12/16

Double-check your POL schedule for tomorrow and Thursday 
CLICK HERE. 
 You must be present to both present, and to panel for other students

Practice, practice, practice!!! Try to memorize as much as possible (helpful, but not required)

Keys to success:

*Make sure you have professional dress!  You will not be allowed to present if you do not.

*Make sure you explain your evidence.

*Make clear which notecard you are on as you move through the presentation.

* Have a clear SMART goal and explain why it is...

Specific--Measurable-Attainable-Realistic-Timely

*Have your presentation be under 8 minutes.  Time yourself as you practice.

*Make sure you can easily and smoothly present your evidence (physical or on DP/Prezi) to the panel.

*Remember--you have all the resources you need below and above to succeed.  Trust your innate awesomeness, project confidence, and believe in yourself!

Docs from today:

Watch an excellent POL:  click here

Activity list

https://docs.google.com/a/animashighschool.com/document/d/1_0VNlehgpHwGckLD8VEHS3c09HD2DY4SY5gWMsj1DW8/edit?usp=sharing

SMART GOAL

https://docs.google.com/a/animashighschool.com/document/d/1BGLlEOK1B_hxJyc9FA_0E7l_qxkgpO9aU-uJSby-91k/edit?usp=sharing

Rubric

https://docs.google.com/a/animashighschool.com/document/d/12yBAcBhaKFG27_5R64AkYLnahpRWNpYfGxij7qhXEvQ/edit?usp=sharing

12/15

Double-check your POL schedule for this week :  CLICK HERE. 

Follow-up for tonight:

Complete your first four notecards tonight.
#1:  Intro with hook
#2:  Your strength (from a HOHAM or 21st Century skill)
     Topic Sentence--Evidence--Analysis (bulletpoints)
#3  Your goal/weakness (from a HOHAM or 21st Century skill)
     Topic Sentence--Evidence--Analysis (bulletpoints)
#4:  Your SMART plan to meet your goal

Docs from today:

Activity list

https://docs.google.com/a/animashighschool.com/document/d/1_0VNlehgpHwGckLD8VEHS3c09HD2DY4SY5gWMsj1DW8/edit?usp=sharing

SMART GOAL

https://docs.google.com/a/animashighschool.com/document/d/1BGLlEOK1B_hxJyc9FA_0E7l_qxkgpO9aU-uJSby-91k/edit?usp=sharing

Rubric

https://docs.google.com/a/animashighschool.com/document/d/12yBAcBhaKFG27_5R64AkYLnahpRWNpYfGxij7qhXEvQ/edit?usp=sharing

12/11

Double-check you POL schedule for next week :  CLICK HERE. 
Remember--you must be at school on the day you are presenting at 8:25 as usual
You do NOT have to come to school on the day you are not presenting
Students who are asked to repeat their POL must do so on Friday of next week

Student task-list:
Meet with Matt if you haven't had a chance yet during worktime.  
Worktime today: Check powerschool and make sure you've turned in the following by the end of class on Thursday. These are the last things to turn in for the semester. If you haven't turned it in, it will be marked as "missing".

Turn in everything listed below stapled together on Thursday at end of class.

1. Plot summaries for chapters 1-9 Click here for digital copy if needed (turn in paper copy)
2. Annotations for chapters 12-14 (three per chapter, in your notes section, show Matt)
3. Your "Dooley notes" for your assigned chapter (in your notes, show Matt)
Click here for a digital copy of Dooley notes
3. Personal Reflection Click herefor a digital copy if needed

Matt's Task list:  
__Meet w/students to early POL prep and make sure they are ready
__Meet with all other students to check in and assure they are on track with completing final work
__Enter assignments into powerschool as they are turned in throughout day
__Meet w/Finance dept abt class budget 
__Order supplies for graphic novels

12/10

Double-check you POL schedule for next week :  CLICK HERE. 
Remember--you must be at school on the day you are presenting at 8:25 as usual
You do NOT have to come to school on the day you are not presenting
Students who are asked to repeat their POL must do so on Friday of next week

Student task-list:
Meet with Matt if you haven't had a chance yet during worktime.  
Worktime today: Check powerschool and make sure you've turned in the following by the end of class on Thursday. These are the last things to turn in for the semester. If you haven't turned it in, it will be marked as "missing".

Turn in everything listed below stapled together on Thursday at end of class.

1. Plot summaries for chapters 1-9 Click here for digital copy if needed (turn in paper copy)
2. Annotations for chapters 12-14 (three per chapter, in your notes section, show Matt)
3. Your "Dooley notes" for your assigned chapter (in your notes, show Matt)
Click here for a digital copy of Dooley notes
3. Personal Reflection Click herefor a digital copy if needed

Matt's Task list:  
__Meet w/students to early POL prep and make sure they are ready
__Meet with all other students to check in and assure they are on track with completing final work
__Enter assignments into powerschool as they are turned in throughout day
__Meet w/Finance dept abt class budget 
__Order supplies for graphic novels

12/9

POL schedule:  CLICK HERE.
Worktime today: Check powerschool and make sure you've turned in the following by the end of class on Thursday. These are the last things to turn in for the semester. If you haven't turned it in, it will be marked as "missing".

Turn in everything listed below stapled together on Thursday at end of class.

1. Plot summaries for chapters 1-9 Click here for digital copy if needed (turn in paper copy)
2. Annotations for chapters 12-14 (three per chapter, in your notes section, show Matt)
3. Your "Dooley notes" for your assigned chapter (in your notes, show Matt)
Click here for a digital copy of Dooley notes
3. Personal Reflection Click herefor a digital copy if needed

12/8

Learning Target: "I'm caught up on my work in Humanities and I've begun working on my Dooley notes assignment and 1st Semester Reflection."

Agenda:
Overview of Dooley notes
Headspace
45 minute worktime on Spark notes
Brain Break
Overview of 1st Semester Reflection
Worktime on Spark notes/Reflection

Click here for a digital copy of Dooley notes
Click here for a digital copy of 1st semester reflection requirements

12/4/14

Question of the week:  How do characters and plot reveal huxley's ideas in BNW?

Learning Target:  I understand how comparing and contrasting the religious ceremonies in BNW reveals the characters of Bernard and John and how they both approach challenges in life.
REVIEW POLS ATTENDANCE

Agenda:

SG read of either 112-118 (John) OR 80-86 (Bernard)

Write Journal #11 BNW as a group:  "

What happens in the ceremony?

What essential values is the ceremony meant to instill in the participants?

Why do either John or Bernard not participate fully?

What does the fact of them not participating fully tell us about them, and about their own society?

Large group share out-Matt scribes on projector

Seminar (20 mins only):  Using your group journal and notes on board, compare and contrast the ceremonies and their effects on Bernard and John.  How does this help us understand the characters more?  What is Huxley trying to say by comparing and contrasting these two characters?  Does he agree with one society's values more than another?  Why or why not?

Journal #12 BNW:  1/2 page, single spaced

"What was the seminar about?

What was the most thoughtful comment you heard?

What do you understand now that you didn't understand before?

12/3

Follow-up:  Read and annotate chapter 12

Question of the week: "How do characters and plot reveal Huxley's ideas in Brave New World?"
Learning Target:  I know what happens in chapters 1-11

Agenda:
Annotation checks
Character Sketch pin-ups
Brave New World content quiz, chapters 1-11
Headspace
Worksheet worktime
Quiz review

12/2

Question of the week:
"How do characters and plot reveal the ideas of Huxley?"
Question of the day:  "What happens from chapters 3-9?"

Agenda:
Overview of the day
Mindfulness
Turn in any challenge extensions you've completed
Hand back graded evaluations--read over comments and write down any questions you have and revise for improvements
1-on-1 meetings with Matt to review evaluations/Worksheet time
Click here for link to worksheet

11/21

Follow-up for break:  None (unless you want to check out the challenge extensions--see the calendar for details)

Agenda for today:  In-class evaluation all day

Enjoy your break! I'm grateful for you guys :)
-Matt

11/20

Question of the week;  "How does Huxley use characters to explain ideas?"
Today's learning target:  I know what Bernard's response to the solidarity service reveals about his character."

Agenda:
Turn in character sketches
Review Journal #10 (from yesterday) in pairs, share out in groups
Mindfulness
Linking words to create complex theses mini-lesson
Study guide group work time on learning target; share out your rough-draft bullet-points answers in 30 minutes
Group share of answers
Individual worktime to prepare for test

11/19

Question of the week:  "How does Huxley use characters to explain philosophical ideas?"
Learning Target.  "I can articulate what a 'foil' is and how is Helmholtz is a foil for Bernard"

Follow-up:  Annotate Chapter 8 and finish character sketch by tomorrow
Agenda:
-Sum up annotations from chapter 7--map out sequence of events for each c-chapter briefly on whiteboard.
-Mindfulness
-Write down learning target of day and title it "Journal #10 BNW"
-Model what a foil is by reading Harry Potter excerpt click HERE for link
-Complete study guide for test.
click HERE for link to the test,
Click HERE for link to the study guide
-Review the study guide in pairs
-Review study guide as class

Finish Journal #10 answering the learning target

11/18

Question of the week:  "How does Huxley use characters to explain philosophical ideas?"

Learning Target:  I understand who Bernard Marx is and who Helmholtz Watson is--most importantly, I understand how they are similar and different than one another."

Agenda:
Intro google calendar; students test google calendar.
Email parents/guardians the text from DP.  Show Matt you have emailed them physically.
Mindfulness
Group read of chapter 6
Group share of annotations

11/18

Hello parents/guardians (insert names here)
There's a lot of info here; please read it all because it contains important information about the end of the semester!

First, we have Presentations of Learning coming up (there's a description coming furhter down).  I will be scheduled to present on either Wed Dec 17th or Thursday Dec 18th. You can see my precise schedule by clicking CLICK HERE.

 If I am asked to present again, I must return to school to present on Friday Dec 19th (last day of the semester). If I am not asked to present again, I don't have to be at school on Friday.

POLS are mandatory.  If for some reason we know that I can't be here for those last three days of the semester, Matt needs to know as soon as possible so he can find an alternate time for me to present.  However it is not guaranteed that we can re-schedule, as POLS are mandatory except for extreme extenuating circumstances.

Presentations of Learning are how we show our teachers and peers that we have mastered grade-level content.  It is a fifteen-minute oral presentation that we create using our digital portfolio and showing how we have grown intellectually and personally.  Family/guardians are invited but not required to attend the POL. I will have to be in professional dress, just like an exhibition, in order to present.  We will spend two days in school preparing for POLs and my exact schedule will be given to you

Matt, my Humanities teacher, created a google calendar so it should be easier to follow along what our due dates are other important dates like Exhibitions.  If you click on the listed event there is also a pop-up with more information about the due date or the event (like when and where the Exhibitions are). You can see the calendar by clicking on the link right here.  CLICK HERE
You can also access the calendar by going to Matt's digital portfolio
http://dooleyhumanities.blogspot.com/
and clicking on the 'calendar' link on the left.
Thanks!

11/17

Question of the week:  "How does Huxley use characters to explain philosophical ideas?"
Today's learning target:  "Who IS Bernard Marx?"
Follow-up:  Read and annotate chapter 6 on your own.

Agenda:
Mindfulness
Individual annotations for chapters 4 and 5, focusing on Bernard Marx
Meet with Matt to go over any questions you had about the test
Brain Break
Large group share of annotations
Write a letter to Matt about how this class is going for you.
Journal #8:  "Who IS Bernard Marx?"  Use a quote from the book and an annotation that you added from the large group share.  1/2 page, single-spaced.

11/14

Follow-up: Read to page 71 (end of chapter 5) of Brave New World this weekend.

Question of the day:  "How do I annotate well for Brave New World?'
Agenda:
Mindfulness
Review how to do annotations

Small groups read-aloud and annotating:
Group 1:  Pages 1--11
Group 2:  Pages 11-21
Group 3:  Pages 21-29
Group 4:  Pages 29-38
Group 5:  Pages 38-50

Large group share-outs


Rest of class:  Read and make five annotations for chapter 5.

11/13

Follow-up:
a.  Complete any missing journals.  See this link click here in order to complete them.  Each entry is worth 5 points.
b.  Write a letter to Matt about class.  What about this class is helpful?  What changes might help you learn better?  Please be as specific and clear as possible :)

Agenda:
Mindfulness
Evaluation work time, entire class.
Finish missing journal (see above) and write letter to Matt if finished early.

11/12

Learning Target: "I have all of the Thesis, Evidence, and Analysis that I will use tomorrow in the Brave New World Evaluation #1."

Follow-up:  Prepare for the evaluation tomorrow.
Agenda

Mindfulness (10)

See things in new ways (this is not a tape dispenser) activity.

Study time:  Students work on completing the following study guide:  Click here for link.


Large group share-out (20 mins):  Matt notes down ideas on the whiteboard. Share out in the large group.  Everyone take notes on ideas that others had to answer the question. Matt writes the ideas on the projector for students to write down in their notes section, under "Evaluation #1 Brainstorm" Write down ideas that you find helpful in writing your own essay.

Brainstorm notes:
Question #1:  Conditioning leads to
--More happiness
--More efficiency
--More stability for Controllers
Question #2:  One of the 4 world events--how is it related to an idea or a feature of BNW?  Make sure you have a quote
Question #3:  The proletariat came into being because of the industrial revolution. No factories mean no factory workers, which means no proletariat.  Use a quote from the Declaration of Faith to explain this.
Question #4:  For Rand, the US was the first moral society because it emphasized the individual over society.  This leads to a view of government where the only responsibilities of government are to protect life, free action, and individual property. Explain why you agree or disagree with her view of government.
Question #5:  The boy is disgusted because BNW society conditions its citizens to hate family life.

Study time (rest of class until 10 mins left):  Begin to expand your practice answers to the questions.

Journal (10 mins):  "Did you meet the learning target today?  Why?  What do you know that makes you prepared to take the evaluation Tomorrow?  Be specific.  One paragraph minimum."

11/11

Learning Target:  "I understand how I will be evaluated by the rubric for the BNW Evaluation #1."
Follow up: Complete journals 1-8 if you are missing any.  See this link click here in order to complete them.  Each entry is worth 5 points.

Agenda:
Phase 1:  Understand the rubric for the evaluation
Phase 2:  Develop a general idea of how you will answer each question on the evaluation.

Write down the learning target for the day in your 'Journal' section.  (2 mins)

Tell Matt who your partner was for the Utopia project.

Mindfulness (10 mins)

Brain Break (High-Fives!) (5 mins)

Pair work on understanding rubric (20 mins):  Work with the partner at your table, first reading aloud the rubric to each other, then answering the questions on the back together  Link

Large group share (20 mins):  Matt types up on the projector possible responses to the rubric questions, clarifies any questions about the rubric itself.  Students take notes on ideas/improvements to the rubric examples in their notes, titled "Rubric feedback"

Brain break (5 mins)

Evaluation preparation:  Students work in individually to write down the answers to the following on a sheet of loose-leaf paper called "BNW Evaluation #1 Prep".  Each student has their own paper and writes down their own complete answers.

a.  Reword the question that is being asked in a full sentence.
b.  Every student writes their own, very short paragraph answering the question  Include a thesis, evidence, and analysis.
c.  Find someone else who has completed their paragraph and exchange your paragraphs.  Underline any thesis, evidence, or analysis that you are good in answering the evaluation question.

Large group share-out (20 mins):  Matt notes down ideas on the whiteboard. d.  Share out in the large group.  Everyone take notes on ideas that others had to answer the question. Matt writes the ideas on the projector for students to write down in their notes section, under "Evaluation #1 Brainstorm" Write down ideas that you find helpful in writing your own essay.

Test prep (rest of class until 10 mins left):  Begin write down your practice answers to the questions.

Journal #8 (10 mins):  "Did you meet the learning target today?  Why?  What do you know that makes you prepared to take the evaluationThursday?  Be specific.  One paragraph minimum."

Exit ticket:  Turn in all journals you've done for this project, stapled together.

11/7

Question of the week: "How are communism and capitalism portrayed in Brave New World?"
Today's learning target:  "I understand how Ayn Rand's Capitalism defines individual rights."

(Today's agenda was nearly the same as yesterday because of sex-ed schedule)
Agenda:

Mindfulness
Email parents link to my digital portfolio
Read or review Ayn Rand article click here for link
Recap yesterday's notes and write down anything you missed
Begin studying for Wednesday's test Click here for link

11/6

Question of the Week:  "How are communism and capitalism portrayed in Brave New World?"
Learning Target:  I understand how Ayn Rand's capitalism defines individual rights in contrast to Communism.

Agenda:
*Recap previous day's learning target
*Mindfulness
*Go over how to check digital portfolio and send an email to parents explaining   how this works to check your grades
*Brain break
*Read Ayn Rand article
*Journal entry #7:  How does Ayn Rand define individual rights in contrast to Communism?
*Brain Break
*Study for test on Tuesday.

11/5

Question of the week:  "How are communism and capitalism portrayed in Brave New World?"

Learning Target:  "I understand how Ayn Rand's version of capitalism defines individual rights."

Agenda:
*Mindfulness
*Group read/annotate of Chapter 3 Brave New World
*Brain Break--thumb wars
*Ayn Rand video https://www.youtube.com/watch?v=s1RxKW-P5V8
*Group read and annotate Ayn Rand reading
https://drive.google.com/file/d/0B_C9fVngmGpvN3NtWHJJTS12UHc/view?usp=sharing
*Brain break--Fancy high-fives
*Journal #7:  "According to Ayn Rand, what are true individual rights and what is their relationship to capitalism?"

11/4

Follow-up:  Read to page 56 of "Brave New World"

Question of the week:  "How are communism and capitalism portrayed in Brave New World?"

Today's Learning Target:  "I understand how the Industrial Revolution is connected to the development of Communism."

Agenda:
Mindfulness
Henry Ford videos

1. http://www.youtube.com/watch?v=QtYRLtT8bvY
2.  http://www.youtube.com/watch?v=1Re-yUnO-Hk&feature=related

Group Read of the Communist Declaration of Faith

https://www.marxists.org/archive/marx/works/1847/06/09.htm

Journal #6:  "According to the Ford Videos and the Communist Declaration of Faith, how is the Industrial Revolution connected to the development of Communism?  Include one quote from the Declaration of Faith as evidence."

11/3

Follow-up:  None

Agenda:  

Seminar on last week's question, "How do we make a happy society?  Can we?"

Journal #5, answering the above question, using your notes on North Korea, comments made during seminar, the "Happy" film, and Brave New World

Lecture and note-taking (the information in red) on historical background of Aldous Huxley-- Click here to review

10/30

Follow-up:  Complete journal #4 (1/2 page, single spaced)
"What, to you, are the main values of Brave New World?  Write down a quote and page number from the book that proves this.  Then, explain why you agree or disagree with the value the quote expresses.

Agenda:
Mindfulness
Worktime on Utopia slideshow
Read-aloud
Journal

10/29

Follow-up:
Use this model of the utopia slideshow to create your own. First 5 slides are due tomorrow.

https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOa2xhbFEteUNHRTNWUFVWOUVTdkp6a1daT0hJ/view?usp=sharing

Today's agenda:
Question of the week:  "How do we make a happy society?  Can we?"
Learning Target:  I can understand the connection between a utopia and a dystopia.

Mindfulness 10 mins
Intro to Utopia Slideshow project
Project worktime rest of class

10/28

Follow-up:  None

Agenda for today:
-Finished "Happy" documentary
-Journal #2 BNW:  "How would you change society in order to create more happiness?  Be specific."
-Group read of pages 1-18 of Brave New World
-Journal #3 BNW: Compare and contrast your approach to creating a happy society with that of the society in Brave New World.   Do you agree or disagree with the London Central Hatchery's method in Brave New World of creating happy people?  Why or why not?

10/27

Follow up:  If it is late, Complete your seminar reflection and self-grading.  Here is an electronic copy of those: click here


Our new project, "Happiness, Meaning, and the Ideal Society" is reading Brave New World by Aldous Huxley and making a graphic novel from one of the scenes, as well as a Socratic Seminar open to the public on the nature of happiness at the end of the project.

The Question of the Week:  "How do we make a happy society? Can we?:
Today's learning target was:  "I can articulate some of the causes and conditions of happiness".  By the end of today you should have developed a good understanding of some of these causes and conditions.

Agenda:  Watch "Happy" documentary and take notes, especially on the difference and examples of "intrinsic" vs "extrinsic" forms of happiness.

10/24

Follow up:  Complete your seminar reflection and self-grading.  Here is an electronic copy of those: click here
Due Monday, printed, start of class.  Reflection stapled to back of your seminar grade.

Review:
*Question Generation
*Group1 Seminar, Group 2 Reflection writing
*Group 2 Seminar, Group 1 Reflection writing

Masks have been graded and the score is entered in your gradebooks.  If you have a question about your grade please check in with me.

If you have an F, it is most likely because you have not yet updated your DP.
Click on this Link  to do so.

Next week we begin our Brave New World project.  We will be exploring Utopias (ideas societies), Dystopias (ideal societies gone horribly wrong) and what makes an ideal society (justice?  happiness?  peace?  meaning? what?)

Enjoy your weekends!

10/23 In-class

Learning Target:  "I have come to an open-minded and informed opinion on the death penalty."

Agenda:

--Mindfulness

Coming to your own conclusion:  Keeping in mind that humans have a tendency to jump to conclusions, this writing exercise will ask you to first inhabit the perspective of the side that you disagree with, BEFORE moving on to writing your own opinion.

The purpose of this is to help you come to a fully informed and educated opinion of your own.

Use at least two of these six articles below to find evidence.
Both sides on the death penalty (from Wednesday): Click here

Argument for the death penalty (from Tuesday class)  click here

Argument against the death penalty (new reading):Click here

Additional resources:  Article on guards
                                    Article on death penalty lawyer
                                    Statistics on Death Penalty

You will move through 4 steps.  For each step, use the notes you have taken in class as well as the following resources above, to help prove your point using facts and analysis.  Each paragraph should be between 5 and 9 sentences (shorter and more precise, the better).



Step 1: Pretend to be supporting the other position. Write a TEA paragraph explaining why that position is right.  For example, if you support the death penalty, you write a TEA paragraph pretending that you oppose the death penalty, being as convincing as possible.

Step 2:  Still pretending that you support the opposite side, write a separate TEA paragraph, explaining why the other position is wrong.  For example, if you support the death penalty, you write a TEA paragraph explaining why the anti-death penalty group is wrong.


Step #3:  Now, you finally get to take the side that you do believe in!  Write a TEA paragraph explaining why your opinion is justified and brings the truest form of "justice" into society.

Step #4:  Write a TEA paragraph explaining why the other side is unjustified and leads to a less 'just' society.


Now, you have four TEA paragraphs.  Find someone else in this class who has an opposite opinion than you.  Go back and forth, reading each paragraph to each other (switch between paragraphs as you go.

As you read, consider their perspective.  Make changes to your own paragraphs if they convince you of a particular point or an idea.  Be prepared to change or modify your position!

Remember, this part is not a debate, but a discussion.

Finally--write a TEA paragraph explaining how or why your position did or did not change on the death penalty as a result of your writing and your discussion with your partner.

You're all ready to Seminar!