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