1/30

Follow-up: Authors: Turn in your character analysis with the self-assessment copied onto the same googledoc by sharing with Matt, ASAP
                  Artists:  Bring your finished final draft of the graphic novel to class on Monday.

Agenda for today:
--Independent worktime:
Authors, when you finish your character analysis, SELF-ASSESS using this form:
https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBONnFlWEFWaEp1NlE/view?usp=sharing

Authors, when you are finished with your self-assessment, write the artist statement (you need to have a conversation with the artist to incorporate their viewpoint as you write it).  Use this link:
https://drive.google.com/file/d/0B_C9fVngmGpvN0h0bk1OWDhMcW8/view?usp=sharing

Our Exhibition is Thursday Feb 5th, at 5pm for Section I, and 6pm for Section II.
Students who bring food/drinks and who arrive early/stay late to set up and take down tables and chairs receive extra credit.

1/29

Follow-up:  Artists, aim to have your graphic novels finished by Friday.
                   Authors, aim to have your character analyses finished by Friday/

Agenda for today:
--Spelling Bee
--Independent worktime:
Authors, when you finish your character analysis, SELF-ASSESS using this form:
https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBONnFlWEFWaEp1NlE/view?usp=sharing

Authors, when you are finished with your self-assessment, write the artist statement (you need to have a conversation with the artist to incorporate their viewpoint as you write it).  Use this link:
https://drive.google.com/file/d/0B_C9fVngmGpvN0h0bk1OWDhMcW8/view?usp=sharing

Our Exhibition is Thursday Feb 5th, at 5pm for Section I, and 6pm for Section II.
Students who bring food/drinks and who arrive early/stay late to set up and take down tables and chairs receive extra credit.

1/28

Follow-up:  Artists, aim to have your graphic novels finished by Friday.
                   Authors, aim to have your character analyses finished by Friday/

Agenda for today:
--Headspace
--Writing conferences with Matt/sharing of concessive theses
--Independent worktime:
Authors, when you finish your character analysis, SELF-ASSESS using this form:
https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBONnFlWEFWaEp1NlE/view?usp=sharing

Our Exhibition is Thursday Feb 5th, at 5pm for Section I, and 6pm for Section II.
Students who bring food/drinks and who arrive early/stay late to set up and take down tables and chairs receive extra credit.

1/27

First off, thanks to Alex B for pointing out that I wrote the dates of all my previous posts for January as December (12) instead.  Mea Culpa.

Follow-up:  Artists, aim to have your graphic novels finished by Friday.
                   Authors, aim to have your character analyses finished by Friday/

Agenda for today:
--Journal #17:  "Write an alternate ending to Brave New World"
--Peer-critique protocols for Artists and Authors
--Writing conferences with Matt
--Independent worktime:
Authors, when you finish your character analysis, SELF-ASSESS using this form:
https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBONnFlWEFWaEp1NlE/view?usp=sharing

Our Exhibition is Thursday Feb 5th, at 5pm for Section I, and 6pm for Section II.
Students who bring food/drinks and who arrive early/stay late to set up and take down tables and chairs receive extra credit.

You guys rock!

12/22/

Follow-up:  Artists, your first and second page of your final draft of the graphic novel are due in black and white pencil by end of class tomorrow.
Authors, your rough draft of your character analysis is due tomorrow.
Click here to review rubric

Agenda for today:
Semi-colon scavenger hunt!
Independent work time
Author/Artist grammar review click here to see handout
Independent worktime/Headspace

12/21

Follow-up:  Artists finish 1st and 2nd page of final draft by Friday (black and white only, leave room for quotes in the panels!)
                    Authors finish first body paragraph of character analysis by Thursday start of class. Character Analysis Rubric
Goal:  Everyone understands how to use a semi-colon, independent work time
Agenda: Semi-colon lesson
               Artist independent worktime
               Author check-ins on introductions, concessive thesis, and NPA

12/20

Objectives:  Everyone understands how to use a concessive
                  Authors understand character analysis rubric
                  Artists understand 4 artist tools (facial expression, body language,                     resemblance, style)
Agenda:
*Two-table formation
*Concessive journal and lesson (Unicorns vs Narwhales)
*Introduce character analysis rubric to authors: Character Analysis rubric, *Introduce artist tools to artists:
Artist tool handout
*Independent worktime for Artists
*Independent clause lesson for Authors

12/14

Follow-up:  Complete your storyboard as needed (due Friday at end of class)

Question of the day:  Which BNW scene will I choose to portray in a graphic novel?

Agenda:
*Announce pairs (see list here)
*Choose your scene (should be able to fit 4-6 pages in graphic novel form)
*Begin work on your storyboard (very rough draft, black pencil only, on notebook paper)
*Storyboard is due on Friday at end of day

12/13

Follow-up:  Finish the following:

--Check out this comic:

http://lackadaisy.foxprints.com/comic.php?comicid=1
-On your own, examine the first two pages of the comic and find three examples on your own and write one paragraph of how the author did a good job in 1 of the 5 choices.
--Make your own example of a good choice of one of the five choices in graphic novel format, in black and white, and bring to show tomorrow.

Agenda:
--Quiz
--Corrections of quiz (2 points for each question)
--Overview of the project
--Sign up for artist/author teams
--Headspace

--Check out this comic:

http://lackadaisy.foxprints.com/comic.php?comicid=1
-On your own, examine the first two pages of the comic and find three examples on your own and write a paragraph of how the author did a good job in 1 of the 5 choices.
--Make your own example of a good choice of one of the five choices in graphic novel format, in black and white

12/12

Follow-up:  Email Matt the link to your seminar reflection
                   Study for the quiz tomorrow (memorize all the information on the  Graphic Novel Notes).
                 
Question of the day: "What are the '5 choices' in creating a good graphic novel?"

Journal:  "What, to you, makes a movie enjoyable to watch? Consider not just WHAT is being told, but HOW it is being told..."

Slideshow on the 5 choices: http://www.youthedesigner.com/graphic-design-tips/comicstheory1/

Take notes during the slideshow:  Graphic Novel Notes


Split into 5 groups (Moment, Frame, Image, Text, Flow) and go to this online example of a graphic novel: http://lackadaisy.foxprints.com/comic.php?comicid=1

 a.   On your own, examine the first two pages of the comic and find three examples on your own of how the author made an effective choice.
b.  Share with your group the three examples you found and why they are good examples.
c.  As a group, choose the best three examples you came up with and be ready to present to the examples to the large group.

Study for the quiz tomorrow (memorize all the information on the  Graphic Novel Notes).

12/9

Follow-up:  All students--finish your Seminar Reflection and email the googledoc link to Matt by Saturday at 10pm.  See the link below:
https://drive.google.com/file/d/0B_C9fVngmGpvWUxzVnktWEV3c1k/view?usp=sharing

Students who chose to take the alternate rubric must finish it and email it to Matt on google docs by Saturday at 10pm.
https://drive.google.com/file/d/0B_C9fVngmGpva1lJT0FUN3hCNHc/view?usp=sharing

Agenda:
--Checked for annotations for chapters 17-18
--Split into two groups
--Began seminar or seminar journaling/self-assessment, 45 mins each
--Seminar
--Artist/author book preferences

12/8

Follow-up:  Have annotations for chapters 17-18 to show by tomorrow
                    Complete seminar pre-write: 1 page, single spaced, hard copy to show at start of class tomorrow.
Choose 1-4 of the following questions for your seminar pre-write:

a.  Page 236  "There isn't any need for a civilized man to bear anything unpleasant."  Do you agree or disagree?  Why?

b.  Page 227, "Happiness is a hard master" What does this mean?  Do you agree?  Why?

c.  BNW creates inequality between people in order to achieve stability.  Do you think this is necessary?  Does our society do the same thing?  Why?

d.  What are you taking personally from this book?  Why do you think we read it, and why is it considered a "masterpiece"?

Today's agenda:
SMART goal check-ins, check for Tuesday's notes
Victor Frankl video and notes https://www.youtube.com/watch?v=9EIxGrIc_6g
Meaning and happiness group read and annotate: https://drive.google.com/file/d/0B_C9fVngmGpvQlBOdGhfdTd3S1U/view?usp=sharing
Question generation
Seminar pre-write

12/7

Agenda:
HW check:  Do you have the complete notes from yesterday's T-chart?

Journal:  "You have a choice; to become a world controller and an Alpha in BNW society, like Mustapha Monde, OR, to be like John and to choose "a life of misery and suffering, with sporadic instances of happiness."  Which do you choose, and why?  1 page, single-spaced."

Get in your Dooley notes circles.  Read and annotate Chapter 17 and 18 as a group.

Group share of annotations

Read and annotate Victor Frankl's article:
https://drive.google.com/file/d/0B_C9fVngmGpvQlBOdGhfdTd3S1U/view?usp=sharing

Question generation:  Come up with three questions from the Victor Frankl OR BNW last few chapters for us to use in our seminar on Friday.

12/6

Follow up:
*Finish reading and annotating Brave New World (annotations for chapters 16-18 are due by Friday)
*Update your DP with your SMART goal that we completed in class on Monday.  See directions below from Ms Roxy:

9th graders should already have a page titled "9th Grade" or "9th Grade Reflections".  On there currently, I recommended uploading the Self-Portrait Project as it a visual reflection piece.  This way, any of us in any grade can quickly check and see this reflection at anytime from anywhere. 

9th Grade Example: CLICK ON THIS LINK AND USE IT TO POST YOUR SMART GOAL ONLINE   Link to this Page

12/5

Happy new year! Here is our agenda.

Game
Headspace
Matt's POL into reading goal setting article:  http://www.stevepavlina.com/articles/power-of-clarity.htm

Make your own SMART goal (a paper copy)
Party time--share your goals with other students, give and receive feedback on how to make it more specific and measurable and attainable
Get your goal approved by Matt, post paper copy above your wall-folder and digital copy on your DP. Here are Roxy's Directions on how to do that (see below)

Let's have our students post these to their current "grade's refection" page.  For example, 9th graders should already have a page titled "9th Grade" or "9th Grade Reflections".  On there currently, I recommended uploading the Self-Portrait Project as it a visual reflection piece.  This way, any of us in any grade can quickly check and see this reflection at anytime from anywhere. 

9th Grade Example: CLICK ON THIS LINK AND USE IT TO POST YOUR SMART GOAL ONLINE   Link to this Page

Read and annotate BNW on your own or in small groups (see calendar for schedule)