PRe AP A
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Reminders...
- Click here for your Google Folder to turn in assignments
- Keep up with your reading in Things Fall Apart. The file below has your annotations and reading guide.
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syllabus_preap.docx | |
File Size: | 26 kb |
File Type: | docx |
May 31, 2018
Students took a practice final exam in class.
May 29, 2018
Students began class by having a training for their English EOC, and then moved on by practicing by using the document below.
Students took a practice final exam in class.
May 29, 2018
Students began class by having a training for their English EOC, and then moved on by practicing by using the document below.
May 24, 2018
Students began class with a book wrap up discussion, and then moved on by doing a SPES based on the poem "Crossing the Bar"
May 22, 2018
Students completed their Guardians activity.
May 17, 2018
Students spent the class period working on their first day of The Guardians activity.
May 15, 2018
Students began class by presenting their late working news assignment, and then moved on by learning about the four question method to analyze poetry using this poem.
May 11, 2018
Students began class by working with their chapters, and then continued by getting into groups and working on the document below.
Students began class with a book wrap up discussion, and then moved on by doing a SPES based on the poem "Crossing the Bar"
May 22, 2018
Students completed their Guardians activity.
May 17, 2018
Students spent the class period working on their first day of The Guardians activity.
May 15, 2018
Students began class by presenting their late working news assignment, and then moved on by learning about the four question method to analyze poetry using this poem.
May 11, 2018
Students began class by working with their chapters, and then continued by getting into groups and working on the document below.
late_breaking_news.doc | |
File Size: | 25 kb |
File Type: | doc |
May 9, 2018
Students began class with a discussion of cultural appropriation, using the student-written poem below to start it off. They then moved on by doing a quad analysis assignment, using the instructions below.
Students began class with a discussion of cultural appropriation, using the student-written poem below to start it off. They then moved on by doing a quad analysis assignment, using the instructions below.
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May 7, 2018
Students spent the class period working on peer editing each other's rough drafts, using the document below.
Students spent the class period working on peer editing each other's rough drafts, using the document below.
podcast_peer_edit.doc | |
File Size: | 33 kb |
File Type: | doc |
May 3, 2018
Students began class with a reading quiz, and then moved on to talking about the text and relating it to culture. Using this, they read the article below and discussed it, also relating it to the idea of American culture.
Students began class with a reading quiz, and then moved on to talking about the text and relating it to culture. Using this, they read the article below and discussed it, also relating it to the idea of American culture.
body_ritual_among_the_nacirema.docx | |
File Size: | 17 kb |
File Type: | docx |
May 1, 2018
Students began class by being introduced to Freud's defense mechanisms using this video. Based on it, they watched two different videos, one where they had to guess the defense mechanisms, and a second one that showed them the answers. Using these, they used the Google form below to identify defense mechanisms in Things Fall Apart.
Click here for your Things Fall Apart defense mechanism guide
Students began class by being introduced to Freud's defense mechanisms using this video. Based on it, they watched two different videos, one where they had to guess the defense mechanisms, and a second one that showed them the answers. Using these, they used the Google form below to identify defense mechanisms in Things Fall Apart.
Click here for your Things Fall Apart defense mechanism guide
April 27, 2018
Students began class by discussing the first three chapters in Things Fall Apart, and then watched this video on imperialism to further their understanding of the historical context. They then reviewed and got their inquiry approved, before finishing class with an anticipation guide for the rest of the novel.
April 25, 2018
Students began class by doing a brainstorming activity to help them choose a question by Friday for their podcast project. They then moved on by being introduced to the literary and historical context of Things Fall Apart using the slideshow below.
Click here for your tragedy submission form
Students began class by discussing the first three chapters in Things Fall Apart, and then watched this video on imperialism to further their understanding of the historical context. They then reviewed and got their inquiry approved, before finishing class with an anticipation guide for the rest of the novel.
April 25, 2018
Students began class by doing a brainstorming activity to help them choose a question by Friday for their podcast project. They then moved on by being introduced to the literary and historical context of Things Fall Apart using the slideshow below.
Click here for your tragedy submission form
things_fall_apart_intro.pptx | |
File Size: | 1175 kb |
File Type: | pptx |
April 23, 2018
Students began class by reviewing their two podcasts, discussing and analyzing it in the same way as last week. They then moved on by being introduced to their podcast project, using the instructions above.
Students began class by reviewing their two podcasts, discussing and analyzing it in the same way as last week. They then moved on by being introduced to their podcast project, using the instructions above.
April 19, 2018
Students began class by discussing their podcasts, looking at the two that they chose with their pods. They then moved on by analyzing the two of them using the document below. Using their analysis, they chose one of the poems to present to the class, trying to convince them to listen to it next. They then picked two more podcasts to listen to by Monday.
Students began class by discussing their podcasts, looking at the two that they chose with their pods. They then moved on by analyzing the two of them using the document below. Using their analysis, they chose one of the poems to present to the class, trying to convince them to listen to it next. They then picked two more podcasts to listen to by Monday.
podcast_review.docx | |
File Size: | 15 kb |
File Type: | docx |
April 17, 2018
Students began class by practicing experimentation to understand research better. They then moved on by listening to another Paul Harvey, using it as a springboard to choose podcasts and submit an example of historical irony below. Podcasts should be listened to by Thursday.
Click here for your Google Form on historical irony
Click here for your podcast list
Students began class by practicing experimentation to understand research better. They then moved on by listening to another Paul Harvey, using it as a springboard to choose podcasts and submit an example of historical irony below. Podcasts should be listened to by Thursday.
Click here for your Google Form on historical irony
Click here for your podcast list
April 13, 2018
Students spent their class doing paperwork for the Seminar exam.
April 11, 2018
Students began class by going over the difference between overarching questions and supporting questions in order to understand investigative research better. They then moved on by creating questions and interviewing one another based on the instructions below.
Students spent their class doing paperwork for the Seminar exam.
April 11, 2018
Students began class by going over the difference between overarching questions and supporting questions in order to understand investigative research better. They then moved on by creating questions and interviewing one another based on the instructions below.
investigative_class_instructions.docx | |
File Size: | 12 kb |
File Type: | docx |
April 9, 2018
Students began class by doing a think/pair/share as to whether or not research is important. They moved on by reading and answering the corresponding questions for the articles linked below. Class finished with them listening to a Paul Harvey's "Rest of the Story" and discussing it as a class.
Students began class by doing a think/pair/share as to whether or not research is important. They moved on by reading and answering the corresponding questions for the articles linked below. Class finished with them listening to a Paul Harvey's "Rest of the Story" and discussing it as a class.
March 28, 2018
Students finished their tooth pulling assignment, and then finished class by closing the unit by watching the Elie Wiesel and Oprah special.
March 26, 2018
Students participated in parts two and three in their tooth pulling assignment today.
March 22, 2018
Students began class by watching a clip of the Buchenwald concentration camp being liberated (warning: graphic images) to get a better understanding of the treatment of those imprisoned. They then responded to their journal entry asking why Wiesel saw himself as a corpse by the end of the book. Turning in their annotations, they finished class by working on part one of the tooth pulling assignment in their pods.
Students finished their tooth pulling assignment, and then finished class by closing the unit by watching the Elie Wiesel and Oprah special.
March 26, 2018
Students participated in parts two and three in their tooth pulling assignment today.
March 22, 2018
Students began class by watching a clip of the Buchenwald concentration camp being liberated (warning: graphic images) to get a better understanding of the treatment of those imprisoned. They then responded to their journal entry asking why Wiesel saw himself as a corpse by the end of the book. Turning in their annotations, they finished class by working on part one of the tooth pulling assignment in their pods.
tooth_pulling.docx | |
File Size: | 43 kb |
File Type: | docx |
March 20, 2018
Students began class by discussing the book, and then moved on by completing a blame activity, using the "Holocaust Responsibility" document below. They discussed this, and were assigned with writing a SPES on who was more to blame for the Holocaust, the people or the leaders. They used the two articles below as their proof.
Click here for an argument from leadership
Students began class by discussing the book, and then moved on by completing a blame activity, using the "Holocaust Responsibility" document below. They discussed this, and were assigned with writing a SPES on who was more to blame for the Holocaust, the people or the leaders. They used the two articles below as their proof.
Click here for an argument from leadership
kitty_excerpt_bystander_effect.docx | |
File Size: | 17 kb |
File Type: | docx |
March 14, 2018
Students began class with the fact, "Distant parents make distant children." They used this to create a think/pair/share of whether or not they agreed, and then listened to the song "Cat's in the Cradle." Based on the lyrics, they were asked to submit an argument as to which one made the better argument, using the link below. They discussed the book, and then finished by beginning their found poetry assignment, using the instructions and links below.
Click here for your response to "Cat's in the Cradle"
Holocaust Survivor Stories:
Students began class with the fact, "Distant parents make distant children." They used this to create a think/pair/share of whether or not they agreed, and then listened to the song "Cat's in the Cradle." Based on the lyrics, they were asked to submit an argument as to which one made the better argument, using the link below. They discussed the book, and then finished by beginning their found poetry assignment, using the instructions and links below.
Click here for your response to "Cat's in the Cradle"
Holocaust Survivor Stories:
- Jeannine Burk: http://www.holocaustsurvivors.org/data.show.php?di=record&da=survivors&ke=5
- Shep Zitler: http://www.holocaustsurvivors.org/data.show.php?di=record&da=survivors&ke=4
- Eva Galler: http://www.holocaustsurvivors.org/data.show.php?di=record&da=survivors&ke=6
- Joseph Sher: http://www.holocaustsurvivors.org/data.show.php?di=record&da=survivors&ke=2
- Isak Borenstein: http://www.holocaustsurvivors.org/data.show.php?di=record&da=survivors&ke=1
- Solomon Radasky: http://www.holocaustsurvivors.org/data.show.php?di=record&da=survivors&ke=7
found_poetry_instructions.docx | |
File Size: | 15 kb |
File Type: | docx |
March 8, 2018
Students began class by discussing Night, and then moved on by having their tag-team Socratic discussion.
March 6, 2018
Students began class by discussing their chapters in Night, and then moved on by watching a video on the Millgram experiment, which can be found here. They then moved on to answering the journal prompt, "How much do you think you're influenced by people in power?" They used this to begin their discussion preparation on the powerful vs. powerless, using the instructions and links below.
Students began class by discussing Night, and then moved on by having their tag-team Socratic discussion.
March 6, 2018
Students began class by discussing their chapters in Night, and then moved on by watching a video on the Millgram experiment, which can be found here. They then moved on to answering the journal prompt, "How much do you think you're influenced by people in power?" They used this to begin their discussion preparation on the powerful vs. powerless, using the instructions and links below.
power_socratic_discussion.docx | |
File Size: | 15 kb |
File Type: | docx |
March 2, 2018
Students had their legislative debate today.
February 28, 2018
Students began class by receiving their Night reading and annotation guide, and then moved on by working on the "For/Against War" assignment below.
Students had their legislative debate today.
February 28, 2018
Students began class by receiving their Night reading and annotation guide, and then moved on by working on the "For/Against War" assignment below.
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February 26, 2018
Students began class by having their contest based on the "War is a..." poems they were to have completed for today. Afterwards, they used the document below to either encourage/discourage a new recruit into joining the war.
Students began class by having their contest based on the "War is a..." poems they were to have completed for today. Afterwards, they used the document below to either encourage/discourage a new recruit into joining the war.
a_letter_of_war.docx | |
File Size: | 11 kb |
File Type: | docx |
February 22, 2018
Students began class by answering the journal prompt, "What happened to Paul at the end of the novel?" This spring-boarded their discussion on the end of the book, and led them to looking at the poem "Beat! Beat! Drums!" by Walt Whitman to analyze it. Class finished with them beginning their "War is a" poem, using the instructions below.
Students began class by answering the journal prompt, "What happened to Paul at the end of the novel?" This spring-boarded their discussion on the end of the book, and led them to looking at the poem "Beat! Beat! Drums!" by Walt Whitman to analyze it. Class finished with them beginning their "War is a" poem, using the instructions below.
war_is_a.docx | |
File Size: | 13 kb |
File Type: | docx |
February 20, 2018
Students began class by answering the journal topic, "Why is Paul so shy around the nurse?" They then moved on by analyzing chapter ten by using the instructions below.
Students began class by answering the journal topic, "Why is Paul so shy around the nurse?" They then moved on by analyzing chapter ten by using the instructions below.
group_analysis_10.docx | |
File Size: | 12 kb |
File Type: | docx |
February 16, 2018
Students began class by answering the journal prompt: "Why did Paul focus on his enemies so much this chapter?" They moved on by watching a short clip about the Christmas truce to demonstrate how the two sides saw one another. They moved on by being assigned a specific facet of the seminar lenses graphic organizer (see below) and applying it with their pods to this image. They finished class by creating an analysis for chapters 8 and 9 using that graphic organizer and the instructions below.
Students began class by answering the journal prompt: "Why did Paul focus on his enemies so much this chapter?" They moved on by watching a short clip about the Christmas truce to demonstrate how the two sides saw one another. They moved on by being assigned a specific facet of the seminar lenses graphic organizer (see below) and applying it with their pods to this image. They finished class by creating an analysis for chapters 8 and 9 using that graphic organizer and the instructions below.
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February 14, 2018
Students began class by listening to the song "Fortunate Son" and then responding in their journals what it had to do with Paul, his fellow soldiers, and the rats. They continued by discussing chapter seven, and then looked at the perspective of leaders through the document below.
Students began class by listening to the song "Fortunate Son" and then responding in their journals what it had to do with Paul, his fellow soldiers, and the rats. They continued by discussing chapter seven, and then looked at the perspective of leaders through the document below.
woodrow_wilson_rhetoric_analysis.docx | |
File Size: | 21 kb |
File Type: | docx |
February 12, 2018
Students began class by answering the journal prompt, "Why did the soldiers have such a hard time planning for the future after the war?" This springboarded them into their discussion for the day, ending with reading a poem titled "Break of Day in the Trenches." Based on this poem, they were asked to fill out a Google form with their pod to ascertain the meaning.
February 8, 2018
Students began class by answering three questions in their journals: You're stranded on a deserted island--what do you look for first? Do you use social networking because you identify with it, or because your friends use it? Finally, they were asked to watch this video and choose a solution. They finished class by looking at the slideshow below and applying it to a triagram, using each bubble to compare/contrast the theories, and placed a character in each in a write up to the side.
More information on Maslow
More information on Erikson
More information on Kohlberg
Students began class by answering the journal prompt, "Why did the soldiers have such a hard time planning for the future after the war?" This springboarded them into their discussion for the day, ending with reading a poem titled "Break of Day in the Trenches." Based on this poem, they were asked to fill out a Google form with their pod to ascertain the meaning.
February 8, 2018
Students began class by answering three questions in their journals: You're stranded on a deserted island--what do you look for first? Do you use social networking because you identify with it, or because your friends use it? Finally, they were asked to watch this video and choose a solution. They finished class by looking at the slideshow below and applying it to a triagram, using each bubble to compare/contrast the theories, and placed a character in each in a write up to the side.
More information on Maslow
More information on Erikson
More information on Kohlberg
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February 6, 2018
Students began class by watching this video, responding in their journals to what they believe the video's argument to be and whether or not they agree with it. They then moved on to discussing All Quiet, ending class with answering questions based on situations that can be found below.
Students began class by watching this video, responding in their journals to what they believe the video's argument to be and whether or not they agree with it. They then moved on to discussing All Quiet, ending class with answering questions based on situations that can be found below.
humanity_good_or_evil.docx | |
File Size: | 16 kb |
File Type: | docx |
February 2, 2018
Students began class by looking at this image and creating one of their own in their journals based on an aspect of their personality. They then moved on by discussing the idea of identity using the paradox of Thesus' ship and applying it to the novel. This ended with them writing a SPES, using the instructions that can be found below and being due on Tuesday.
Students began class by looking at this image and creating one of their own in their journals based on an aspect of their personality. They then moved on by discussing the idea of identity using the paradox of Thesus' ship and applying it to the novel. This ended with them writing a SPES, using the instructions that can be found below and being due on Tuesday.
identity.docx | |
File Size: | 12 kb |
File Type: | docx |
Click here for your instructions on Jan 31!
January 29, 2018
Students began class by listening to the song "War!" and responding to if they agreed or disagreed with the song. They then moved on by talking about euphemisms, using this video as an example. They were shown a slideshow on propaganda and were given notes (see below) to use for the future. They ended class by submitting their War! responses below.
Click here for you WAR! responses
January 29, 2018
Students began class by listening to the song "War!" and responding to if they agreed or disagreed with the song. They then moved on by talking about euphemisms, using this video as an example. They were shown a slideshow on propaganda and were given notes (see below) to use for the future. They ended class by submitting their War! responses below.
Click here for you WAR! responses
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January 25, 2018
Students began class by responding to the journal prompt, "Write about a time you were afraid. What did you do to escape/avoid that fear?" They then moved on by presenting their WWI presentations.
January 9, 2018
Students finished reading Julius Caesar, and then moved on by submitting their Julius Caesar response here. They were also introduced to their WWI Jigsaw assignment (see above).
January 3, 2018
Students read in Julius Caesar today.
December 21, 2017
Students began class by being introduced to the ideas of soliloquy, aside, and monologues, and were then assigned a speech from the text to analyze using the documents below.
Students began class by responding to the journal prompt, "Write about a time you were afraid. What did you do to escape/avoid that fear?" They then moved on by presenting their WWI presentations.
January 9, 2018
Students finished reading Julius Caesar, and then moved on by submitting their Julius Caesar response here. They were also introduced to their WWI Jigsaw assignment (see above).
January 3, 2018
Students read in Julius Caesar today.
December 21, 2017
Students began class by being introduced to the ideas of soliloquy, aside, and monologues, and were then assigned a speech from the text to analyze using the documents below.
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December 19, 2017
Students went to the media center to work on their graduation plan.
December 15, 2017
Students began class with the journal topic, "Should you be loyal to your friends no matter what?" They then moved on by working on the speech below.
Students went to the media center to work on their graduation plan.
December 15, 2017
Students began class with the journal topic, "Should you be loyal to your friends no matter what?" They then moved on by working on the speech below.
marc_antony_speech_analysis_2.pdf | |
File Size: | 167 kb |
File Type: |
December 13, 2017
Class began with the journal topic, "Is a preemptive strike ever appropriate?" They then moved on to watching each other's videos, voting, and reading in Julius Caesar.
December 11, 2017
Class started with the journal topic, "Write about a time you didn't listen to someone that your regretted later." They then moved on to reading and working on their "Weight of a Leader" assignment, due by next class period.
December 7, 2017
Students began class by receiving back their papers and completing a review of it, using the document below. They then continued to read.
Class began with the journal topic, "Is a preemptive strike ever appropriate?" They then moved on to watching each other's videos, voting, and reading in Julius Caesar.
December 11, 2017
Class started with the journal topic, "Write about a time you didn't listen to someone that your regretted later." They then moved on to reading and working on their "Weight of a Leader" assignment, due by next class period.
December 7, 2017
Students began class by receiving back their papers and completing a review of it, using the document below. They then continued to read.
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December 5, 2017
Students began class by responding to the journal topic, "Write about a horoscope, deja vu, fortune cookie, dream, or any other general prediction of the future that seemed to come true." They then moved on by watching a video to describe selection and availability bias. The continued to read in Julius Caesar, and finished class by working on their "Weight of the Leader" activity.
December 1, 2017
Students began class by answering the journal topic, "Who should have more power? The leaders or the people? Why do you feel that way?" They then spent the rest of class listening to AP Research presentations and filling out the document below.
Students began class by responding to the journal topic, "Write about a horoscope, deja vu, fortune cookie, dream, or any other general prediction of the future that seemed to come true." They then moved on by watching a video to describe selection and availability bias. The continued to read in Julius Caesar, and finished class by working on their "Weight of the Leader" activity.
December 1, 2017
Students began class by answering the journal topic, "Who should have more power? The leaders or the people? Why do you feel that way?" They then spent the rest of class listening to AP Research presentations and filling out the document below.
research_observation.docx | |
File Size: | 16 kb |
File Type: | docx |
November 29, 2017
Students began class by answering the journal topic, "Do you believe in superstition or luck? Why or why not?" They then moved on by being introduced to the second part of their outlier project using the instructions below, and finished class with reading Julius Caesar.
Students began class by answering the journal topic, "Do you believe in superstition or luck? Why or why not?" They then moved on by being introduced to the second part of their outlier project using the instructions below, and finished class with reading Julius Caesar.
the_weight_of_a_leader.docx | |
File Size: | 16 kb |
File Type: | docx |
November 27, 2017
Students began class by answering the journal prompt, "What qualities make a good leader? Why?" They then moved on by reading an excerpt from Malcolm Gladwell's Outliers (see below) and using it to choose an outlier themselces, using the Google form above to submit it.
Students began class by answering the journal prompt, "What qualities make a good leader? Why?" They then moved on by reading an excerpt from Malcolm Gladwell's Outliers (see below) and using it to choose an outlier themselces, using the Google form above to submit it.
outliers_excerpt.pdf | |
File Size: | 76 kb |
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November 20, 2017
Students began class by discussing the themes in Julius Caesar, and then they moved on by beginning to read it as a class.
November 16, 2017
Students began class by peer editing each other's papers, using the document below to look at each other's essays that are due on Monday. They finished class by watching a video on the history of Rome, which can be found here.
Students began class by discussing the themes in Julius Caesar, and then they moved on by beginning to read it as a class.
November 16, 2017
Students began class by peer editing each other's papers, using the document below to look at each other's essays that are due on Monday. They finished class by watching a video on the history of Rome, which can be found here.
narrative_essay_peer_editing_preap_spring15__1_.docx | |
File Size: | 25 kb |
File Type: | docx |
November 14, 2017
Students began class by being introduced to Shakespeare and the Elizabethan age, using the slideshow below as well as this video to understand it more fully. They finished by having their plot diagrams checked with their rough draft due on Thursday.
Students began class by being introduced to Shakespeare and the Elizabethan age, using the slideshow below as well as this video to understand it more fully. They finished by having their plot diagrams checked with their rough draft due on Thursday.
shakespeare.pptx | |
File Size: | 1967 kb |
File Type: | pptx |
November 9, 2017
Students began class by trying to understand the idea of superposition, using Schrodinger's cat as an example. They then moved on by looking at the distinction between fate and choice. looking at this reading of "Library of Babel". They further explored this by using this VSauce video, and answered the journal prompt, "Is your life premediated or changed by your own choices?" They finished class by working on their plot diagram, due on Tuesday.
Students began class by trying to understand the idea of superposition, using Schrodinger's cat as an example. They then moved on by looking at the distinction between fate and choice. looking at this reading of "Library of Babel". They further explored this by using this VSauce video, and answered the journal prompt, "Is your life premediated or changed by your own choices?" They finished class by working on their plot diagram, due on Tuesday.
plot_diagram_template_narrative_essay.pdf | |
File Size: | 60 kb |
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November 7, 2017
Students began class by looking at a Crime and Puzzlement, looking at how it relates to explanation and synthesis. They then connected it to the ideas of explanation, specifically looking at "SMMART" (safety, money, morality, attitude, relationships, and time). Class finished with them being introduced to their essay, using the instructions and rubric above. They worked as a class to create a character map, making the picture below.
Students began class by looking at a Crime and Puzzlement, looking at how it relates to explanation and synthesis. They then connected it to the ideas of explanation, specifically looking at "SMMART" (safety, money, morality, attitude, relationships, and time). Class finished with them being introduced to their essay, using the instructions and rubric above. They worked as a class to create a character map, making the picture below.
josiah.jpg | |
File Size: | 414 kb |
File Type: | jpg |
November 3, 2017
Students began class by looking at an advertisement as a class, rhetorically analyzing it and looking at the context as well. They then moved on by working on rhetorically analyzing two different speeches, one from the movie Wall Street, and the other from the film The Great Dictator. They used the document below to annotate and answer questions.
Students began class by looking at an advertisement as a class, rhetorically analyzing it and looking at the context as well. They then moved on by working on rhetorically analyzing two different speeches, one from the movie Wall Street, and the other from the film The Great Dictator. They used the document below to annotate and answer questions.
great_dictator_wallstreet.pdf | |
File Size: | 257 kb |
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November 1, 2017
Students began class by being introduced to rhetoric, taking notes and discussing based on the rhetorical triangles using the ideas communicated here.
October 27, 2017
Students began class by having their Oedipus trial, and then moving on by comparing/contrasting two versions of a scene from Oedipus to analyze author choice.
October 25, 2017
Students had their second standard-based grading SPES assignment to start off class, and then spent the rest of the time working on their trials for Friday.
October 23, 2017
Students spent the class working on their Oedipus court assignments, using part two and three to prepare for their trial on Friday.
Students began class by being introduced to rhetoric, taking notes and discussing based on the rhetorical triangles using the ideas communicated here.
October 27, 2017
Students began class by having their Oedipus trial, and then moving on by comparing/contrasting two versions of a scene from Oedipus to analyze author choice.
October 25, 2017
Students had their second standard-based grading SPES assignment to start off class, and then spent the rest of the time working on their trials for Friday.
October 23, 2017
Students spent the class working on their Oedipus court assignments, using part two and three to prepare for their trial on Friday.
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October 19, 2017
Students began class by finishing their reading, and then moved on by receiving the second part of their Oedipus court assignment and working on it in class.
Students began class by finishing their reading, and then moved on by receiving the second part of their Oedipus court assignment and working on it in class.
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October 17, 2017
Students began class by reading in Oedipus, and then moved on by being introduced to their trial assignment and completing part one (see above) by Thursday.
October 13, 2017
Students attended the pep rally today during fourth period.
October 11, 2017
Students performed their chorus performances today, and then moved on by answering the journal prompt, "Write about a time when you were proud of something. Write about a time that your pride led to something bad."
October 9, 2017
Students began class by answering the journal prompt, "Write about a time you did something out of anger." They then moved on by having time to continue their chorus performance assignment from Thursday, having the performance scheduled for Wednesday.
October 5, 2017
Students began class by answering the journal prompt, "You're given a prediction by a fortune teller that you will kill your best friend. What do you do to avoid it?" They then moved on by being introduced and working on their Chorus Performance assignment (see below).
Students began class by reading in Oedipus, and then moved on by being introduced to their trial assignment and completing part one (see above) by Thursday.
October 13, 2017
Students attended the pep rally today during fourth period.
October 11, 2017
Students performed their chorus performances today, and then moved on by answering the journal prompt, "Write about a time when you were proud of something. Write about a time that your pride led to something bad."
October 9, 2017
Students began class by answering the journal prompt, "Write about a time you did something out of anger." They then moved on by having time to continue their chorus performance assignment from Thursday, having the performance scheduled for Wednesday.
October 5, 2017
Students began class by answering the journal prompt, "You're given a prediction by a fortune teller that you will kill your best friend. What do you do to avoid it?" They then moved on by being introduced and working on their Chorus Performance assignment (see below).
chorus_performance.docx | |
File Size: | 14 kb |
File Type: | docx |
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September 29, 2017
Students began class with the journal entry, responding to the prompt, "Write about a time when something didn't go as planned." They then moved on to looking at irony and its uses, using the second half of this Prezi. They then moved on by continuing to read in Oedipus.
September 27, 2017
Students began class with their journal, looking at the image below and writing what they believed to have just happened, and why they thought that way. They continued by receiving back their SPESes and going through them based on the rubric. Using this knowledge, they applied it to the article below as a class, answering "Should school time be extended?"
Students began class with the journal entry, responding to the prompt, "Write about a time when something didn't go as planned." They then moved on to looking at irony and its uses, using the second half of this Prezi. They then moved on by continuing to read in Oedipus.
September 27, 2017
Students began class with their journal, looking at the image below and writing what they believed to have just happened, and why they thought that way. They continued by receiving back their SPESes and going through them based on the rubric. Using this knowledge, they applied it to the article below as a class, answering "Should school time be extended?"
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September 25, 2017
Students began class with the journal topic, "Create a T-Chart in your journal. On the top of one side, put the name of your favorite fictional hero. Beneath it, list attributes of that hero—that which makes them heroic. On the other side of the T-Chart, write a personal hero of your own. Beneath that, list attributes of your hero as well." They used this as a catalyst to discuss how societies create heroes that embody their own values, and then moved on by beginning to read Oedipus.
September 20, 2017
Students began class with the journal topic, "Does fate exist? Why do you think that way?" They discussed this, and then moved on by doing an anticipation guide looking at the themes of Oedipus using the guide below. They were introduced to the idea of Greek theatre using this video.
Students began class with the journal topic, "Create a T-Chart in your journal. On the top of one side, put the name of your favorite fictional hero. Beneath it, list attributes of that hero—that which makes them heroic. On the other side of the T-Chart, write a personal hero of your own. Beneath that, list attributes of your hero as well." They used this as a catalyst to discuss how societies create heroes that embody their own values, and then moved on by beginning to read Oedipus.
September 20, 2017
Students began class with the journal topic, "Does fate exist? Why do you think that way?" They discussed this, and then moved on by doing an anticipation guide looking at the themes of Oedipus using the guide below. They were introduced to the idea of Greek theatre using this video.
oedipus_rex_anticipation_guide.doc | |
File Size: | 35 kb |
File Type: | doc |
September 18, 2017
Students presented their How To Read Literature Like a Professor projects, taking notes on each other's slides.
September 14, 2017
Students began class by reading the story The Interlopers and annotating it using the guidelines below.
1. Annotate for the Hero's Journey
2. Annotate for connections and explain
3. Annotate the protagonist, antagonist, conflict, and explain
4. Why did the author end it the way he did?
Class finished with them working on their projects.
September 12, 2017
Students used the class time to work on their H2RLlaP project, researching and adding to the Google Slide in their folder.
September 8, 2017
Students began class by finishing their Gilgamesh account, and then moved on by having their Archetype fill-in in their Google Folder (due Tuesday), and then beginning to work on their How To Read Literature project (see above)
Students presented their How To Read Literature Like a Professor projects, taking notes on each other's slides.
September 14, 2017
Students began class by reading the story The Interlopers and annotating it using the guidelines below.
1. Annotate for the Hero's Journey
2. Annotate for connections and explain
3. Annotate the protagonist, antagonist, conflict, and explain
4. Why did the author end it the way he did?
Class finished with them working on their projects.
September 12, 2017
Students used the class time to work on their H2RLlaP project, researching and adding to the Google Slide in their folder.
September 8, 2017
Students began class by finishing their Gilgamesh account, and then moved on by having their Archetype fill-in in their Google Folder (due Tuesday), and then beginning to work on their How To Read Literature project (see above)
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September 6, 2017
Students began class by doing an in class SPES, and then moved by working with the Noah/Gilgamesh story above to answer the questions attached.
September 1, 2017
Students began class by having a lecture on the Hero's Journey, using the slideshow to create their own hero's journey circle (see below). They then worked on identifying their own hero's journey using the link above.
Students began class by doing an in class SPES, and then moved by working with the Noah/Gilgamesh story above to answer the questions attached.
September 1, 2017
Students began class by having a lecture on the Hero's Journey, using the slideshow to create their own hero's journey circle (see below). They then worked on identifying their own hero's journey using the link above.
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August 30, 2017
Students had a talking day in class today, working with Freakanomics to work with the first day of assignments on the PowerPoint below. They also were assigned to create a SPES based on their topic and the prompt below:
Using your research, your notes, as well as the counterclaims suggested by the class, you will compose your own SPES that answers your group’s topic. This SPES must be unique and individual to you. You may not collaborate with your group members, as you should be demonstrating your own ability to revise and refine your thoughts.
Students had a talking day in class today, working with Freakanomics to work with the first day of assignments on the PowerPoint below. They also were assigned to create a SPES based on their topic and the prompt below:
Using your research, your notes, as well as the counterclaims suggested by the class, you will compose your own SPES that answers your group’s topic. This SPES must be unique and individual to you. You may not collaborate with your group members, as you should be demonstrating your own ability to revise and refine your thoughts.
talking_day_seminar_freakanomics.pptx | |
File Size: | 5949 kb |
File Type: | pptx |
August 28, 2017
Students began class by having an introductory slideshow, as well as receiving their syllabus (see above). They then moved on to a getting to know you activity and used their pods to complete a Google form where they guessed what a story was using the clues below.
Students began class by having an introductory slideshow, as well as receiving their syllabus (see above). They then moved on to a getting to know you activity and used their pods to complete a Google form where they guessed what a story was using the clues below.
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