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
Thursday, October 30, 2014
Wednesday, October 29, 2014
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
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
Tuesday, October 28, 2014
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?
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?
Monday, October 27, 2014
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.
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.
Friday, October 24, 2014
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!
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!
Wednesday, October 22, 2014
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!
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!
Tuesday, October 21, 2014
10/21 In-class
Learning Target: "I can inhabit fully the perspective of a person opposed to the death penalty."
Starter:
http://www.youtube.com/watch?v=fZHrdR-iMF0 Dead Man Walking
Notes:
1. Make a bullet-point list of the possible reasons why one might oppose the death penalty
2.
Break into 3 groups, sit at different tables. You will all look at arguments against the death penalty.
Go to this website: http://deathpenaltycurriculum.org/node/5
Group 1: read, annotate, and be ready to share the arguments on the 'deterrence' category
Group 2: read, annotate, be ready to share the arguments on the "retribution" category
Group 3: read, annotate, be ready to share the arguments on the "innocence" category.
2. Jigsaw--go and find someone from a different group. Explain your category's arguments and share with them your notes. Ask them to explain their category as well and take down their notes.
3. Read/annotate Sister Helen Prejean's article if time.
http://www.cnn.com/2014/08/06/us/executions-dead-man-walking-nun/
Generate 3 questions you'd like to as Sister Helen.
Starter:
http://www.youtube.com/watch?v=fZHrdR-iMF0 Dead Man Walking
http://www.youtube.com/watch?v=xQyYa3DBhNA Dead Man Walking
Notes:
1. Make a bullet-point list of the possible reasons why one might oppose the death penalty
2.
Break into 3 groups, sit at different tables. You will all look at arguments against the death penalty.
Go to this website: http://deathpenaltycurriculum.org/node/5
Group 1: read, annotate, and be ready to share the arguments on the 'deterrence' category
Group 2: read, annotate, be ready to share the arguments on the "retribution" category
Group 3: read, annotate, be ready to share the arguments on the "innocence" category.
2. Jigsaw--go and find someone from a different group. Explain your category's arguments and share with them your notes. Ask them to explain their category as well and take down their notes.
3. Read/annotate Sister Helen Prejean's article if time.
http://www.cnn.com/2014/08/06/us/executions-dead-man-walking-nun/
Generate 3 questions you'd like to as Sister Helen.
Review:
Journal on all the perspectives/reasons in favor of the death penalty
Reading and annotating as a group the following document:
https://docs.google.com/a/animashighschool.com/document/d/1Msu_kwkimo4AVEipCTPa2XJpPwgNP_ZI-MjP_ficFJQ/edit?usp=sharing
Journal on all the perspectives/reasons in favor of the death penalty
Reading and annotating as a group the following document:
https://docs.google.com/a/animashighschool.com/document/d/1Msu_kwkimo4AVEipCTPa2XJpPwgNP_ZI-MjP_ficFJQ/edit?usp=sharing
Saturday, October 18, 2014
Monday in-class
Step B: Students: Pair-share your journal, and then and interview each
other with the questions below, taking notes on each other's responses on a googledoc. You will share the googledoc with them for them to use in writing their reflection. Time each section (5 minutes for each question per person).
1. "What people who you know closely from your first
socialization have taught you the difference between right and wrong? Give a specific example from your life of a
time when were taught that something was wrong or right to do." 5 mins per person, 10 mins total
2. "What institutions have taught you when
something was right or wrong? Give a specific example from your life"
3. "What are the
reasons why you support or oppose the death penalty?
4. Now, for each
reason--list any of the influences (whether people, institutions, media, your
own experiences, etc) that influence that reason why you support the death
penalty.
Step C. Now, share the googledoc with your partner. Use the notes your partner took on your
responses for you to begin writing your reflection on the sources that have
taught you what is 'just' or 'unjust'.
Thesis: "I believe that the death penalty is
(just/unjust/other) because ________________.
Paragraph 1: The
people that socialized me were __________.
(Give examples)
Paragraph 2: The
institutions that socialized me were ____________. (Give examples).
Step D. You should now have a thesis statement and two body paragraphs describing the forces that have shaped your ideas of what is 'just' or 'unjust'. You will use this in your seminar reflection at the end of this week. Good work!
Thursday, October 16, 2014
10/17 IN-class
Hey guys,
Here is the lesson plan I gave Jared. Have a beautiful day of writing and revising! I look forward to your beautiful work on Monday. You're the best!
"Learning Target: By the end of this class, I will have a spoken-word poem that
a. Has at least two characters (the author and a separate character, if not more)
b. Moves between the past, the present, and the future.
c. Has been rewritten to incorporate a specific poetry technique.
Lesson plan.
I. Introduce yourself, let 'em know that I'm sorry to be missing class but that I hope they have a great day and that I put some quality time into making this lesson plan and I'm looking forward to hearing and reading their poems on Monday :)
II. The students have written a rough draft of their poem. The poems are on my desk. Now it is time to expand the poem. Students can sit wherever they like, just not in the hall. They can listen to music while they write, but not distract each other. Remind them to "get in their flow" (they know what this means).
a. Hand back their rough drafts. Ask them to add a new character to the poem, a specific person who the narrator (the author) encounters and has a kind of experience with. half-hour to do this. If they aren't done after a half hour, that's fine, but just give them the next direction (and write each of these steps on the whiteboard so they follow the progression)
b Now, ask them to add a shift in time (have the poem shift to either the past, the present, or the future) another half hour to do this.
c. Now, ask them to add a shift in setting (where the poem is taking place). another half hour to do this.
Last step: Go to this website: Poetry writing tips: http://www.powerpoetry.org/resources?page=2
. Choose a technique from the website that you want to try to use to improve your poem. Going back over your rough draft, rewrite your poem electronically and incorporate one or more of those techniques. Rest of class to do this. When their poem is finished,ask them to share a copy with me on googledocs.
If a student finishes early, you can watch a poem about a one of the videos listed below, and to write a journal entry for extra credit saying
a. What made the poet's delivery/performance powerful
b. If/how the performance changed or reinforced their view of that social identity
c. What they would have added to the poem or what they would want to ask the author about.
Poem about female gender: https://www.youtube.com/watch?v=f-8jtBOorpE
Poem about male gender: http://www.guante.info/2012/02/10-responses-to-phrase-man-up-spoken.html
Poem about sexuality: http://www.youtube.com/watch?v=5frn8TAlew0
10/16
10/16 worktime:
Watch "Horshead" 10 minutes
Poem itself: http://decoda.com/buddy-wakefield-horsehead-lyrics
Writing "Try-ons" link: journal your answers to the questions you choose from this handout for 20 minutes. Be ready to share with rest of small group.
Small group reading of your journal and questions from others: 5 minutes per person.
Take notes on thoughts you find interesting from other students. We could have a seminar on this on Monday.
"Circle of Myself" handout to help you begin writing your own poem: Rest of class
Practice reading poem to partner if finished.
Hand in your handwritten rough draft to Matt's desk at end of class.
Tuesday, October 14, 2014
10/15 In-class
Step #1:
Check this schedule for your SLC this Wednesday and make sure one or more of your parents/guardians can be there. Click here for schedule
Notecard prep:
*Come to class on Wednesday with 5 notecards, written in bullet-points and written in TEA format.
Notecard #1: Your Habit of Heart and Mind Strengths
Notecard #2: Your Habit of Heart and Mind Areas for Growth
Notecard #3: What you are proud of in 1st Humanities project?
Notecard #4: What could you have refined further?
Notecard #5: How will you succeed going forward?
Step #2. Make sure your project reflection is complete and show it to Matt on your DP Link on how to complete.
Step #3: Look in your journal section of your binder. I graded journals 1, 3, 4, and 5 if your binder was in my classroom this weekend.
If they've been graded, they have a score out of 5 written at the top.
If you have an incomplete grade or took your binder home, show Matt your complete journal entries.
Journal #1: "What activities bring you 'flow'?"
Journal #3: What "psychological prisons" (mental limitations) do you live in?
Journal #4: Why do people do bad things?
Journal #5: How have you been socialized around wealth and poverty?
Step #4: Assemble all of the evidence that you have for your SLC--your essay on googledocs, quizzes, journals, annotations, etc. Find a partner and practice giving your presentation.
Step #5: Extra credit! Create a 1-page 'classroom design' as a proposal on how to make our classroom more beautiful, welcoming, and fun to work in. Consider:
a. How can we make the lighting better?
b. Should we re-arrange the layout of the supply tables, binder shelves, Matt's desk, bookshelves, etc? How?
c. What can we do to use our wall-space more effectively? Appreciations sheet? Quotes of the day? Birthday celebrations? Etc, etc.
Your "classroom design" should be an annotated 'floor map' looking at the classroom from above, with a backside full of notes and explanations. You can either hand-draw and hand-write it, or use this website. click here
Step #6: Revise/refine your wall-folder if needed.
Check this schedule for your SLC this Wednesday and make sure one or more of your parents/guardians can be there. Click here for schedule
Notecard prep:
*Come to class on Wednesday with 5 notecards, written in bullet-points and written in TEA format.
Notecard #1: Your Habit of Heart and Mind Strengths
Notecard #2: Your Habit of Heart and Mind Areas for Growth
Notecard #3: What you are proud of in 1st Humanities project?
Notecard #4: What could you have refined further?
Notecard #5: How will you succeed going forward?
Step #2. Make sure your project reflection is complete and show it to Matt on your DP Link on how to complete.
Step #3: Look in your journal section of your binder. I graded journals 1, 3, 4, and 5 if your binder was in my classroom this weekend.
If they've been graded, they have a score out of 5 written at the top.
If you have an incomplete grade or took your binder home, show Matt your complete journal entries.
Journal #1: "What activities bring you 'flow'?"
Journal #3: What "psychological prisons" (mental limitations) do you live in?
Journal #4: Why do people do bad things?
Journal #5: How have you been socialized around wealth and poverty?
Step #4: Assemble all of the evidence that you have for your SLC--your essay on googledocs, quizzes, journals, annotations, etc. Find a partner and practice giving your presentation.
Step #5: Extra credit! Create a 1-page 'classroom design' as a proposal on how to make our classroom more beautiful, welcoming, and fun to work in. Consider:
a. How can we make the lighting better?
b. Should we re-arrange the layout of the supply tables, binder shelves, Matt's desk, bookshelves, etc? How?
c. What can we do to use our wall-space more effectively? Appreciations sheet? Quotes of the day? Birthday celebrations? Etc, etc.
Your "classroom design" should be an annotated 'floor map' looking at the classroom from above, with a backside full of notes and explanations. You can either hand-draw and hand-write it, or use this website. click here
Step #6: Revise/refine your wall-folder if needed.
Friday, October 10, 2014
10/10 Follow-up for long weekend
Follow up:
Check this schedule for your SLC this Wednesday and make sure one or more of your parents/guardians can be there. Click here for schedule
Notecard prep:
*Come to class on Wednesday with 5 notecards, written in bullet-points and written in TEA format.
Notecard #1: Your Habit of Heart and Mind Strengths
Notecard #2: Your Habit of Heart and Mind Areas for Growth
Notecard #3: What you are proud of in 1st Humanities project?
Notecard #4: What could you have refined further?
Notecard #5: How will you succeed going forward?
Check this schedule for your SLC this Wednesday and make sure one or more of your parents/guardians can be there. Click here for schedule
Notecard prep:
*Come to class on Wednesday with 5 notecards, written in bullet-points and written in TEA format.
Notecard #1: Your Habit of Heart and Mind Strengths
Notecard #2: Your Habit of Heart and Mind Areas for Growth
Notecard #3: What you are proud of in 1st Humanities project?
Notecard #4: What could you have refined further?
Notecard #5: How will you succeed going forward?
Wednesday, October 8, 2014
Tuesday, October 7, 2014
10/7
Follow-up:
Make sure you have professional dress for tomorrow's Exhibition from
5:15-6:45 @ Durango Public Library Click here for map
Make sure you have shared your essay on googledocs with me by 10pm tonight.
Bring a printed copy to school tomorrow.
Double-check to make sure you've followed everything on the rubric as best you can by clicking Here
See you tomorrow!
Make sure you have professional dress for tomorrow's Exhibition from
5:15-6:45 @ Durango Public Library Click here for map
Make sure you have shared your essay on googledocs with me by 10pm tonight.
Bring a printed copy to school tomorrow.
Double-check to make sure you've followed everything on the rubric as best you can by clicking Here
See you tomorrow!
Monday, October 6, 2014
10/6
Follow-up: Get your professional dress prepared for Wednesday's Exhibition (5:15-6:45 @ Durango Public Library)
Print out two copies of your artist statement if you haven't already, and bring to class tomorrow.
Print out two copies of your artist statement if you haven't already, and bring to class tomorrow.
Friday, October 3, 2014
10/3
Follow-up: Share the 3rd draft of your mask with matt.dooley@animashighschool.com by the start of class on Monday.
Our Exhibition is Wednesday Oct 8th from 5:15-6:45 @ Durango Public Library
Review: Mask-making and essay writing all day today!
Have a great weekend!
Our Exhibition is Wednesday Oct 8th from 5:15-6:45 @ Durango Public Library
Review: Mask-making and essay writing all day today!
Have a great weekend!
Wednesday, October 1, 2014
10/1
Follow up: Class 1, work on editing based off your peer edits you did today.
Class 2, we are doing peer edits tomorrow, come to class with a complete 2nd draft of your socialization essay on your googledocs.
Review: Class 1: Peer edits
Class 2: Mask-making
Class 2, we are doing peer edits tomorrow, come to class with a complete 2nd draft of your socialization essay on your googledocs.
Review: Class 1: Peer edits
Class 2: Mask-making
Subscribe to:
Posts (Atom)