12/13 POL Prep :)

Here are all the things for you to use as you prep for POLs!

POLS are on Wednesday and Thursday of this week.  If you do not meet requirements the first time you present, you will present again on Friday after getting revisions from the teachers.

POL schedule (please arrive on your schedule day by 8:15, the presentations start promptly at 8:25):
https://docs.google.com/a/animashighschool.com/document/d/12uIMbphFAugWPRufGriKBXgRjof5fCnAjDYCXozWGs0/edit?usp=sharing


POL prep documents (What we work on Monday/Tuesday of this week to prepare):
POL Rubric
POL Activity List
SMART Goal Handout
Other links (mostly Tuesday activities):
https://docs.google.com/a/animashighschool.com/document/d/1MnvbtD-mvrP4bm27Dd-zZfmr_927BfNyLYlOpsWhLQc/edit?usp=sharing

12/8

Tuesday agenda:
*Review vocab for Friday quiz
*Review in-class essay questions for Friday in-class essay
*Independent worktime on...
--Studying for Friday
--Short story
--Poster

Monday:
*Vocab lesson
*Independent worktime

12/3/15

Thursday Agenda:
--Sound of Silence lyric analysis; how is this presenting a dystopia?  class discussion
--Worktime on short story (first draft due Friday at end of class)
--Game outside/Vocab review
--Living in the Plastic Age lyric analysis and discussion
--Worktime and writing conferences

Wednesday agenda:
Vocab practice (analyzing words from latin word vertere--to turn), and prefixes re- and sub-.
Worktime and writing conferences

Tuesday agenda:
--Worktime 30 minutes on short story
--Grading "White Room" reading quiz, review plot pyramid structure:Link
--Vocab practice (analyzing words from latin word vertere--to turn), and prefixes re- and sub-.
--Review short story rubric
--Worktime

Monday agenda:
--Read "Where the wild things are" as class, apply the plot pyramid structure
--Read "The White Room" story and analyze using plot pyramid structure as class
--First vocab lesson
--Complete outline of your short story using pyramid structure
--Worktime on short story

Thursday/Friday Sub plans

Thursday's agenda:

Check out this video on your own to review the plot structure we went over yesterday:
https://www.youtube.com/watch?v=SvFB6XVbSAY 

To have some more information and a real-life example of plot structure, check out this video:
https://www.youtube.com/watch?v=ffAOkGg2Lr4


If you get writer's block today or tomorrow, try some of these techniques.

https://www.youtube.com/watch?v=LOr2LGi_Ef8

Using your notes from yesterday, and the information from the videos, work on completing your short story outline, which is due Friday at end of class.  The actual assignment is on google classroom, the most recent assignment.  Click on the assignment, open the doc, and fill in your outline as you complete it.

Expectations:  Quiet worktime (either silent or speaking quietly with a classmate about how to make your story better).  Remember, the story is a dystopian story where a society has chosen an ideal, taken it to an extreme, and everything has gone wrong.  Your character is somehow different than everyone else, and learns to resist the dystopia. 

Friday:  

Continue working on your outline, which is on google classroom.  Turn in by end of class.  If not complete, turn in anyways. 

If you complete your outline before class ends, check out this video to help you get started on getting a better sense of who your main character is and how you will describe them in your first draft:  https://www.youtube.com/watch?v=xt2PcwKHbxc

Still feeling stuck?  Try out these tips: https://www.youtube.com/watch?v=tYXJ0L3sOxA

https://www.youtube.com/watch?v=bwXw-9nk71E

Again, if you get writer's block, try these techniques:
https://www.youtube.com/watch?v=LOr2LGi_Ef8


Expectations:  Quiet worktime (either silent or speaking quietly with a classmate about how to make your story better).  Remember, the story is a dystopian story where a society has chosen an ideal, taken it to an extreme, and everything has gone wrong.  Your character is somehow different than everyone else, and learns to resist the dystopia.  

11/16

HW:  Turn in your essay revision packet if you have not, as it is several week late; otherwise your mask project is a 0.

Agenda:

Read Harrison Bergeron short story by Kurt Vonnegut

Choral reading, taking on voices of characters

Watch short film adaptation of story, take notes: https://www.youtube.com/watch?v=Tvqsv1pPSbg

Begin writing your own Dystopian story--full mini-project roll-out begins tomorrow.

11/13

Seminar on Death Penalty

Agenda:
Quote-finding

Seminar prep--review your opening statement as for/against death penalty, prepare questions using utilitarian/deontologist terms

Seminar
--Role-playing the side you are assigned
--Sharing true opinions
--Did your opinion change at all?

Seminar post-write: five sentences per question.
a.  What quote did you find most interesting/convincing in your research?
b.  What is your current position on the death penalty?  Why?
c.  Do you see yourself as a utilitarian or deontologist in this issue?  Why?

11/12

HW:  Finish 2 paragraphs
a.  Explain the arguments for the death penalty, using evidence
b.  Explain the arguments against the death penalty, using evidence

Agenda: Clean Classroom

Research arguments for/against death penalty...ten reasons written in your notes.

Compare and exchange notes with other side

Write paragraphs, prep for seminar tomorrow

11/11

Learning Target:  "I can inhabit fully the perspective of a person opposed to the death penalty."

Pop quiz: using notes from yesterday, write out a definition of... 

deontology
utilitarianism
categorical imperative
universality
ends, not means
ultimate moral authority
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.  Note whether the reason could be seen as utilitarian or deontological.

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 agree and disagree arguments on the 'deterrence' category
Group 2:  read, annotate, be ready to share the agree and disagree arguments on the "retribution" category
Group 3:  read, annotate, be ready to share the agree and disagree 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.

11/10

Agenda:

Utilitarianism vs Deontology as a framework for understanding death penalty debates.

Utilitarianism: https://www.youtube.com/watch?v=uvmz5E75ZIA

Deontology: https://www.youtube.com/watch?v=xwOCmJevigw

Both sides on the debate use both utilitarianism AND deontology to justify their positions.

Slideshow on Haag's article "In Defense of the Death Penalty"
https://drive.google.com/file/d/0B_C9fVngmGpvQ3d3UmZQUlNqSDg/view?usp=sharing

At each slide, we discuss whether Haag is using utilitarianism or deontology to justify his position.


Independent work-time:
Read following articles: http://deathpenaltycurriculum.org/node/5

find three quotes to copy down in your notes section that encapsulate the author's main points.
Explain in your notes why these quotes are important, what they mean in your own words, and if the quote uses either a utilitarian or a deontological framework.  These notes will be used in the seminar on Thursday.


Grading conferences

11/9

Agenda:

  Find out the reasons for and against the death penalty in a specific case.

Note-taking on specific case

Discussion as prosecuting team--what factors should cause the judge to sentence defendant to death?

Discussion as defense team--what factors should cause the judge to sentence defendant to life in prison?

Journal entry--as the judge, incorporating facts presented by both sides, what decision do you give on the sentence?

Read and take notes on following document/final mask grading meetings w/matt:

https://docs.google.com/a/animashighschool.com/document/d/1Msu_kwkimo4AVEipCTPa2XJpPwgNP_ZI-MjP_ficFJQ/edit?usp=sharing

11/5

Post-Project updating!

Please take this survey, be accurate and complete:
https://www.surveymonkey.com/r/Z9Y8TML

Update your DP:
Humanities page--"Mask Project" tab---1 paragraph description of the project and what you did and learned throughout (no spelling/grammar errors as much as possible)---Picture of mask---Your essay

10/26

Starter:
Horsehead poem https://www.youtube.com/watch?v=vmmkEySkQas

Read along w/poem text
Circle any phrase he uses that seems to describe conflict.
Share out phrases in small groups
Write phrases on whiteboard
4 corners--use the text to inform your choice.
Is this poem about...
a.  Being a man?
b.  Being an poet?
c.  Being a criminal?
d.  About religion?

Share your analyses w/ SG, then share out to group.

Explain how this is one challenge extension that you can do.  Quick overview of other challenge extensions.
https://docs.google.com/document/d/1vUJPwk4TxzZrUcaW9sStvKVSARLS1SURacZEL8JIvHU/edit

Daily goal update:
 https://docs.google.com/a/animashighschool.com/document/d/1o5gaQ1M5IqqUTQotS4oI23cqWuzU0DmuOdsXIqBCJOo/edit?usp=sharing


Worktime/Writing Conferences

CE Sign-up by end of class

10/26

HW for tonight:  None.

Today's Agenda:

Decide your daily goal: Write down the date and the goal--make it a specific yes/no goal.  Goals should be around mask-making, essay work, or peer critiques of other essays.
 https://docs.google.com/a/animashighschool.com/document/d/1o5gaQ1M5IqqUTQotS4oI23cqWuzU0DmuOdsXIqBCJOo/edit?usp=sharing

If you are working on your essay, make sure that you use the following packet (you should have your hard copy, but here is a link just in case).

https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOeXptYzFfQjVGRlU/view?usp=sharing

10/23

HW:  Make sure you have begun revising your first draft and have a 2nd draft for peers to critique on Monday.

Agenda:

Review how to revise essays: 

https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOeXptYzFfQjVGRlU/view?usp=sharing

Review how to use footnotes to cite evidence in the essay.  

https://www.youtube.com/watch?v=Lgmlhg3cl1I

For all sources: 

*Website you found the source on

*Title of video or author

*Name of the author or creator of video if possible

*Date that you accessed the website

For example, a footnote may look like the following:

http://history.com, "Causes of Socialization", Jason Schwartz, 10/22/15

Create your daily goal:  https://docs.google.com/a/animashighschool.com/document/d/1o5gaQ1M5IqqUTQotS4oI23cqWuzU0DmuOdsXIqBCJOo/edit?usp=sharing

Begin worktime and meet w/Matt for writing conferences

10/22

Agenda:

Game

Update daily goal sheet w/today's date and the goal:
https://docs.google.com/a/animashighschool.com/document/d/1o5gaQ1M5IqqUTQotS4oI23cqWuzU0DmuOdsXIqBCJOo/edit?usp=sharing

Check out Challenge Extension options
https://docs.google.com/a/animashighschool.com/document/d/1vUJPwk4TxzZrUcaW9sStvKVSARLS1SURacZEL8JIvHU/edit?usp=sharing


and begin Revision pre-write

Writing Conferences with Matt/Mask work


Check out--did you meet your goal?  Be specific.  If not, what did you complete?  What do you need to do tomorrow?
https://docs.google.com/a/animashighschool.com/document/d/1o5gaQ1M5IqqUTQotS4oI23cqWuzU0DmuOdsXIqBCJOo/edit?usp=sharing

10/21

Today was SLC prep.  Tomorrow we start revising essays formally.

10/20

SLC Prep:
*Skit w/Matt to see what an SLC looks like
*Begin SLC prep by gathering evidence from work this year.
Link to find handouts from the year:
https://drive.google.com/a/animashighschool.com/folderview?id=0BxmnlXt_7UBOfmF4M0ttZDY0bzVSdXNqaGk3NHBwRE5vLUJNTHRWWWl1ekN3N3MwRnB3RTg&usp=sharing

10/19

Start of Class":

https://docs.google.com/a/animashighschool.com/document/d/1o5gaQ1M5IqqUTQotS4oI23cqWuzU0DmuOdsXIqBCJOo/edit?usp=sharing

10/15

HW:  Your first draft of your Mask essay is due Friday end of class (unless you have asked for an extension).  See previous posts for details on the assignment.  Use your outline to write your first draft, make sure your essay addresses the question, "How I have been socialized" according to one of your identities (race, class, gender, learning style, age, sexuality, or other)...and make sure you have a piece of evidence in one paragraph relating your socialization to a broader historical trend.

For example...if you've been socialized as a male, speak at some point in the essay about how males have been socialized in the past.

Remember to include:

Introduction

Hook:

Thesis:

Body Paragraph

Topic Sentence:

Evidence:

Analysis:

Body Paragraph

Topic Sentence:

Evidence:

Analysis:

Body Paragraph

Topic Sentence:

Evidence:

Analysis:

Conclusion

Today in class we finished our essay outlines, wrote our theses on the whiteboard, and sanded and mod-podged our masks.

10/14

HW:  Finish your outline on google classroom

Agenda:
Check for understanding.  Write on the following questions
a.  What is socialization? How does it shape everyone's life?
b.  How will your essay answer the question, "How has socialization affected me?"
c.  What is a historical example you will use as evidence in your essay?
d.  What are two of the following terms that you will use in your essay?  How will you define them? (Use your textbook to review)

Looking glass self--Counterculture--Subculture
Functionalism/Conflict Theory--Norms--Sanctions--Manifest/Latent Functions

Writing lesson--sign up for the day you will do it.

Essay outline (see google classroom)

10/12

Agenda: Finish essay outline by Wednesday

Essay brainstorm:

https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBObGxscG5fZEdpcGs/view?usp=sharing

Model essay critique in pairs:

https://docs.google.com/a/animashighschool.com/document/d/1QYsHarmYLPuAc6D-n0cfiQ-gGdH6npb6avAgrpSfvoI/edit?usp=sharing

Share-out critiques on whiteboard

Begin (try to finish!) essay outlining

10/7

Seminar Prep:

Find one document about the subject you are going to lead a part of your seminar tomorrow.

Create a google doc which has
a.  The link to your document
b.  Annotate the document using the symbol strategy
d.  Write a short paragraph summarizing the document so you can read it aloud to the rest of the group during your seminar.
c.  Come up with ten questions about the topic using the text.
d.  Show matt when you are done.

10/6

Today's Question: How can historical individuals help us understand socialization? What are the limits of historical narrative?

Daily Starter

https://docs.google.com/document/d/1DvRmHxLVfSfwNMWM8Esf4pdSwYBPX0rjJA4nlL9ysYw/edit)

Write email to parents--Exhibition is Tuesday October 27th, location TBD

Watch clip of 12 years a slave: https://www.youtube.com/watch?v=A7iIyAfWg_w

Do Text to Text comparison on 12 years a slave

https://docs.google.com/document/d/1X5cplYE00-Tq-oSOLKXt-_vbAVWRvMdfx5laq8OyCZ4/edit

Writing conferences with students who still need essay grade

Daily Ender closing (individually, then with group) https://docs.google.com/document/d/1DvRmHxLVfSfwNMWM8Esf4pdSwYBPX0rjJA4nlL9ysYw/edit)

10/5

Today's question: "How can Wounded Knee help us understand socialization around race?"

*Intro to Daily check in/out
*Review Wounded Knee "incident" of 1973 facts
*Compare/contrast reading and writing activity of American Indian Movement and US Marshal perspectives on Wounded Knee
*Writing time

9/30

Agenda:

Finish grading conferences

Finish reading and annotating and reading log for article (see yesterday's post for more info).

Watch the following videos and take notes:

Note-taking questions (write these down in your notes section).

History of slavery in the US:  https://www.youtube.com/watch?v=Ajn9g5Gsv98
a.  How important was slavery to the US economy?
b.  How might this video support Ta-Nehesi Coates' claim in his article that the American Dream was built on the backs of black bodies?
c.  How did the institution of slavery lead to racist attitudes even among poorer white farmers in the South?
d.  How did people at the time argue that slavery was good for society?
e.  How was dehumanization an essential part of socializing both free and slaves in the South to the slave system?
f.  How did slaves resist attempts to dehumanize them?

Native Americans US History:
 https://www.youtube.com/watch?v=6E9WU9TGrec
Note-taking questions:
a. How severely did European settlers affect indigenous populations in the Americas?
b.  How have Eurocentric historians failed to give us a full picture of US history?
c.  How did indigenous cultures view property differently than Europeans?
d.  How were gender roles different for indigenous peoples than European settlers?

9/28

HW:  None
Agenda:

Self-grade your 3.5 essay using the class rubric

Write a paragraph explaining
   a.  Where you grew as a writer during this essay
   b.  Where and how you would like to grow in the future as a writer

Read/annotate https://docs.google.com/a/animashighschool.com/document/d/13vzM1EnAI3D_A9HuUxSQ0vNBx6A1e7Y5o4iRkvMoLgk/edit?usp=sharing
1-2 annotations per page

Reading log (see class whiteboard) for the article

Grading conferences with Matt

9/27

HW:  Finish reading https://docs.google.com/a/animashighschool.com/document/d/13vzM1EnAI3D_A9HuUxSQ0vNBx6A1e7Y5o4iRkvMoLgk/edit?usp=sharing

Monday's essential question:
"How do we use race to dehumanize others?"
1.  Mindful Monday
2. Violence in 1800s:  https://www.youtube.com/watch?v=92AmGY8P2po
3.  Journal:  "How do you think the people in the film were socialized to watch and allow this to happen?"
4.  Violence today: https://www.youtube.com/watch?v=LfXqYwyzQpM
5. Reading Log:  https://docs.google.com/a/animashighschool.com/document/d/13vzM1EnAI3D_A9HuUxSQ0vNBx6A1e7Y5o4iRkvMoLgk/edit?usp=sharing


Tuesday-Thursday:  "How has race shaped our country's history?"
https://www.youtube.com/watch?v=Ajn9g5Gsv98

http://www.identitytheory.com/eula-biss-relations/

Friday:  "How has race shaped my self-narrative?"

Weekend hw

Your final draft of the 3.5 essay is due at 10pm Sunday on Google classroom

9/23

Agenda:
Vocab games
Writing lesson template--use these to plan your lessons for next week.
 https://docs.google.com/document/d/1j8ihUkRXyqTIEzZyryAx-uLxPv5SEFPjY9buevgZgEo/edit

Writing conferences.  Final draft of 3.5 essay is due Sunday at 10pm.

9/22

Agenda:
Review Gender reading: https://docs.google.com/a/animashighschool.com/document/d/1WoF_9V0pEij7kcK4V_tvRfDToyMweCchDmn1EmXP77s/edit?usp=sharing

Group quiz of reading: https://docs.google.com/document/d/1NrW6FldirYLVFiG3ST90RxF52_F9jOofiQ6VcFgogd4/edit

Look at the videos from this playlist: Click this link: https://www.youtube.com/playlist?list=PLN3kZ8bfmMJN2-EdLyE7_rOZo8o3IpFlv

Choose 1 of the concepts you want to teach the rest of class.  Your lesson needs to be done by Monday.

As you research, begin to think of how you want to present this lesson.  Lesson requirements:

Subject/verb agreement

Comma splices

Sentence fragments

Similes

Semicolon

Parallel Structures

TEA paragraph structure

Formal writing

Combining Sentences

Comma rules

Basic essay structure

9/21

Agenda:
Mindful Monday (Headspace)

Journal: "What does it mean to be a man/woman?"

Whiteboard:  "Man" and "Woman" write-ups and discussion

Starter video:  https://www.youtube.com/watch?v=DU_T6XB4i1k


Independent work-time/Writing conferences
Absent students--make-up seminar work comes first. See Friday's posting to do those tasks.  

Independent worktime:  Complete the tasks in italics first.

Intro to Gender reading: Click on the link below
https://docs.google.com/a/animashighschool.com/document/d/1WoF_9V0pEij7kcK4V_tvRfDToyMweCchDmn1EmXP77s/edit?usp=sharing

Take quiz of reading: https://docs.google.com/document/d/1NrW6FldirYLVFiG3ST90RxF52_F9jOofiQ6VcFgogd4/edit

Watch the film, "Dylan" on your own and write down five notes from the reading in your 'notes section'.

http://www.dylanmovie.com/

Look at the videos from this playlist: Click this link

Choose 1 of the concepts you want to teach the rest of class.  Your lesson needs to be done by Friday.  

Once you have chosen it, write it up on the whiteboard.  No lesson can be taught twice.  You may work alone, or in pairs.

As you research, begin to think of how you want to present this lesson.  We will begin learning how to teach these lessons on Tuesday.

Subject/verb agreement

Comma splices

Sentence fragments

Similes

Semicolon

Parallel Structures

TEA paragraph structure

Formal writing

Combining Sentences

Comma rules

Basic essay structure

9/18

HW:
Finish your seminar self-assessment and the written reflection on the back, handed out in-class today.

Agenda:

Finish pre-write

Small group warm up discussions

Discuss two questions, choose top 3 to 5 questions

Seminar and Independent worktime

9/17

HW:  https://docs.google.com/document/d/1ow2ckokn16C5AP8MD0a43jghubHHLrcGezq80iyFYtE/edit
Agenda:

1.  Sentence fragments and Vocab lesson

Vocab: Definitions of "Ideology" and "Remorseful"

Sentence Fragments:  Remember that every sentence needs...
a. A subject (person, place, thing)
b.  A verb (action)
c.  A complete idea.

Examples of sentence fragments to avoid:

"Therefore, the worst." (missing a subject).
"I like." (missing the complete idea)
"School, a place of socialization" (need a verb).
"World war II, a terrible war" (needs a verb).

2.  Seminar observation of junior classes

3.  Seminar question generation and pre-writing:
https://docs.google.com/document/d/1ow2ckokn16C5AP8MD0a43jghubHHLrcGezq80iyFYtE/edit

9/16

HW for Wednesday:  Retake the quiz if needed. I've made it shorter and fixed some issues around navigation, so you are now able to go back and forth between the reading and the questions.

https://www.proprofs.com/quiz-school/story.php?title=mtizndkxnwp66e

Agenda:
Learning Target:  "I can prepare a text for use in a Socratic Seminar through effective annotation and pre-writing, in order to contribute valuable thoughts to collective understanding."

Check powerschool for grades. Turn in posters or show Matt which poster/wallfolder is yours.

Review Socratic Seminar agenda:  https://docs.google.com/document/d/1Et7SSIUggaicpv3KZ9t7SvA3ODaz35liI0TZdqxB34Y/edit?usp=sharing

Review chapter 4 of sociology Textbook.

Watch film on Hitler Youth and take notes.
https://www.youtube.com/watch?v=q2O9WB8MRMc

Read "The Sunflower"-- click here for link.  The Sunflower

9/15

Agenda:
Watch this clip: Click here

Turn in your essay on googledocs; click the submit button.: Click here

Journal #3:  "You are an author writing the first lines of a novel based off of this clip.  Tell me what happens."  10 minutes

Wall Poster ceremony

Independent worktime--complete the following, in order:

a.  Sociology quiz--open note.  Unlimited time to complete, until end of class.  Graded.
Click HERE

b.Read and annotate Chapter 4 of sociology and write your responses to the reflection questions.

c.  Reading time.

9/8

HW due 9/8:
*Finish wall-folder
*Read chapter 1 of sociology textbook: Sociology Textbook
*Turn in essay if not done ASAP.  See this link on google classroom if you need to review: Essay link

Learning Target:  "I can use words and images to convey an understanding of the manifest and latent functions of a social institution."

Agenda:
Journal--"Why does this ceremony exist?"
Watch: https://www.youtube.com/watch?v=ZGIZ-zUvotM
Share with partner

Journal:  "Why are Raiders fans so aggressive?"
Watch: https://www.youtube.com/watch?v=6oXk-afLvEI
Share with group

Manifest vs Latent Lecture and example poster/directions:
https://docs.google.com/document/d/1UKFVdqbOi6Mh3ulod7uv5Q6El5h-IgZjpolfCdWkEPQ/edit?usp=sharing

Key take-away:  Manifest functions are the widely understood/accepted functions that an institution plays in society.
                          Latent functions are the hidden, unacknowledged functions that an institution plays in society.

Break

Work on creating your own poster, and writing conferences with Matt.

5/18

TPOLs begin next Tuesday.  Check the schedule here!
https://docs.google.com/a/animashighschool.com/document/d/1EWKNEejBbusYVWKneoaO71noExh0dc53HTwvOiUmmyM/edit?usp=sharing

TPOL Prep day:
*Overview of Rubric outside
*Deciding how you have grown this year at AHS
*Extended Metaphor lecture
*Creating extended metaphor
*Worktime

See documents below to review information we went over today.


Docs:

https://drive.google.com/a/animashighschool.com/folderview?id=0B-D-fWHHDZfLfnU1S1FBRGVvVWpWMl9KQWpCeUVaSFhsUUNSZmZnR2d5Z0hZZFlEbTZiNW8&usp=sharing

Videos: 

https://drive.google.com/a/animashighschool.com/folderview?id=0B-D-fWHHDZfLflpMWjNtUG9lX19SbTNiMFZfMjgwY3A0N1hkaUllbzJJSUdDTFF0VlRZUGs&usp=sharing

MND Videos (if you'd like to use parts as evidence in your TPOL)

https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBONW8taVB3aXpha1E/view?usp=sharing

https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOWUFyTkdQR1doMzg/view?usp=sharing

https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOVFo0OHdaZWFEem8/view?usp=sharing

https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOdjVBdjdldnpENjA/view?usp=sharing

5/8

Have a zero for your final essay grade?
Not to worry--just complete the self-assessment that was required, paste it into your essay, and then email Matt so he can grade your final essay and fix that zero! Follow this link.
https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOTHJiMnlJWFZWN28/view?usp=sharing

Click here to view TPOL schedule:  Email Matt if you have a conflict and need to reschedule. Dates are between Tuesday May 26th and Thursday May 28th.  Make-ups are on Friday of that week.
https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOcHp5ZVRCU1J5eUk/view?usp=sharing

Follow-up work for rest of the year!

Please complete this end-of-year survey in-class on Friday, or out of school if you are not here on Friday:
https://www.surveymonkey.com/s/MGSWPXL

Your project reflection needs to be on your DP on Monday by 5pm.   See yesterday's post to review what is needed.

Your final Humanities essay with your self-assessment is due next Wednesday May 13th at 10pm (not 9pm as it says on the rubric).  Please review the rubric here as you finish your essay.

https://drive.google.com/file/d/0B_C9fVngmGpvSVV4MS1sX181UHM/view

Then, complete your self-assessment and copy/paste it below your essay:
https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOTHJiMnlJWFZWN28/view?usp=sharing

Advice to students next year:
https://docs.google.com/document/d/1hiY-c3bs0PX-vSRUZZNZV86Xn0pKC2m_ZpHnQ0JgodU/edit?usp=sharing

5/7

Project Reflection to be posted on your DP by Monday
*Include a Shakespearean image from the internet as a graphic*
Title: A Midsummer Night's Dream (under Humanities tab)

1.  Write an introductory paragraph that includes a brief description of the project and your role in it.

¶ 2.  How did you connect to this project?  What did you like the most?  The project's academic components included Romeo and Juliet compare/contrast, Dana Gioia poem and close reading of Theseus, Iambic pentameter, the Pyramus and Thisbe seminar, and the Greenwood Reading.

¶ 3.  How was this project difficult?  What was most challenging?  Describe a moment when you had to persevere through something difficult.

¶ 4.  What did you learn about yourself during this project?  (as a learner, collaborator, leader, actor, etc.)  Be specific.

¶ 5.  Now that you have finished your study of Shakespeare, how would you answer this essential question:

Why, 400 years later, does the English-speaking world still gravitate/celebrate the works of William Shakespeare?

5/5

Follow-up:  Review your lines, get excited for tomorrow :)
FIRST CLASS performs at 5pm.  (Be at school by 4:45)
SECOND CLASS performs at 6pm. (Be at school by 5:45).

Other follow-up:

Self-assess your essay using this rubric. FOLLOW THE DIRECTIONS!
Copy and paste your self-assessment onto the final essay that you share with my by May 13th at 10pm.
https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOTHJiMnlJWFZWN28/view?usp=sharing

Check your acting notes here:
https://docs.google.com/document/d/1c33_djZqX-15Ml_LimAMUyMCKUKUcQfvctNubsFmEP0/edit?usp=sharing

5/4

Follow-up:
Check your bio here (or add yours if it is not on the googledoc):
https://docs.google.com/document/d/1eyAF4Bi2pfwrXx3s1F_X5Hf9QZAxrd9ZsXR0enibI68/edit

Self-assess your essay using this rubric. FOLLOW THE DIRECTIONS!
Copy and paste your self-assessment onto the final essay that you share with my by May 13th at 10pm.
https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOTHJiMnlJWFZWN28/view?usp=sharing

Check your acting notes here:
https://docs.google.com/document/d/1c33_djZqX-15Ml_LimAMUyMCKUKUcQfvctNubsFmEP0/edit?usp=sharing

5/1

Follow-up:  Memorize your lines
                    Continue revising your essay:  use the rubric below to self-assess                          your work.

YOUR ESSAY MUST BE TURNED IN ALONG WITH YOUR OWN SELF-COMPLETED RUBRIC BY MAY 13 by 10pm on googledocs; share as an email link with Matt to your googledoc.

See Rubric Here:
https://drive.google.com/file/d/0B_C9fVngmGpvblg4M3ZJVzAwdms/view?usp=sharing

4/29

Follow-up:  MEMORIZE LINES!!!
Agenda:  Run through play AMAP

When you're not onstage, here are your options!
a.  Revise your essay!  Revise, revise, revise.  If you have resolved all of my edits, send me an email or ask me in person take another look and give your more feedback!  Check this document if needed: https://drive.google.com/file/d/0B_C9fVngmGpvSVV4MS1sX181UHM/view

b.  DO THE CHALLENGE EXTENSION!  https://drive.google.com/file/d/0B_C9fVngmGpvSVV4MS1sX181UHM/view

C. Ask Matt for any spare jobs that need to be done to get us ready for the Exhibition!

4/27

Follow-up:  Memorize lines!
Review:
*Run-through of play/essay work.
Check your essays for the feedback I gave over the weekend.

4/23

Rough drafts--I am working on giving you feedback on your rough drafts for you this weekend.

Follow-up:   I will give a participation grade (20 points) based on if you are off-script by our rehearsal on Monday.  If you feel that you need an exemption from this assignment, of course come and talk to me and we can arrange an extension, but only if you speak with me before Monday.

Review of today:
We reviewed the blocking for all of Act II.  I feel very good about where we are in our preparation for the play.  Special shout-out to the sound crews in classes I and II for having the sound up and running, it works great!  More refinement to come.

Class I Acting notes:
https://docs.google.com/document/d/1c33_djZqX-15Ml_LimAMUyMCKUKUcQfvctNubsFmEP0/edit?usp=sharing

Class II Acting notes:
https://docs.google.com/a/animashighschool.com/document/d/11GItoD5iMXs6JpqjpmxTMgkG7wCWM2uaa6XJguqBD4k/edit?usp=sharing

4/22

Review:  We walked through Act I.

Challenge Extensions--take a look at this website to complete the challenge extension if you like.  You should be working on this or revising your rough drafts based off your peer reviews during rehearsals when you are not onstage.
http://ed.ted.com/on/6vQbZM3b#review

4/20

Today's agenda:
*Complete at least two peer reviews (can do as many extra peer reviews as you like for extra credit).
*Use the peer reviews to help revise your work
*Share your humanities essay rough draft with Matt by 10pm tonight.

Protocol: In class today we will be doing lots of 'feedback sheets" on each other's rough drafts (however much has been written).
 Everyone needs to write 2 feedback sheets by end of class.

You can do more than 2 feedback sheets for extra credit-as many as you would like!

However, it gets tricky because you are giving your feedback sheets to the authors whose papers you read--they may forget to turn in the feedback sheets at the end of class.

So, if you want to get credit for your feedback sheets: make sure you remind the author to turn in the feedback sheets that you did for them at the end of class.

Protocols:
Create a hand-written peer review (or 'feedback sheet') using the following rubrics. 
Class 1 peer review: https://drive.google.com/file/d/0B_C9fVngmGpvVXIteVZEYzJRR1k/view?usp=sharing
Class 2:https://drive.google.com/file/d/0B_C9fVngmGpvX3h2b0JKM0U1R1k/view?usp=sharing

Once you are done with 2 feedback sheets, use the feedback sheets that others have done as you finish your rough draft essay.

Your rough draft essay is due by 10pm tonight, shared with me on googledocs.  

4/17

Follow-up:  Share with me your Final Humanities Essay rough draft by 10pm Friday night.  Review this rubric for length/content requirements.
https://drive.google.com/file/d/0B_C9fVngmGpvMEdpSnhhcjE4bUU/view?usp=sharing
Any lateness results in 50% off!!!

Today's agenda:
*Complete at least two peer reviews (can do as many extra peer reviews as you like for extra credit).
*Use the peer reviews to help revise your work
*Share your humanities essay rough draft with Matt by 10pm tonight.

Protocol: In class today we will be doing lots of 'feedback sheets" on each other's rough drafts (however much has been written).
 Everyone needs to write 2 feedback sheets by end of class.

You can do more than 2 feedback sheets for extra credit-as many as you would like!

However, it gets tricky because you are giving your feedback sheets to the authors whose papers you read--they may forget to turn in the feedback sheets at the end of class.

So, if you want to get credit for your feedback sheets: make sure you remind the author to turn in the feedback sheets that you did for them at the end of class.

Protocols:
Create a hand-written peer review (or 'feedback sheet') using the following rubrics.
Class 1 peer review:  https://drive.google.com/file/d/0B_C9fVngmGpvVXIteVZEYzJRR1k/view?usp=sharing
Class 2:https://drive.google.com/file/d/0B_C9fVngmGpvX3h2b0JKM0U1R1k/view?usp=sharing

Once you are done with 2 feedback sheets, use the feedback sheets that others have done as you finish your rough draft essay.

Your rough draft essay is due by 10pm tonight, shared with me on googledocs.  

4/16

Agenda:
*Journal(1 page, single spaced):
What are your character's "Ways of Being In The World?"
Consider:--Body (posture, gait, gestures, facial expressions)
               --Mental habits (thoughts, judgments, outlook on life)
               --Subconscious mind (deepest desires and fears)

*Run-through entire play

*Click on this rubric as you work on your rough draft:
https://drive.google.com/file/d/0B_C9fVngmGpvMEdpSnhhcjE4bUU/view?usp=sharing

4/15

Goal: "I understand how to use the rubric effectively to assess my work and how to improve."
Agenda:
*Pre-write: "Create a metaphor to explain what  a beautiful essay looks like--relate specific elements to each element of writing you believe important."
*Rubric creation--in your group, create a rubric for the final essay==-how will you assess your and other's writing?  Use the format provided here:
https://drive.google.com/file/d/0B_C9fVngmGpvMEdpSnhhcjE4bUU/view?usp=sharing
*Revise general rubric as a large group
*Rubric application:  Use your group's rubric to assess the model essay:  What feedback would you give?
Class 2 Rubric: https://drive.google.com/file/d/0B_C9fVngmGpvejltQmlGSDJ2RGs/view?usp=sharing
Class 1 Rubric:https://drive.google.com/file/d/0B_C9fVngmGpvN2syRWRwUk4xZHM/view?usp=sharing

Model essay:
https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOMThXZUk2R0QzS1k/view?usp=sharing



BREAK
*Peer critiques/independent worktime for rest of class.

4/14

Today's goal:
To read and understand the article "Mature and Romantic Love in Shakespeare"  in order to cite it as effective evidence in our final essays.
Today's skills:
Reading for understanding
Annotating for accuracy and clarity
Excerpting passages for evidence 
Analyzing evidence to prove your point

*Read and annotate article in small groups
*Share in large groups and review answers
*Review Act II/Production role work
*See link to article below:
https://drive.google.com/file/d/0B_C9fVngmGpvTzNEUDNFUTdIOGs/view?usp=sharing

4/13

Follow up:  Your rough draft (a complete rough draft) is due Friday by 10pm shared with Matt on googledocs:  See the rubric to review--rough drafts that do not meet every criteria of the rubric will not be given any credit.  Any lateness is 50% off.  https://drive.google.com/file/d/0B_C9fVngmGpvSVV4MS1sX181UHM/view?usp=sharing

Agenda:
* Project log (include time for cast bio)
*Work on your cast bio.  Email it to Matt by end of class today.
Cast bio should be in the following format (copy and paste)

Your name:
Your role:
Your production role:
What topics you have enjoyed during this project (please...be real. Topics we've covered include...
Iambic Pentameter
Escher paintings/discussion
Close reading on Theseus/Dana Gioia
Socratic seminars on Theseus and R/J excerpts
Comparing/contrasting MND and R/J characters
Story of Pyramus and Thisby
Whiteboard discussions (where we wrote but did not speak) about nature of love
Assistant directing, sound design, costume design, set design, line memorization, other production-role work
Explain what idea or concept you are explaining in your final Humanities essay:

4/8

Follow-up:  Please share your final essay outline with me by 10pm tonight, as announced in class the past three days.

Also, bring all supplies needed for production roles to school tomorrow.

4/3

It was a great field trip to Fort Lewis College today!  I hope you enjoyed your time and getting to see some of the different aspects of college in Durango.

Follow-up:  Memorize lines as much as possible, work on your Humanities essay--I've extended the deadline for your essay outline to Wednesday April 8th:  See the following link to review what is expected:

https://drive.google.com/file/d/0B_C9fVngmGpvSVV4MS1sX181UHM/view?usp=sharing

Please note that we have re-scheduled our performance for Wednesday, May 6th (not May 7th).  

The first class will perform at 5pm, the second class at 6pm.  

That change was made for a variety of reasons:

a.  Many students had a conflict of some sort with the May 7th date.

b.  The performance space is located near the parking lot, where there will be a good deal of commotion during the all-school exhibition.

c.  May 7th is the all-school exhibition, and it would be difficult for students to both perform in the play while also giving the attention that is needed to other projects being exhibited that night.  

I understand fully that in some ways it may be more difficult for families to come to school for both Wednesday night and Thursday night; I made this choice based off of feedback from students about availability and taking into account the above factors.  I apologize for any inconvenience, but this decision was made in the best interests of as many of the students and families as possible.

Remember--no school Monday. Please work on memorizing as many lines as possible and 

4/1

Read the section of the following essay that you have been assigned.  Make at least 1 comment per person on the googledoc as an annotation.
https://docs.google.com/document/d/1FXvp6WrVVg-9KA_9aKZGGoDwyd3eUad1_d3EyfInMSI/edit?usp=sharing

Small group discussion (after you have read aloud as a group):
a.  What is one strange or interesting interpretation that you found in this section of the essay?
b.  Do you agree or disagree overall with this section of the essay?  Why?
c.  Is there a way in which you can incorporate this essay's ideas into your essay about either the nature of love or the nature of authority (or, your own separate subject?)

3/31

Don't forget--on FRIDAY this week we will all meet at school at normal time, THEN go to Fort Lewis.  We dismiss FROM Fort Lewis College at 3:15 pm (no bus back to school).

Today is all about Tech!  We need to have all of this done asap.  It is going to be chaotic.  That's completely ok.  Communicate kindly and clearly with your teammates and myself during this day.

Requirements (have someone in your production group write these tasks down and check them off as they are completed.)

Sound design:  
____  Find the speakers and get them hooked up outside where they will be during the play (decide where is best, talk w/set design people)
____ Get the computer w/all the sound effects hooked up
____  Play through all of the sound effects, using your annotated script.  Make notes where you think sounds should be added in addition to what you already have.
____ Find Matt and show him what you've done.

 Set Design:
__ Get your set design approved once and for all by Matt (disclaimer:  we may have to adjust to do it all outside!)
__ Get the prisms outside!  Show Matt the designs you will make for each.  Claim, in marker, which sides are YOURS so the other class doesn't paint on them.
___Paint over your sides of the prisms in black.
__Figure out the curtain scenes--what will go on them?  Where will they be?  How will they be held up?  Begin sketching the designs on the curtains with pencil or sharpie.

Assistant Directors:
__Look over your scripts.  Make sure you have all the correct annotations down.  Be ready to run through your scene from top to bottom and explain your blocking decisions to Matt and an audience.  Have copious notes (at least one page) taken explaining your artistic choices in blocking the scene that you have assistant-directed.

Costume Design:
__Take an inventory of every costume piece you have.  Label each with the name of the character and the class (either Class I or Class II (depending on when you start class during the day).
__Hang all costume pieces on costume rack and/or in a cardboard box beneath it (for hats, masks, etc)
__Make the masks that you need to make for the fairies or other characters as needed.  Check w/Matt about mask-making supplies.
__For all the pieces that are missing, make a complete list on googledocs, featuring the name of the character, name of the actor, and name of the cosutume piece (see example below):  Share this with Matt so he has it too!!!

Character Name                       Actor                              Costume piece
Oberon                                    Bruce Willis                    White t-shirt

speak with the individual actor.  Find out if they can supply their own costume pieces that are needed.

Dramaturgs:  Check with Matt about designing the program and what features you want to include.

As soon as you are done, tell Matt!

3/30

Class locations for this week during Testing:

Period1=Sara Price's Room

Period 2=Amy Hewitt's room 

Period 3=Matt Hughes's Room

Period 5=Marcus Renner's Room

Hi everyone,
  Please work with Sarah to make this day a good one for everybody!
Goal:  To run through all of the scenes we have practiced as a class and to complete your close readings.

a.  Get with your scene groups and run through your scenes twice
b.  As an entire class, run through all of the scenes that we have rehearsed over the past few weeks--use the commons for this, set up chairs for the audience and when you're not onstage, pretend to be the audience. Give each other lots of positive feedback and get comfortable performing in front of a larger audience.
c.  Independent work-time:  complete your close reading and share with Matt.  Instructions are below:

 Close Reading on one or more of the the three texts: Due the Monday after Spring Break

Rubric: https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOOERPSU5yYW44NHc/view?usp=sharing

Dana Gioia poem: http://www.danagioia.net/poems/lunaticloverpoet.htm

Theseus' speech:  http://www.shakespeare-online.com/plays/mids_5_1.html

Romeo and Juliet's sonnet:  http://nfs.sparknotes.com/romeojuliet/page_66.htmlhttps://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOOERPSU5yYW44NHc/view?usp=sharing

3/20

Follow-up:
 Close Reading on one or more of the following topics: Due the Monday after Spring Break

Dana Gioia poem: http://www.danagioia.net/poems/lunaticloverpoet.htm

Theseus' speech:  http://www.shakespeare-online.com/plays/mids_5_1.html

Romeo and Juliet's sonnet:  http://nfs.sparknotes.com/romeojuliet/page_66.html
https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOOERPSU5yYW44NHc/view?usp=sharing


Rubric: https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOOERPSU5yYW44NHc/view?usp=sharing

3/18

Agenda:
1st hour is independent worktime on either your essay, line memorization, or blocking.
Review yesterday's agenda for essay worktime guidelines.

2nd hour:  Review close reading technique and revise your close reading assignment by using the following rubric:  Due the Monday after Spring Break
https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOOERPSU5yYW44NHc/view?usp=sharing

Close reading revision protocol:
a.  Review the rubric as a class and annotate.  Go over any questions there may be.
b.  Read the student example and annotate it with a partner, underlining especially good parts and explaining how they meet the rubric's standards.
c.  Review your own close reading and assess yourself using the rubric--what areas do you need to improve in?
d.  Spend the rest of the hour revising and refining your close reading.

Topics for close reading:
Theseus' speech:  http://www.shakespeare-online.com/plays/mids_5_1.html
Romeo and Juliet's sonnet:  http://nfs.sparknotes.com/romeojuliet/page_66.html

Follow-up:  memorize lines for act 1, REVISE YOUR CLOSE READING BY MONDAY AFTER SPRING BREAK

Also--if you'd like, check out this lovely poem, about Theseus' speech!
http://www.danagioia.net/poems/lunaticloverpoet.htm

3/17

Goal:  Finish memorizing Act I as soon as possible/Generate ideas and evidence for Final Essay

a.  Write out Project Log (use your last log as a template)

b.  Run lines in small groups, be prepared to run one of your scenes for the large group

c.  Meet with Matt for individual writing meetings/Independent worktime on essay

Follow-up:  Your rough draft of your essay is due APRIL 3--review assignment outline below
https://drive.google.com/file/d/0B_C9fVngmGpvN2FPUjVPMnJ2djQ/view?usp=sharing

3/16

Goal:  Understand how Pyramus and Thisbe story can be incorporated into your final Humanities Essay

1.  Read the following document and write down questions that arise as you read:
https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOajhLRDZqUkRJN0U/view?usp=sharing

2.  Discuss in pairs or groups of 3 the following questions:
a.  What do you think the purpose of this story was for the people who told it?  Was it a warning to young lovers who disobey their parents?  A dramatization/romanticization of naive infatuation?  A mythical legend to explain the color of the mulberry tree?  What else?

b.  This story is beautifully written.  With your small group, go through and find three sentences that are particularly moving.  What literary techniques is the storyteller using?  Name them (if you need to, do some independent research).

c.  As a group, generate three seminar questions on the text: you can generate questions about the story itself, or about the story's connections to how the story is used in a Midsummer Night's Dream.

3.  Large group seminar

4.  Independent worktime (essay, line memorization, production role work)