Breanna Wienen up for “On the Other Hand”
Quarter 2 - week #3 (Nov. 16-30)
Monday, Tuesday, and Wednesday - book talks.
Schedule is linked HERE
Thursday and Friday - Inception and why everything bad is good for you.
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Week 10 - Nov. 5-9
Due Dates -
1. SGTCIY final project -
Monday, Nov. 12
2. Exploratory essay -
Friday, Nov. 16
Monday Nov. 5 - Little Bets
LINK - to Exploratory Essay Folder
Learning Target - When I leave room 205, I will have read Ch. 14 “Missions Require Little Bets” and been introduced to the importance of little bets.
Classroom activities - Students will read Ch. 14 and complete this assignment.
Homework - Read Ch. 14 for Tuesday
Evidence of Learning - Students will have met the learning target by completing the Ch. 14 assignment and through discussion of the importance of mission.
Tuesday Nov. 6 - Purple Cows
LINK - to Exploratory Essay Folder
Learning Target - When I leave room 205, I will have read Ch. 15 “Missions Require Marketing” and been introduced to the importance of being a purple cow.
Classroom activities - Students will read Ch. 15 and complete this assignment.
Homework - Complete the Rule #4 assignment for Monday (Nov. 12). Assignment LINK
Evidence of Learning - Students will have met the learning target by completing the Ch. 15 assignment and through discussion of the importance of mission.
Wednesday/Thursday Nov. 7 and 8
Work time on Rule #4 (final SGTCIY assignment)
Friday - No School - End of first quarter
Week 11 - Sticky-Note Book report week (free reading from 12 - 16)
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Week 8 - Oct. 22-26
Monday - SGTCIY Ch. 4 and 5
Postpone lessons until Tuesday, but you should still do the homework assignment.
Homework - LINK
Tuesday - SGTCIY Ch. 6 and 7
Ch. 4 (Luke, Myles, and Bree) present "The Clarity of the Craftsman" to the class.
Ch. 5 (Charlie, Hailey, and Aly) present "The Power of Career Capital" to the class.
Homework - LINK
Wednesday - LINC - SGTCIY Ch. 8
Ch. 6 (Dayle, Maryssa, and Cindy) present "The Career Capitalists" to the class.
Ch. 7 (Cindy, Maddie, and Christina) present "Becoming a Craftsman" to the class.
Homework - LINK (access code - 4bac2a54)
Thursday - SGTCIY Ch. 9 and 10
Ch. 8 (Alexa, Raegan, Abi, and Eme) present "The Dream-Job Elixir" to the class.
Ch. 9 and 10 (Kylie, Ethan, and Dayle) present "The First and Second Control Traps" to the class.
Friday - SGTCIY Ch. 11
Work day!!
Homework #1 - LINK
Homework #2 - LINK
Postponed until Tuesday - Ch. 11 (Ale, Maddie, and Cooper) present "Avoiding the Control Traps" to the class.
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Week 6 - Oct 8-12
Monday - Theme #2 (final Outliers paper) is due
Introduce theme #3 (exploratory essay). The folder with resources (I'll continue to add them as we go along) is linked HERE.
Tuesday -
Follow this link for your one, stop shop for today's assignment.
I do - Our goal is to recognize Cal Newport's key thesis at the core of our reading, his book So Good They Can't Ignore You. Students will apply what they have learned about success from Outliers to the core thesis of So Good They Can't Ignore You.
We do it - Discussion of what we have learned from Outliers via this quick Padlet link. Watch Steve Jobs' iconic Stanford commencement speech. List five take aways from it to discuss.
You do it together - In groups students will read over several articles focusing on why following your passion is great career advice. Students will then synthesize the arguments for following your passion and begin to explain why that might be a bad idea.
Article #1 Ale, Myles, Kylie, Cooper, and Charlie.
Article #2 Dayle, Aly, Cindy, Luke, Brea, and Madison W.
Article #3 Raegan, Christina, Maryssa, and Alexa.
Article #4 Ethan, Hailey, Maddie O. , and Abigail.
Go to this link for your articles.
You do it alone - Read this article and explain, in a Flipgrid (use this code 4869c8e8 - and log in with your myprowler account) response of 90 seconds, whether you think following your passion is a bad idea. Be sure to mention these three things clearly in your response: the pro passion article you read, the anti-passion article, and what you've learned from Outliers as it relates to achieving success.
You will find everything right here too.
Wednesday -LINC - Early out
Learning Target - When I leave Mr. Reynolds' class I will be able to - explain why Thomas made a huge mistake following his passion and why simply 'following your passion' isn't particularly useful in finding work you love or are passionate about.
Classroom Activities - Introduction to So Good They Can't Ignore You. Hand out copies of the book. Read "The Passion of the Monk" and complete this short, succulent assignment for me (just added this Wednesday). Go to this link and use this code (39qyz0e). Bonus points for the most unique selfies!
Homework - Read Ch. 1 "The 'Passion' of Steve Jobs" and complete this assignment.
Evidence of Learning - Students will illustrate the learning target through discussion and the assignment for Ch. 1.
Thursday -
Learning Target - When I leave Mr. Reynolds' class I will be able to - explain part one of my final Outliers paper in class and elaborate on which myth of success I chose.
Classroom Activities - Introduction to So Good They Can't Ignore You. Hand out copies of the book. Read "The Passion of the Monk."
Homework - Read Ch. 1 "The 'Passion' of Steve Jobs" and complete this assignment.
Evidence of Learning - Students will illustrate the learning target through discussion and the assignment for Ch. 1
Friday -
Learning Target - When I leave Mr. Reynolds' class I will be able to - explain what the "passion hypothesis" is and why Steve Jobs really didn't follow his passion.
Classroom Activities - Read Ch. 3 and complete this assignment.
Homework - None
Evidence of Learning - Students will illustrate the learning target through discussion and the assignment for Ch. 3.
Monday / Tuesday -
The Intern film (signifies Outliers and SGTCIY)
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Week 5 - Oct 1-5
Mid-quarter!!!!
Monday - Mr. Doherty visiting.
Learning Target - When I leave Mr. Reynolds' class I will be able to - Explain how Mr. Doherty's experiences relate to the three key concepts of Outliers and more importantly . . . my final paper for Outliers.
Classroom Activities - Listen to Mr. Doherty and begin writing the guest speaker paper (assignment linked here).
Here is a link to some sample papers so you can get an idea of what to do.
Example #2 - This one includes the notes the student took on the speaker at the bottom too. This isn't part of the assignment. I just included them so you can see what to expect as part of this assignment.
Homework - Work on the guest speaker paper, due Wednesday.
Evidence of Learning - Students will display the learning target by submitting their guest speaker response paper in two days.
Tuesday -
Learning Target - When I leave Mr. Reynolds' class I will be able to - explain part one of my final Outliers paper in class and elaborate on which myth of success I chose.
Classroom Activities - Introduction to So Good They Can't Ignore You. Hand out copies of the book. Work time on their guest speaker paper for Mr. Doherty.
Homework - Read the introduction. Finish their guest speaker paper on Mr. Doherty.
Evidence of Learning - Students will illustrate the learning target through discussion that day and through submission of their final paper on Outliers.
Wednesday - LINC - Guest Speaker paper on Mr. Doherty due
Work day on their final paper (due Monday).
Thursday -
Mid-Quarter review meeting with me in the media center. Sign up for a time on the Google Doc I shared with you.
Friday -
Mid-Quarter review meeting with me in the media center. Sign up for a time on the Google Doc I shared with you.
Thursday -
I do - Our goal is to recognize Cal Newport's key thesis at the core of our reading, his book So Good They Can't Ignore You. Students will apply what they have learned about success from Outliers to the core thesis of So Good They Can't Ignore You.
We do it - We will discuss our progress on the final Outliers paper and how it relates to the core thesis of Newport's book. Watch Steve Jobs' iconic Stanford commencement speech
You do it together - In groups students will read over several articles focusing on why following your passion is great career advice. Students will then synthesize the arguments for following your passion and begin to explain why that might be a bad idea.
Article #1 Ale, Myles, Kylie, Cooper, and Charlie.
Article #2 Dayle, Aly, Cindy, Luke, Brea, and Madison W.
Article #3 Raegan, Christina, Maryssa, and Alexa.
Article #4 Ethan, Hailey, Maddie O. , and Abigail.
You do it alone - Read this article and explain, in a Flipgrid response of 90 seconds, whether you think following your passion is a bad idea. Be sure to mention these three things clearly in your response: the pro passion article you read, the anti-passion article, and what you've learned from Outliers as it relates to achieving success.
Friday
Work day on their final paper - due Monday. Except for Espe. Due Friday.
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Week 4 - Sept. 24-28
Monday - Mr. Zutz visiting.
Learning Target - When I leave Mr. Reynolds' class I will be able to - Explain how Mr. Zutz's experiences relate to the three key concepts of Outliers.
Classroom Activities - Listen to Mr. Zutz and begin writing the guest speaker paper (assignment linked here).
Here is a link to some sample papers so you can get an idea of what to do.
Example #2 - This one includes the notes the student took on the speaker at the bottom too. This isn't part of the assignment. I just included them so you can see what to expect as part of this assignment.
Homework - Work on the guest speaker paper, due Tuesday.
Evidence of Learning - Students will display the learning target by submitting their guest speaker response paper.
Tuesday -
Learning Target - When I leave Mr. Reynolds' class I will be able to - discuss how rice paddies correlate to higher math scores and how that, in turn, makes Asians recipients of a cultural legacy.
Classroom Activities - Discussion of Ch. 8 and time to read Ch. 9, "Marita's Bargain."
Homework - Reach Ch. 9 "Marita's Bargain" and complete this assignment for it.
Evidence of Learning - Students will illustrate the learning target via our discussion of Ch. 8 and their assignment for it.
Wednesday - LINC
Learning Target - When I leave Mr. Reynolds' class I will be able to - explain how KIPP schools seek to break negative cultural legacies for inner city minority students, what Marita's bargain is, and what "bargains" are we willing to make or have we made.
Classroom Activities - Quiz on "Marita's Bargain" and discussion of it. Introduction of the Outliers final paper. FINAL PAPER TOPIC.
Homework - None
Evidence of Learning - Students will meet the learning target via our discussion of "Marita's Bargain" and their quiz on it. Ultimately students will illustrate the ability to analyze, support, and argue key points via their research paper on Outliers.
Thursday -
Learning Target - When I leave Mr. Reynolds' class I will be able to explain what my topic is for the final Outliers paper and how I plan to go about accomplishing it.
Classroom Activities - Work time on the final paper for Outliers, due next Friday (Oct. 28). FINAL PAPER TOPIC.
Homework - Work on final Outliers paper.
Evidence of Learning - Students will illustrate the ability to analyze, support, and argue key points via their research paper on Outliers.
Friday
Free reading / work day - Work day at The Wired Bean. Share your rough draft with me.
My rough draft of my Outliers final paper.
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HOMECOMING WEEK
Week 3 - Sept. 17-21
Monday - Last hour assembly schedule
Learning Target - When I leave Mr. Reynolds' class I will be able to - Explain how Mr. Zutz's experiences relate to the three key concepts of Outliers.
Classroom Activities - Listen to Mr. Zutz and begin writing the guest speaker paper (assignment linked here).
Here is a link to some sample papers so you can get an idea of what to do.
Example #2 - This one includes the notes the student took on the speaker at the bottom too. This isn't part of the assignment. I just included them so you can see what to expect as part of this assignment.
Homework - Work on the guest speaker paper, due Wednesday.
Evidence of Learning - Students will display the learning target by submitting their guest speaker response paper.
Tuesday -
Learning Target - When I leave Mr. Reynolds' class I will be able to - explain how cultural legacies are tied to Korean plane crashes and how they were able to break the cultural legacies.
Classroom Activities - Read and discuss the chapter in 'chunks.' Connect it back to the idea of feuds from Ch. 6. Complete this assignment for each sub-chapter you are assigned (I am at home now and only have access to Outliers on my Kindle app, so I will add the page numbers in later once I get a hard copy of the book).
Homework - Work on the guest speaker paper.
Evidence of Learning - Students will display the learning target by discussing their segment of the chapter and how it fits in to the rest of the book, specifically the concepts of hidden opportunities, extraordinary advantages, and cultural legacies.
Wednesday - LINC
Learning Target - When I leave Mrs. Reynolds' class I will be able to - explain how cultural legacies are tied to Korean plane crashes and how they were able to break the cultural legacies.
Classroom Activities - Read and discuss the chapter in 'chunks.' Connect it back to the idea of feuds from Ch. 6.
Homework - None.
Evidence of Learning - Students will display the learning target by discussing their segment of the chapter and how it fits in to the rest of the book, specifically the concepts of hidden opportunities, extraordinary advantages, and cultural legacies.
Thursday - Mrs. Pederson visiting
Learning Target - When I leave Mr. Reynolds' class I will be able to - Explain how Mrs. Pederson's experiences relate to the three key concepts of Outliers.
Classroom Activities - Listen to Mr. Pederson and begin writing the guest speaker paper (assignment linked here).
Here is a link to some sample papers so you can get an idea of what to do.
Example #2 - This one includes the notes the student took on the speaker at the bottom too. This isn't part of the assignment. I just included them so you can see what to expect as part of this assignment.
Homework - Work on the guest speaker paper, due Friday (end of class).
Evidence of Learning - Students will display the learning target by submitting their guest speaker response paper.
Friday - Substitute
Free reading / work day - finish reading Outliers (work on this assignment for Ch. 8) and finish the Sara Pederson response paper.
Remember, Mr. Zutz will be here on Monday!!
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Week 2 - Sept. 10-14
Monday -
Learning Target - When I leave Mr. Reynolds' class I will be able to - Explain how Chris Langan's ability differs from Oppenheimer's ability and what cultural advantage played a role in their contrasting levels of success.
Classroom Activities - Go to this link, listen to the podcast, and leave the proper responses.
Tuesday -
Learning Target - Begin reading Ch. 4 and complete this assignment - Link.
Homework - Finish reading Ch. 4 and complete the blog assignment.
Classroom Activities - Finish reading Ch. 4 and complete the assignment.
Evidence of Learning - Students will partake in the discussion via the class blog on Ch. 4, where they will illustrate what they have learned from the chapter. Students will also illustrate what they know on the Ch. 4 quiz tomorrow.
Wednesday - LINC
Learning Target - When I leave Mr. Reynolds' class I will be able to - Explain the key people and key ideas of chapter 5 with key quotes from the chapter.
Classroom Activities - Graded class discussion on what we have read so far through Ch. 4.
Homework - None
Evidence of Learning - Students will display the learning target via the graded discussion and Ch. 5 assignment.
Thursday - Supreme Court Justices visiting class
Learning Target - When I leave Mr. Reynolds' class I will be able to - explain the key ideas inherent in Ch. 5 (how cultural advantages are often buried deep and hidden from our understanding).
Classroom Activities - Have a graded discussion and complete the Ch. 5 assignment.
Homework - Finish reading Ch. 6 and the assignment
Evidence of Learning - Students will display the learning target via the graded discussion and Ch. 6 assignment.
Friday -
Free reading day at The Wired Bean - Begin reading Ch. 6. Here is the link to the assignment.
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Week 1 - Sept. 1-9
Tuesday -
Learning Target - When I leave Mr. Reynolds' class I will be able to - 1. Be familiar with the class expectations. 2. Explain the requirements and outcomes. 3. Explain what an "outlier" is. 4. Begin exploring what it means to be a "success."
Classroom Activities - Intro to class (syllabus and paper requirements). Introduction to Malcolm Gladwell's Outliers. Begin reading "The Roseto Mystery."
Homework - Finish reading the first chapter, "The Roseto Mystery" and complete the reading assignment (come up with five questions or connections to the introduction).
Evidence of Learning - Students will illustrate their understanding of what it means to be a "success" or an "outlier" by a whole class discussion of the introduction to the book.
Wednesday - LINC
Learning Target - When I leave Mr. Reynolds' class I will be able to - Identify what "the Matthew Principal" is and how it relates to hockey players and, more importantly, explain why Gladwell uses it as a key component of what makes a person an "outlier."
Classroom Activities - We will being the class by looking at this and discussing the article and videos as they relate to success and "hidden advantages." Discussion of the introduction and notes on Ch. 1 ("The Matthew Effect") and complete this assignment as you read.. Quiz on Thursday. Reading time.
Homework - Read Ch. 1 and be ready for the quiz on Thursday.
Evidence of Learning - Students will illustrate their understanding of the learning target through discussion and a quiz.
Thursday -
Learning Target - When I leave Mr. Reynolds' class I will be able to - 1. Explain why opportunity is so vital in becoming an "outlier." 2. Explain the important of this line from Ch. 1 Page 25 – “In the beginning, his advantage isn’t so much that he is inherently better but only he is a little older”
Classroom Activities - Quiz on Ch. 1. Graded discussion of Ch. 1 and notes and introduction to Ch. 2. Begin reading Ch. 2 and complete this assignment.
Homework - Read ch. 2 and finish the essay assignment.
Evidence of Learning - Students will illustrate their understanding of the learning target through discussion and their quiz.
Friday -
Learning Target - When I leave Mr. Reynolds' class I will be able to - 1. Explain why gaining "10,000" hours is vital. 2. How opportunity is related to the "10,000 hour principle."
Classroom Activities - Take ch. 2 quiz. Graded discussion. Begin reading Ch. 3 of Outliers and complete this assignment.
Homework - Read Ch. 3 and complete the above assignment.
Evidence of Learning - Students will illustrate their understanding of the learning target through the completion of their homework assignment and graded classroom discussion.
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Week 7 - Fourth Quarter, May 14-18
Monday - Friday -
Work time on comparison essay and reading time for novel #2. Comparison essay due Friday. Novel test #2 due next Monday (or earlier).
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Week 6 - Fourth Quarter, May 7-11
Monday - 5.7
Novel #1 test.
Tuesday - 5.8
Peer edit day. Free reading/work day. Final draft of lit analysis due Wednesday. Training Day permission slips.
Wednesday - 5.9 - LINC - Friday 5.11
Watch Training Day and compare it to "Young Goodman Brown." Return "Young Goodman Brown" papers on Friday.
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Week 5 - Fourth Quarter, April 30 - May 4
Monday - 4.30
Review of the lit analysis theme. Quiz on "Young Goodman Brown." Listen to "Young Goodman Brown" and takes notes on theme and elements as we listen.
Tuesday - 5.1
Wrap up "Young Goodman Brown" if necessary. Share format and outline for paper.
Wednesday - 5.2 - LINC - Friday 5.4
Free reading time for novel test #1 (on Monday, May 7th). Work time on theme #5 (literary analysis), due Wednesday.
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Monday - 4.23 Film review work day. Free reading time.
Tuesday - 4.24 Rough draft of film review due. Peer edit.
Wednesday - 4.25 - Theme #4 (film review) due. Free reading time on novel #1.
Thursday - 4.26 - Free reading day on novel #1 (sub)
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Monday - 4.16 Jaws day #2
Tuesday - 4.17 Jaws day #3
Wednesday - 4.18 - Start Little Miss Sunshine - day #1
Thursday - 4.19 - Little Miss Sunshine - day #2
Friday - 4.20 - Little Miss Sunshine - day #3
Monday - 4.9 (The Ghost Map breakout group #1)
Tuesday - 4.10 (The Ghost Map breakout group #2)
*** Winners of the breakout session are exempt from the all but one essay question on the final Ghost Map test (Thursday).
Wednesday - 4.11 - early out/LINC
Intro to our next theme (Film review)
Thursday - 4.12 - In class final test.
Friday - 4.13 intro to film theme.
Monday - 4.3
No School Spring Break.
BUT submit your assignments for The Ghost Map by 10 pm.
Tuesday 4.4
Due - Read Ch. 5 and 6 of The Ghost Map
ACT recovery day.
Wednesday - 4.5
Due - Nothing
Learning Target - When students leave my class, they will have been introduced to the key people, ideas, and quotes from Ch. 7 of The Ghost Map ("The Pump Handle").
Class Activities - Notes and review on Ch. 5 and 6. Time to read Ch. 7 and work on the assignment.
Homework - Finish reading Ch. 7. Quiz on Thursday.
Evidence of Learning - Students will demonstrate via discussion and a quiz their understanding of the key people, ideas, and quotes from Ch. 7 of The Ghost Map.
Thursday - 4.6
Jeopardy style review for The Ghost Map final test (Monday).
Friday - 4.7
Learning Target - When students leave, they will have completed a review assignment for each chapter of The Ghost Map, highlighting the key people, ideas, and quotes from each chapter.
Final Ghost Map test on Thursday (April 12th).
Monday - 4.9 (The Ghost Map breakout group #1)
Tuesday - 4.10 (The Ghost Map breakout group #2)
*** Winners of the breakout session are exempt from the all but one essay question on the final Ghost Map test (Thursday).
Wednesday - 4.11 - early out/LINC
Intro to our next theme (Film review)
Thursday - 4.12 - In class final test.
Friday - 4.13 intro to film theme.
After that: film review.
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Monday 3.26
Due - Ch. 3 of The Ghost Map and Quiz
Due - Ch. 3 guide for The Ghost Map
Learning Target - When students leave my class, they will have read, discussed, and taken notes on the key people, ideas/concepts, and quotes of Ch. 3 of The Ghost Map.
Class Activities - Ch. 3 quiz, discussion, notes. Intro to Ch. 4 ("That is to Say, Jo Has Not Yet Died").
Homework - Read Ch. 4 of The Ghost Map and complete this assignment. Quiz on Ch. 4 Monday.
Evidence of Learning - Students will read Ch. 4 of The Ghost Map and complete this guide and take a quiz on it.
Monday 3.26
Due - Ch. 4 of The Ghost Map and Quiz
Due - Ch. 4 guide for The Ghost Map
Due - Revision paper (in proper format for full credit).
Learning Target - When students leave my class, they will have read, discussed, and taken notes on the key people, ideas/concepts, and quotes of Ch. 4 of The Ghost Map.
Class Activities - Ch. 4 quiz, discussion, notes. Intro to Ch. 5 ("All Smell is Disease").
Homework - Read Ch. 5 of The Ghost Map and complete this assignment. Read Ch. 6 ("Building the Case") of The Ghost Map and complete this assignment. Share them with me by Monday evening for full credit.
Evidence of Learning - Students will read chapters 5 and 6 over spring break and complete the assignments. Students will then demonstrate their understanding of the chapters on a quick and then later on the final The Ghost Map test.
Wednesday - Monday - Spring Break
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Monday - 3.19
Due - "The Yellow Wallpaper" & quiz.
Due - Analytical paragraph on "A Rose for Emily" or "Like a Winding Sheet."
Learning Target - When students leave my class, they will have listened to "The Yellow Wallpaper" for a second time, noting the elements they missed on their initial reading.
Class Activities - Listen to the story and answer specific questions.
Homework - Work on an analytical paragraph related to "The Yellow Wallpaper."
Evidence of Learning - Students will demonstrate their deepening understanding of "The Yellow Wallpaper" by answering specific questions as we listen to the story and by writing an analytical paragraph on the story.
Tuesday 3.20
Due - "The Yellow Wallpaper" analytical paragraph.
Learning Target - When students leave class, they will have been introduced to our upcoming book, Steven Johnson's The Ghost Map. Students will also analyze relationships among key words from Johnson's video from the series, How We Got to Now called "Clean."
Class Activities - Introductory notes on The Ghost Map. Watch "Clean" and complete term assignment.
Homework - Read Ch. 1 of The Ghost Map ("The Night Soil Men") and complete this guide. Quiz on Wednesday.
Evidence of Learning - Students will illustrate their knowledge of the key concepts from "Clean" on their term assignment. Students will also begin reading Ch. 1 of The Ghost Map and complete this guide.
Wednesday - LINC/Early Out - 3.21
Due - "Clean" term assignment.
Learning Target - When students leave my class, they will have been introduced to several key concepts for The Ghost Map via the video "Clean" featuring Steven Johnson.
Class Activities - finish "Clean." Return theme #3 (revisions are due Tuesday). Assign Ch. 1 of The Ghost Map for Thursday.
Homework - Read Ch. 1 of The Ghost Map and complete this assignment. Quiz on Ch. 1 Thursday.
Evidence of Learning - Students will read Ch. 1 of The Ghost Map and complete this guide and take a quiz on it.
Thursday - 3.22
Due - Ch. 1 of The Ghost Map and Quiz.
Due - Ch. 1 guide of The Ghost Map.
Learning Target - When students leave my class, they will have read, discussed, and taken notes on the key people, ideas/concepts, and quotes of Ch. 1 of The Ghost Map.
Class Activities - Ch. 1 quiz, discussion, notes. Intro to Ch. 2 ("Eyes Sunk, Lips Dark Blue").
Homework - Read Ch. 2 of The Ghost Map and complete this assignment. Quiz on Ch. 2 Thursday.
Evidence of Learning - Students will read Ch. 2 of The Ghost Map and complete this guide and take a quiz on it.
Friday - 3.23
Due - Ch. 2 of The Ghost Map and Quiz
Due - Ch. 2 guide for The Ghost Map
Learning Target - When students leave my class, they will have read, discussed, and taken notes on the key people, ideas/concepts, and quotes of Ch. 2 of The Ghost Map.
Class Activities - Ch. 2 quiz, discussion, notes. Intro to Ch. 3 ("The Investigator").
Homework - Read Ch. 3 of The Ghost Map and complete this assignment. Quiz on Ch. 3 Friday.
Evidence of Learning - Students will read Ch. 3 of The Ghost Map and complete this guide and take a quiz on it.
Monday 3.26
Due - Ch. 3 of The Ghost Map and Quiz
Due - Ch. 3 guide for The Ghost Map
Learning Target - When students leave my class, they will have read, discussed, and taken notes on the key people, ideas/concepts, and quotes of Ch. 3 of The Ghost Map.
Class Activities - Ch. 3 quiz, discussion, notes. Intro to Ch. 4 ("That is to Say, Jo Has Not Yet Died").
Homework - Read Ch. 4 of The Ghost Map and complete this assignment. Quiz on Ch. 4 Monday.
Evidence of Learning - Students will read Ch. 4 of The Ghost Map and complete this guide and take a quiz on it.
Monday - Sub
Due - The Element Final Test
Learning Target - When students leave my class, they will have illustrated all they learned about the key people, key concepts, and important quotes from Sir Ken Robinson's The Element.
Class Activities - Take the three part test in class.
Homework - Work on a second draft of either 3.1 or 3.2 (due Friday).
Evidence of Learning - Students will demonstrate all the learning target on their final exam for The Element.
Tuesday
Due - nothing
Learning Target - When students leave my class, they will have been introduced to the short story "A Rose for Emily" and have begun reading it in class. Focus on the story for plot structure, symbolism, and author's craft.
Class Activities - Notes on "Emily" and time to read the story. Complete this guide for the story.
Homework - Finish reading "Emily" and work on crafting a final draft of 3.1 or 3.2 (peer edit on Thursday).
Evidence of Learning - Students will take a quiz tomorrow on "Emily" and discuss the story for structure, symbolism, and author's craft.
Wednesday - LINC/Early Out
Due - "A Rose for Emily" guide and quiz.
Learning Target - When students leave my class, they will have read "A Rose for Emily" and discussed the story in terms of structure, symbolism, and author's craft.
Class Activities - Write a one paragraph analytical essay in the format they will use later for their large research paper on their novels.
Homework - Assign "Like a Winding Sheet" and complete this guide.
Evidence of Learning - Students will have analyzed (via discussion, quiz, guide, and analytical paragraph) "A Rose for Emily" for plot structure, symbolism, and author's craft.
Thursday
Due - "A Rose for Emily" analytical paragraph.
Due - "The Swimmer" guide and quiz.
Due - Second draft of theme #3 (how to)
Learning Target - When students leave my class, they will have read "The Swimmer"" and discussed the story in terms of structure, symbolism, and author's craft.
Class Activities - Quiz and discussion on "The Swimmer." Peer revision of second draft of theme #3. Complete this peer review guide. Final draft due tomorrow.
Homework - Complete theme #3. Complete a lit analysis paragraph for "The Swimmer."
Evidence of Learning - Students will have analyzed (via discussion, quiz, guide, and analytical paragraph) "The Swimmer" for plot structure, symbolism, and author's craft. Students will have crafted a second draft of theme #3 (how to) and begun crafting it into a final draft for Friday.
Friday
Due - Theme #3
Due - "The Swimmer" lit analysis paragraph.
Due - Last day to take The Element final test.
Learning Target - When students leave my class, they will have begun reading "The Yellow Wallpaper" and begun completing the guide.
Class Activities - Turn in theme #3. Begin reading "The Yellow Wallpaper" and work on guide.
Homework - Finish "The Yellow Wallpaper" for Monday. There will be a short quiz.
Evidence of Learning - Students will have illustrated all they learned about the how to paper by submitting a final draft.
Seventh Week- Third quarter
Monday - 3.5 - Snow day. No School.
Due - Guide for Ch. 9 and 10 and quiz on The Element.
Due - 3.1 rough draft.
Learning Target - When students leave my class, they will have turned in the guide for Ch. 9 Students can finish reading CH. 10 and 11. Students will have They will have begun reading Ch. 11, "Making the Grade." Students will also have shared their 3.1 drafts (how to survive college).
Class Activities - Reading time on Ch. 11. Finish this guide for Ch. 10 and 11.
Homework - Read CH. 11
Evidence of Learning - Students will demonstrate their understanding of the key ideas of Ch. 9, 10, and 11 on the guide.
Tuesday -3.7 - Two Hours Late
Due - Guide for Ch. 9 and 10 and quiz on The Element.
Due - 3.1 rough draft.
Learning Target - When students leave my class, they will have turned in the guide for Ch. 9 Students can finish reading CH. 10 and 11. Students will have They will have begun reading Ch. 11, "Making the Grade." Students will also have shared their 3.1 drafts (how to survive college).
Class Activities - Reading time on Ch. 11. Finish this guide for Ch. 10 and 11. If students are done with Ch. 11, they can take the quiz.
Homework - Finish The Element.
Evidence of Learning - Students will demonstrate their understanding of the key ideas of Ch. 9, 10, and 11 on the guide.
Learning Target - When students leave my class, they will have been introduced to 3.2 (a how to essay of their choice). Rough draft due Friday.
Class Activities - Time to complete rough draft and review activity for The Element (test on Friday).
Homework - Work on 3.2
Evidence of Learning - Students will demonstrate their understanding of the how to essay by completing a rough draft with at least three steps and fully supported paragraphs.
Wednesday - 3.7 - LINC
Learning Target - When students leave class, they will have complete a review activity for their final The Element test.
Class Activities - Review activity and work on 3.2 draft.
Homework - Finish 3.2 for Thursday.
Evidence of Learning - When students work on the review activity, they will cover the key figures, key ideas, and key quotes from The Element.
Thursday - 3.8
Learning Target - When students leave class, they will have reviewed for tomorrow's final test on The Element through a Jeopardy style review session.
Class Activities - Group review activity for The Element.
Homework - Study for the final The Element test.
Evidence of Learning -
Friday - 3.9
Free work day on finish up 3.2 or reviewing Jeopardy style for The Element.
Final test on The Element on Monday.
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Sixth Week- Third quarter
Monday - 2.26
Due - Guide for Ch. 7 and quiz on The Element.
Learning Target - When students leave my class, they will have taken a quiz on the key figures and ideas of Ch. 7 "Do You Feel Lucky?" And students will have been introduced to the topic for theme #3 (3.1 - how to survive college).
Key people -
Ken Robinson
Vidal Sassoon
Key ideas -
"Reframe" for luck.
Four principals of lucky people.
The role luck plays in finding your element.
Class Activities - Take quiz on Ch. 7 and intro to theme #3 (format, possible topics, and being watching MTV's "I'm a College Freshman.")
Homework - Read CH. 8 for Wednesday and complete this guide.
Evidence of Learning - Students will demonstrate their understanding of the key ideas of Ch. 7 on the guide, their quiz, and in class discussion.
Tuesday - 2.27
Learning Target - When students leave my class, they will have watching "I'm a College Freshman" and discussed the difficulties of college.
Class Activities - Finish watching "I'm a College Freshman" and reading Ch. 8.
Homework - Read CH. 8 for Wednesday and complete this guide.
Evidence of Learning - Students will demonstrate their understanding of the difficulties of college and how to survive them.
Wednesday - 2.28 - LINC
Due - Guide for Ch. 8 and quiz on CH. 8 of The Element.
Learning Target - When students leave class, they will have read Ch. 8 and explored the key concepts outlined below and illustrated these on the chapter assignment, link here. They will take a quiz on Ch. 8 as well.
Key people -
Charles Strafford (Robinson's mentor)
Key ideas -
The four roles of mentors - recognition, encouragement, facilitating, and stretching.
Class Activities - Review of Ch. 7 and 8.
Homework - Read Ch. 9 and complete this guide.
Evidence of Learning - Students will demonstrate their understanding of the key ideas of Ch. 8 on the guide, their quiz, and in class discussion.
Thursday - 3.1
Due - Guide for Ch. 9 and quiz.
Learning Target - When students leave class, they will have read Ch. 9 and explored the key concepts outlined below and illustrated these on the chapter assignment, link here.
Key people -
Susan Jeffers
Paul Potts
Ridley Scott
Henry Lodge
Key ideas -
No matter your age, it’s never too late to start doing what you want to do
People often put off finding their element and start having the thought of it being too late
Class Activities - Review of Ch. 9 and give students time to work on how to 3.1.
Homework - Read Ch. 10 and 11. Assignments here. Develop a rough draft of 3.1.
Evidence of Learning - Students will demonstrate their understanding of the key ideas of Ch. 9 on the guide, their quiz, and in class discussion.
Friday - 2.23
P/T conferences. No School.
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Fifth week - Mid-term
Monday - 2.19
No school. Teacher in-service.
Tuesday - 2.20
Due - Final draft of theme #1
Due - Guide for Ch. 4 of The Element.
Learning Target - When students leave my class, they will have submitted their final draft of theme #2 (illustrating their ability to craft an engaging narrative that illustrates either a rite of passage or expertise). Students will also have demonstrated their understanding of they key people and concepts from "In the Zone."
Key people -
How do these people connect to the concept of the "element"? How do they represent being "in the zone"?
Ewa Laurance, Aaron Sorkin, and Terrance Tao.
Key ideas -
Being in the zone/element – Three features of being in the zone
1. Freedom / authenticity
2. Time changes
3. “meta-state” where ideas flow more freely
You are energized from being in your element. You are most alive when you are in your zone.
** likewise if you have a job or activity that you don’t find rewarding, you tend to have energy sucked from you. Know anyone who hates their job? Remember that class you hate. Where an hour seems like a week?
The Myers-Briggs Type Indicator . . . fits people into sixteen little boxes.
Class Activities - Turn in theme #2 (narrative), notes on and discussion of Ch. 4 via Keynote. Work on ch. 5, "Finding Your Tribe."
Homework - Read Ch. 5 and complete this guide.
Evidence of Learning - Students will demonstrate their understanding of the key ideas of Ch. 4 on the guide, their quiz, and in class discussion.
Wednesday - 2.21 - LINC
Due - Guide for Ch. 5 of The Element Quiz on Ch. 5
Learning Target - When students leave class, they will have read Ch. 5 and explored the key concepts outlined below and illustrated these on the chapter assignment, link here.
Key people -
How do these people connect to the concept of the "element"? How do they represent being "Finding Your Tribe?"
Don Lipski (found his domain late in his academic career, but it changed everything).
Helen Pilcher (scientist, but was unengaged by it. Turned to comedy. Became a science comedian).
Bob Dillon (singer in the totally wrong area. Had to move logistically to find his tribe and develop as an artist).
Key ideas -
* Domains – specific activities (writing, hockey, archery, drawing, acting, singing . . .)
* Fields – other people. The group or audience.
Benefits of tribes - "You're not alone (there are more freaks like you)," validation and interaction, provides inspiration (if they did that, I can do that too . . .), and circles of influence.
The Alchemy of Synergy? What? Simply put, the smartest person in the room is . . . the room. Something magical happens when you put a tribe of people with similar passions and talents together. That is the alchemy of synergy. I am a better teacher when I'm working with Reese, Mumm, and H.
** This is what is amazing about the college or the work place.
Class Activities - Intro to Ch. 6 and read the chapter and complete this assignment.
Homework - Read Ch. 6 and complete this guide.
Evidence of Learning - Students will demonstrate their understanding of the key ideas of Ch. 5 on the guide, their quiz, and in class discussion.
Thursday - 2.22
Due - Work on Ch. 6 guide. Intro to theme #3 (how to).
Learning Target - When students leave class, they will have read Ch. 6 and explored the key concepts outlined below and illustrated these on the chapter assignment, link here.
Key people -
How do these people connect to the concept of the "element"? How do they represent being "What will They Think?"
Chuck Close -
Paulo Coelho
Key ideas -
Barriers (3 types)
Class Activities - Intro to Ch. 7 and read the chapter and complete this assignment.
Homework - Read Ch. 7 and complete this guide.
Evidence of Learning - Students will demonstrate their understanding of the key ideas of Ch. 6 on the guide, their quiz, and in class discussion.
How to 3.1 - How to Survive College?
Friday - 2.23
Due - Guide for Ch. 7 of The Element Quiz on Ch. 7
Learning Target - When students leave class, they will have read Ch. 7 and explored the key concepts outlined below and illustrated these on the chapter assignment, link here.
Key people -
How do these people connect to the concept of the "element"? How do they represent being "Do You Feel Lucky?"
Vidal Sassoon
Key ideas -
The importance of attitude and reframing situations.
Class Activities - Discussion of Ch. 7 and intro to Ch. 8. Time to read Ch. 8 and complete the assignment.
Homework - Read Ch. 8 and complete this assignment.
Evidence of Learning - Students will demonstrate their understanding of the key ideas of Ch. 7 on the guide, their quiz, and in class discussion.
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Fourth week - quarter three
Monday - 2.12
Learning Target - When students leave my class, they will have had time to develop their rough draft of essay 2.2 (an expertise narrative) and students will have examined sample from previous students. Students will also be introduced to The Element.
Class Activities - Draft 2.2. Read Ch. 1 of The Element and complete guide.
Homework - Develop a full rough draft for 2.2. Quiz on Tuesday on Ch. 1.
Evidence of Learning - Students will demonstrate their understanding of the narrative elements on theme #2.
Tuesday - 2.13
Due - Rough draft of 2.2.
Due - Guide for Ch. 1 of The Element.
Learning Target - When students leave my class, they will have submitted a rough draft for 2.2 and demonstrated their understanding of the main ideas of Ch. 1 of The Element, "The Element."
Main ideas -
* definition of "The Element"
* Three stories and one message.
Class Activities - Drafting of 2.2 and time to read Ch. 2 "Think Differently."
Homework - Read Ch. 2 and complete this guide.
Evidence of Learning - Students will demonstrate their understanding of the key ideas of Ch. 1 on the guide, their quiz, and in class discussion.
Wednesday - 2.14 - LINC
Draft 2.1. Give feedback on either 2.1 or 2.2.
Thursday - 2.15
Due - Guide for Ch. 2 of The Element.
Due - Quiz on Ch. 2
Due - Rough draft for peer revision.
Learning Target - When students leave my class, they will have demonstrated their understanding of the main ideas of Ch. 2 of The Element, "Beyond Imagining." Students will peer edit either 2.1 or 2.2 for theme #2 (due Friday).
Main ideas -
* How are intelligence and creativity "blood relatives"?
* What is Robinson's definition of creativity?
* The four features of creativity.
Class Activities - Intro to Ch. 3 of The Element, "Beyond Imagining"
Homework - Read Ch. 3 and complete this guide. Quiz on Ch. 3 tomorrow.
Evidence of Learning - Students will demonstrate their understanding of the key ideas of Ch. 4 on the guide, their quiz, and in class discussion.
Friday - 2.16
Due - Guide for Ch. 3 of The Element.
Due - Quiz on Ch. 3
Due - Theme #2 final draft.
Learning Target - When students leave my class, they will have demonstrated their understanding of the main ideas of Ch. 3 of The Element, "Beyond Imagining"
Class Activities - Intro to Ch. 4 of The Element, "In the Zone" through a keynote.
Homework - Read Ch. 4 and complete this guide. Quiz on Ch. 4 Monday.
Evidence of Learning - Students will demonstrate their understanding of the key ideas of Ch. 4 on the guide, their quiz, and in class discussion.
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Second week - quarter three
Monday - 2.5
Learning Target - When students leave my class, they will have analyzed "Doe Season" for theme and symbol through completion of the quiz and through short discussion. Students will also be introduced to the concept of "literary theory" through a keynote presentation.
Class Activities - Discussion of the "Doe Season" and quiz. Analysis of the topic of rites of passage. Return theme #1 at the end of the block.
Homework - Read "A Rose for Emily" and analyze it via RRS and with the literary theory lens of historicism.
Evidence of Learning - Students will demonstrate their understanding of "Doe Season" via their quiz and short discussion.
Tuesday - 2.6
Due - "A Rose for Emily" RRS and quiz.
Learning Target - When students leave my class, they will have analyzed "A Rose for Emily" for theme and symbol through completion of the quiz and through short discussion. Students will also analyze the story using historicism via a short response. Students will continue to be introduced to the concept of "literary theory" through gh a keynote presentation.
Class Activities - Finish slideshow on Lit Theory. Develop a rough draft of their rite of passage essay.
Homework - Work on draft of rite of passage.
Evidence of Learning - Students will demonstrate their understanding of "A Rose for Emily" via their quiz, short discussion, ad written response.
Wednesday - 1.24 - LINC
Due - a start on rite of passage essay (2.1)
Learning Target - When students leave my class, they will have read several student and professional examples of rites of passage (namely, "Coon Hunt" and "A Girl Needs to Know How to Defend Herself"). Students will apply the elements of reflection through thoughts and applying descriptive images to two key parts of their rite of passage essay.
Class Activities - Reading various rite of passage essays; drafting their essays.
Homework - None
Evidence of Learning - Students will illustrate how they applied the elements of reflection through thoughts and applying descriptive images to two key parts of their rite of passage essay by writing the essay in at least two drafts before submitting a final draft.
Thursday - 1.25
Due - rough draft of 2.1 (end of the block)
Learning Target - When students leave my class, they will have complete a rough draft of their 2.1 (rite of passage) essay.
Class Activities - Share their essays with me via Drive and get specific feedback on their narratives.
Homework - None.
Evidence of Learning - Students will illustrate how they applied the elements of reflection through thoughts and applying descriptive images to two key parts of their rite of passage essay by writing the essay in at least two drafts before submitting a final draft.
Friday - 1.26
Due - Final draft of theme #1.
Learning Target - When students leave my class, they will have been introduced to 2.2 (an expertise narrative) via a slideshow.
Class Activities - Students will watch a slideshow on ideas for an expertise essay. Likewise they will be given various student and professional examples to read.
Homework - Develop a rough draft of 2.2 for Monday.
Evidence of Learning - Students will illustrate how they applied the elements of reflection through thoughts and applying descriptive images to two key parts of their rite of passage essay by writing the essay in at least two drafts before submitting a final draft.
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Second week - quarter two
Monday - 1.29
Learning Target - When students leave my class, they will have read "A Lot to Learn" and "The Body Ritual of the Narerima" and discussed how different pieces of literature can be read in different ways.
Class Activities - Discussion of the stories. Time to read "Listen to the End"
Homework - Read "Listen to the End" and complete the reader response starters, linked here. Quiz on the story tomorrow.
Evidence of Learning - Students will share their understanding of the ways pieces can be read differently through discussion and an activity.
Tuesday - 1.30
Due - "Listen to the End" RRS and quiz.
Learning Target - When students leave my class, they will have analyzed "Listen to the End" for plot and text clues. Students will analyze it via discussion for three separate perspectives.
Class Activities - Cell phone quiz; discussion of story; time to read "The Storm" and complete reader response starters.
Homework - Finish "The Storm" and reader response starters.
Evidence of Learning - Students will illustrate their learning target for "Listen to the End" via a short quiz, reader response starters, and discussion.
Wednesday - 1.24 - LINC
Due - "The Storm" RRS and quiz.
Due - Second draft of either 1.1, 1.2, or 1.3.
Learning Target - When students leave my class, they will have analyzed "The Storm" for plot and text clues via reader response starters, a quiz, and in class discussion.
Class Activities - Quiz on the story, discussion (is Janet crazy or is Ben a killer?), analysis of the story and its clues for each perspective.
Homework - Read "The Lottery" and mark it up for text clues and interpretations.
Evidence of Learning - Students will illustrate their learning target for "The Storm" via a short quiz, their reader response starters, and discussion.
Thursday - 1.25
Due - "The Lottery" and quiz.
Peer edit theme #1.
Learning Target - When students leave my class, they will have analyzed "The Lottery" for plot, symbolism, theme and text clues via marking up their texts, a quiz, and in class discussion. Students will also peer edit their third draft of theme #1 (final draft due Friday).
Class Activities - Quiz on the story, discussion (what purpose does the lottery serve? What is a theme? What is a symbol? Could it happen today?), analysis of the story and its clues for each perspective. Peer edit theme #1 (either 1.1, 1.2, or 1.3).
Homework - Develop a final draft of theme #1. Due at the start of class Friday.
Evidence of Learning - Students will illustrate their learning target for "The Lottery" via a short quiz, their reader response starters, and discussion.
Friday - 1.26
Due - Final draft of theme #1.
Learning Target - When students leave my class, they will have written their first theme and submitted it on time. They will demonstrate their ability to vividly describe something using strong images, hitting the senses, and using key details. Students will also be introduced to theme #2 (a personal narrative) via a slideshow.
Class Activities - Slideshow on theme #2. Read "Doe Season" and complete guide. Quiz on Monday.
Homework - Read "Doe Season" and complete guide.
Evidence of Learning - Students will meet the learning target by submitting their first descriptive theme.
All late work will be worth half credit. Check this website ahead of time for your assignments and get them done on time. If you are going to be absent or miss time, talk to me ahead of time (the morning you are about to leave doesn't count as 'ahead of time').
When an essay/theme is due, it is due at the start of class. You will be given zero time to print it and staple it. I will give you the cover sheet ahead of time. You must bring it in properly stapled. If you do not, you will be docked one letter grade from your final grade and lose your chance to revise that theme.
I'm not being mean or nefarious. I'm just trying to get you ready for the rigors of college. If you don't believe that college is really like this, text a friend or sibling who is in college and then get back to me.
First week! - second quarter
Monday - Inserivce No School
Tuesday - 1.23
Learning Target - When students leave my class, they will have discussed the basics of college writing, be able to identify what the traits of effective college writing, and discussed and explored the key elements of descriptive writing, and be introduced to the concept of "The Dip."
Class Activities - Analyze if "Summer" is a good piece of writing or not and explore how to fix it. Analyze if "Big Boy" is a good piece of writing and explore why it may be. Boring stuff - syllabus and stuff like that. Go over the writing process.
Homework - Begin writing 111 things about you. Essay 1.1 (One paragraph description of favorite time of year). Due Thursday.
Evidence of Learning - Students will show their learning through discussion of "Summer" and "Big Boy", an exit slip (padlet link) and in their rough draft 1.1 due Wednesday.
Wednesday - 1.24 - LINC
Learning Target - When students leave class, they will have examined their own writing (essay 1.1) for effective descriptive elements; students will listen to the work of others and offer feedback on the effective use of descriptive elements. Students will continue to identify effective college writing and the effective elements of descriptive writing.
Class Activities - Listen to drafts from their peers. Analyze "Paret" for effective descriptive elements (particularly similes). Begin drafting 1.2 (favorite place).
Homework - Continue to work on 111 things about you and finish 1.2.
Evidence of Learning - Students will show their learning through discussion of "Paret" and from their comments from their peers, an exit slip (respond to one of my comments on 1.1 via Google Drive) and in their rough draft 1.2 due Thursday.
Thursday - 1.25
Learning Target - When students leave class, they will have examined their own writing (essay 1.2) for effective descriptive elements: students will listen to the work of others and offer feedback on their effective use of descriptive elements. Students will continue to identify effective college writing and the effective elements of descriptive writing. Students will begin explaining and analyzing HOW and WHY the pieces are effective.
Class Activities - Read and analyze past examples of effective descriptive writing pieces from former students; listen to the drafts from peers; analyze "Time Keeps on Slipping" for effective descriptive elements (particularly key details). Begin drafting 1.3 (prized possession).
Homework - Continue to work on 111 things about you and finish 1.3.
Evidence of Learning - Students will show their learning through discussion of "Time Keeps on Slipping" and from their comments from their peers, and exit slip (Padlet examples of favorite lines from 1.1 or 1.2) and in their rough draft of 1.3 for Friday.
Friday - 1.26
Learning Target - When students leave class, they will have examined their own writing (essay 1.3) for effective descriptive elements: students will listen to the work of others and offer feedback on their effective use of descriptive elements. Students will continue to identify effective college writing and the effective elements of descriptive writing. Students will begin explaining and analyzing HOW and WHY the pieces are effective.
Class Activities - Listen to drafts from peers and offer comments on their effective use of descriptive elements. Slideshow on 10 ways to begin an essay. Share 1.3 with me digitally via Drive.
Homework - Theme #1 is due Monday.
Evidence of Learning - Students will illustrate their understanding of effective college writing and effective descriptive writing by turning in a final draft example on Monday.
All late work will be worth half credit. Check this website ahead of time for your assignments and get them done on time. If you are going to be absent or miss time, talk to me ahead of time (the morning you are about to leave doesn't count as 'ahead of time').
When an essay/theme is due, it is due at the start of class. You will be given zero time to print it and staple it. I will give you the cover sheet ahead of time. You must bring it in properly stapled. If you do not, you will be docked one letter grade from your final grade and lose your chance to revise that theme.
I'm not being mean or nefarious. I'm just trying to get you ready for the rigors of college. If you don't believe that college is really like this, text a friend or sibling who is in college and then get back to me.