked on that post.

On your blogs, write a summary of the article using at least five root-based words. (Be certain to identify those root-based words.)  What are we doing? We’re nesting our thinking around tolerance with our work around vocabulary. That way you are thinking about the big ideas AND making strong associations with the ideas in the article and your root words thus making it easier to remember your root words.  Not bad huh?

From there, you can practice correcting comma splice run-ons complete sentences with NoRedInk.  There’s a new assignment up and several of you still need to complete the last assignment.  You want the ones calling for SWABIs.

For the last twenty minutes of class or so, we’ve been invited to check out the forestry simulator.  

For homework tonight, prepare for the Roots #10 quiz and complete your Word Castle or other roots product.  Make certain to blog at least three times this week.   And submit your essay revision and the revision submission form if you haven’t already. (The form can be found in your e-mail; it was accompanied by an example.)

Humanities: Malala’s Story & Tolerance Projects

Monday will be just bursting with content.  Woot.

With projects due on Friday, we will not be PrimeTiming this week.  Instead, we will use that time to read articles, watch videos, and do other work related to deepening our understanding of tolerance and generating content for our projects.

We will be working on NoRedInk.com, however.   Our work will focus on their/there/they’re as well as accept/except.

Here are some tools to help you out with that thinking.

Their vs There vs They’re at BrainPop.com

Accept vs. Except

After NoRedInk, we will take a look at an article about a young woman named Malala.

On your blog, make the three text connections (text to self, text to text, and text to world) you made during Friday’s class.

After you blog — or if you choose to blog tonight instead — complete this check-in form about your projects.  This is also in your e-mail.

Tonight’s homework?:  Projects due Friday! Blog three times this week!  Be prepared for roots quiz on Thursday!