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
Friday, November 21, 2014
Thursday, November 20, 2014
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
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
Tuesday, November 18, 2014
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
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
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
Monday, November 17, 2014
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!
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.
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.
Friday, November 14, 2014
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.
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.
Thursday, November 13, 2014
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.
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.
Wednesday, November 12, 2014
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."
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."
Monday, November 10, 2014
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.
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.
Friday, November 7, 2014
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
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
Thursday, November 6, 2014
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.
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.
Wednesday, November 5, 2014
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?"
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?"
Tuesday, November 4, 2014
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
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
- http://www.youtube.com/watch?
v=QtYRLtT8bvY - http://www.youtube.com/watch?
v=1Re-yUnO-Hk&feature=related
Group Read of the Communist Declaration of Faith
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."
Monday, November 3, 2014
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
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