2/1

Agenda:

https://www.teachingchannel.org/videos/make-student-work-public-hth

Final grade for this project will be based off of your F451 portfolio.  Includes...

a.  Your passage analysis w/any revisions you made
b.  Your final written piece
c.  Your art piece
d.  All of the other work you did in order to prepare (budget, emails, notes, research, drawings, art designs, interviews, etc)
e.  Reflection, written and in a conference with Matt, on these questions, with specific stories/evidence about your work:  What did you do to help make the Exhibition an experience that blew people's minds? What did you learn about translating ideas into art and public display to convey your understanding and your individual perspective on F451?  

*Deadline*--Have a concrete design, budget, and description of your final art piece to discuss with Matt by Thursday.

Field trip for brainstorm?

Exhibition is a...
Silent Auction to benefit... better library?  x-block awesomeness?  new class furniture?  

--Exhibition Committee (presentations and oversight of the exhibition--Challenge Extension)

--Hospitality (food, music, posters, walls, etc)

--Catalogue of Pieces (Photos, artist bios, artist statements, etc)

--Finance (raising money for supplies, etc)

Essential Questions:

What is the theme and title of the exhibition for our class?

What does the exhibition look like?  Think big..

Joint Projects of multiple students?  One art piece for whole class?  Individual work? Class mural?  Class sculpture?  Combination of individual art pieces into a whole piece?  

Art piece design!

Mini-lesson:  Graphic Novels

Independent work-time:

https://docs.google.com/a/animashighschool.com/document/d/17-Rzo1dEb84xgM-RrCxKaB1Q9YP_SQQ5R2fvCPXG0OY/edit?usp=sharing

*Design your art piece
--List of materials and budget
--Group work or individual?
--What are all the ideas your are thinking of for your art piece?  Sketch and/or written description.  Save for your porfolio. Write for your audience.

1/29

HW:  Seminar Reflection due Sunday 10pm.  See google classroom for assignment.

Agenda:
Seminar pre-write.  Answer the following questions, typed or handwritten.

a.  Look at pages 50-59.  How does Beatty explain the changes that led to the society of Fahrenheit 451?  Use 1 quote as evidence.

b.  Look at pages 79.  How does Faber explain the importance of books?

c.  Look at pages 111-113.  Why did Montag kill Faber?  Then look at page 116.  What new information about Beatty do we learn?


Seminar

Seminar Reflection (see google classroom) at end of class.

1/27

Agenda: To be prepped for Writing Workshops tomorrow on our Passage Analyses

*Game!

*Feedback review...
Be SPECIFIC-HELPFUL-KIND

*Peer Reviews of Passage Analysis--see Google Classroom.  SHARE your peer review on googledocs with your partner after discussing your feedback with them.

*Show passage analysis to Matt, discuss your ideas.  Make revisions as partner and Matt suggest if you see fit.

*Finish F451

*If done with F451, begin work on final written piece.  Can review assignment (see https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBONTNZMkRFRjUzRkE/view?usp=sharing)

1/26

Agenda:
*Headspace

*Passage Analysis--review student example as class, critique for the 3 levels of a close reading
a.  Does it explain what happens in the text?
b.  Does it explain HOW the text works? (metaphor, imagery, etc)
c.  Does it explain what the author thinks the text means?

*Group process--what worked well, what could be improved?

*Independent worktime on your own passage analysis.
--See rubric and guidelines of 3 steps of a close reading
--The assignment is on google classroom

--If done, read ahead in F451--goal is to finish book by FRIDAY

1/22

Agenda:

Ray Bradbury documentary: https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#safe=strict&q=ray%20bradbury%20documentary

Independent work-time:
__ Finish answering the questions on the example writing piece that you've chosen and conference w/Matt by end of day

__ Begin Passage Analysis assignment (due by Tuesday Jan 26 start of class), 1 page.  See google classroom for assignment.

1/21

Agenda:
30 mins work-time:  Turn in to me the example and questions of the writing sample you will do for your final written piece--the choices are on google classroom.
(Shadows--you can read F451 and/or "Dover Beach" poem).

20 minutes group passage analysis of Dover Beach (the poem that is a main feature of F451)

Everyone read out Dover Beach poem and make one google comment on it about either...
a.  What you think the text is saying
b.  A metaphor you notice
c.  A beautiful phrase you notice

Click here: https://docs.google.com/a/animashighschool.com/document/d/1Uy_mNy6KbXH2vzkH7gYjdt3OG0rc1VTYIv-4ZjTUuGY/edit?usp=sharing

Large-group discussion and analysis of Dover Beach and our comments, to model what a passage analysis looks like.

Independent worktime on Passage Analysis and/or conferencing w/Matt about your final written product.

Passage Analysis is due Monday at 4pm.  The passage analysis can be about Dover Beach, or a passage from the poem.  See description below:

Choose an event or scene from the book, OR write about the poem Dover Beach.
Analyze at least three lines from the scene or the poem, explaining both

a.  What is happening
b. What tools the author is using (word choice, metaphor, imagery, etc)
c.  What you think the poem or scene  from F451 means...what idea is it giving to you?  How do you interpret it?

Use TEA paragraph formatting.

1/20

Seminar questions:  Choose 1-3 of the questions to respond to in paragraph format in your OWN google document:
https://docs.google.com/a/animashighschool.com/document/d/1aTtWm1_JL-4fGEnPXWh9HIASxLxcElXbFr9pN7wuFbE/edit?usp=sharing

12/19

Agenda:
Read to page 90

Generate 3 Seminar questions on the text:
(see the assignment on google classroom)


Choose which written piece you will do as your final product.
 See google classroom for examples.

Once you have chosen what you will write, complete the questions on the example from google classroom.

Then, conference w/Matt about your choice and your answers to the questions (must conference w/Matt to pass this project)  

Writing Conference checklist
__Choose the written piece you will do for your final product
__Read and complete the questions on the example of your choice
__Bring your 3 seminar questions to the conference to discuss them w/Matt

12/15

Agenda:
Close reading of this image: http://www.corbisimages.com/images/42-26406863.jpg?size=67&uid=b87ad423-0d58-4b19-bb71-bb2fe7f64594
*What does the image show?
*How is the image shown (what techniques/style does the artist use?)
*What does the image mean? (what interpretations do you have of what the figures are saying?  How the people around them are reacting?  why the scene is taking place?)


Independent work-time:
*Read to page 65
*Begin working on your final written or artistic piece (see the handout link from yesterday)
*Check your choice for your final product with Matt and conference on what you need
*Begin seminar question-generating for next week's seminar

1/14

Thursday Agenda:
Lecture on pages 1-21: https://drive.google.com/file/d/0B_C9fVngmGpveWZMa3pnYkpmWW8/view?usp=sharing

Independent worktime:
--Read w/ goal of reaching page 65 by tomorrow
--Can begin reading "Brave New World" if finished with F451
--Can research both "Master Ridley" historical reference on page 33
--Can take optional lesson on graphic novels if you'd like to do a graphic novel as your final art piece

-Review Project Outline to decide which final writing product and which type of art piece you'd like to do:
 https://drive.google.com/file/d/0B_C9fVngmGpvWGVTM0JlNHlfdEU/view?usp=sharing

Wednesday agenda:
--Quote gathering and sharing pages 1-21
--Worktime on compare/contrast assignment

1/12

1/11 Agenda
*Read opening paragraph of Fahrenheit 451.  What words jump off the page at you?  Pair-Share.
*In small groups, read and answer seminar pre-write questions:
https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBOUDJBYlB3SGJXQjEweTJqNjhNZ3A5MFBiODJ3/view?usp=sharing
*Share out responses with large group in seminar
*Turn in notes at end of class

Things to consider...
a.  How does the image of the python and the conductor on the first page help us understand Montag and his "power?"
b.  What does it mean that Montag is part of a society that destroys history?
c.  What are the differences between Clarisse and Montag?  How does comparing and contrasting the two characters help us understand them more deeply?
d.  What is the society in the book like?  What do they value?

1/12 Agenda
Starter:  "Choose your own Perfume" song by Chris Hawking:  How do the lyrics of this song relate to the book? https://www.youtube.com/watch?v=0KuPGgjO3us

Hand out project overview: https://drive.google.com/a/animashighschool.com/file/d/0BxmnlXt_7UBONTNZMkRFRjUzRkE/view?usp=sharing

Read aloud pages 10-11:  What does this part of the story tell us about Mildred?  What kind of person is she?

Pair-readings of the dialogue between Mildred and Montag on pages 16-18:  What is their relationship like?

Independent worktime on Compare/Contrast assignment (15 points), DUE WED 1/13 by End of Class

1/5

Goal: Finalize set of rules, begin Fahrenheit 451!

Agenda:

Choices:
a.  Begin reading and annotating Fahrenheit 451 Introduction and Author's Preface.
Answer these questions in your  handwritten journal:
1.  What are some main points of how Neil Gaiman understands science fiction and its purpose? What are the three questions that help write great science fiction?
Show Matt journal by break.

b.  Start reading first chapters of Fahrenheit 451.

B.  Begin reading and annotating documents about class rules.  Check out original rules from start of year:
https://docs.google.com/document/d/1NKMfJvudS6Vb28uFCed50UCdHcIhFOwYjsfpchkm0rM/edit

Paper articles:
https://www.bostonglobe.com/lifestyle/style/2015/06/15/cellphones-school-teaching-tool-distraction/OzHjXyL7VVIXV1AEkeYTiJ/story.html

http://www.huffingtonpost.com/2013/10/24/attention-span-book_n_4151059.html

http://tmhome.com/benefits/quiet-time-high-school-students-study/

http://www.smartclassroommanagement.com/2009/06/03/the-not-so-secret-to-effective-classroom-management/

https://docs.google.com/document/d/1NKMfJvudS6Vb28uFCed50UCdHcIhFOwYjsfpchkm0rM/edit

Do any additional research you'd like.
Must have 1-page summary of what you'd like class rules to be by end of class today.  


2nd period:
Read aloud pages 1-7
n
Group Discussion/Reflection (small groups)

a.