Post date: Feb 02, 2015 2:7:45 AM
Monday (2.2)
Learning Target:
When students leave my classroom, they will have read the first chapter, "The Night-Soil Men" from Steven Johnson's The Ghost Map. We will analyze the chapter for several things: how Johnson sets up the overall arch of this story; how the author attempts to look at this event through multiple levels of existence; and how innovation happens (painfully and slowly) often in our history.
Students will also watch the episode "Clean" from Johnson's How We Got to Now series.
When students leave my classroom, they will also have had their essay 1.1 and 1.2 read and responded to. They will then choose one to revise and submit as theme #1 on Tuesday.
Classroom Tasks:
Quiz on Ch.1. Classroom discussion. Revise 1.1 or 1.2 for theme #2.
Homework:
Read Ch. 2 "Eyes Sunk, Lips Dark Blue" and answer questions.
Evidence:
Quiz on Ch. 1, reader response starters, and classroom discussion.
Tuesday (2.3)
Learning Target:
When students leave my classroom, they will have finished reading the second chapter of The Ghost Map. They will discuss and analyze Johnson's use of research to construct his book and his argument. Students will submit their first theme.
Classroom Tasks:
Discussion of key concepts (namely all of the research Johnson had to do in order to re-construct this story). Students will finish "Clean." We will discuss how innovation occurs. Students will have a research assignment for "Clean."
Homework:
Finish the research assignment for "Clean."
Evidence:
Quiz on Ch. 2 and discussion. "Clean" research assignment.
Wednesday (2.4)
Learning Target:
When students leave my classroom, they will have read Ch. 3, "The Investigator." They will analyze it for how Johnson adds a human element to the story by highlight John Snow. Students will also have been introduced to theme #2 (narrative). Assign 2.1 (rite of passage).
Classroom Tasks:
Students will explore - using Storify - the importance of side projects (as it relates to Snow and his side project for proving diseases were water-borne).
Homework:
Short written response to the Side-projects assignment on Storify.
Evidence:
Quiz on Ch. 3. Discussion of "The Investigator" and of side projects.
Thursday (2.5)
Learning Target:
When students leave my classroom, they will have completed essay 2.1 (rite of passage) and read Ch. 4 "That is to Say Jo Has Not Yet Died." Students will have contrasted how different our lives are today from how lives unfolded in Victorian England (namely the child mortality rates).
Classroom Tasks:
Discuss Ch. 4 and begin writing 2.2 (pet peeve narrative).
Homework:
Read Ch. 5 and have their pet peeve draft due on Friday.
Evidence:
Ch. 4 quiz and discussion of contrast of our lives to Victorian England.
Friday (2.6)
Learning Target:
When students leave my classroom, they will have read Ch. 5 ("All Smell is Disease") and submitted their essay 2.2 (pet peeve narrative). Students will focus on the concept of false assumptions and beliefs. They will look at historical examples. They will also attempt to apply that to our lives today - that is, what false assumptions or beliefs are we accepting today?
Classroom Tasks:
Ch. 5 quiz and discussion
Homework:
Read ch. 6 ("Building the Case") and ch. 7 ("The Pump Handle") for Monday. Quiz on the chapters on Monday as well.
Evidence:
Ch. 5 quiz and discussion. Pet peeve narrative draft.