Monday, February 29 (A) & Tuesday, March 1 (B)
Warm up: Warm up: Globalization (Scene of the Crime) by Dead Prez
- Introduce Case Study
- Expectations and Criteria
- Note Taking for Intro & Body Paragraph 1 *TURN IN FOR CREDIT!*
Thursday, February 25 (A) & Friday, February 26 (B)
1. "Gandhi" Viewing Guide (click here for link to questions)*TURN IN FOR CREDIT!*
2. Watch "Gandhi"
3. Extra Viewings: Monday 2/29 in Melanie's Room, Tuesday 3/1 in Brady's room
2. Watch "Gandhi"
3. Extra Viewings: Monday 2/29 in Melanie's Room, Tuesday 3/1 in Brady's room
Wednesday, February 24 (Advisory)
Melanie's Room: SSR
Brady's Room: Current Event #4 *TURN IN FOR CREDIT!* "Beyonce: A Political Super Hero with Rhythm"
Brady's Room: Current Event #4 *TURN IN FOR CREDIT!* "Beyonce: A Political Super Hero with Rhythm"
Monday, February 22 (A) & Tuesday, February 23 (B)
- Warm Up: What is “quality of life”? What are some ways we measure could measure it? (It’s subjective, but a useful measure of international development)
- Gross Domestic Product (GDP) vs. Human Development Index (HDI) Reading
- Map Activity *TURN IN FOR CREDIT!*
Thursday, February 18 (A) & Friday, February 19 (B)
- Warm Up: “Pull yourself up by your bootstraps.” What does this phrase mean? Give an example. Explain why you agree or disagree with this saying.
- Background Info:
- Pass out envelopes to students
- Put chip color hierarchy on the board
- Stress importance of not allowing others to see your chips
- Three rounds: Each round you can make a maximum of three trades.
- Wealth Game *PARTICIPATION = CREDIT!*
- You have the ability to “work your way up”
- Your goal is to obtain the most wealth by the end of the three rounds.
- Winning team at round 3 gets to make a rule for the game that won’t kill the game and that all groups have to abide by moving forward.
- Do a 4th round with new rules
- Reflection & Discussion
- In your notebook, write down observations, questions and feelings about your role in the game.
- If you refused/quit: why? This is the structure of global capital. Some people are born into wealthy/poor countries and the “game” is rigged.
- Did the rich work any harder to win the game?
- Was it fair? Explain.
- How did the new rules impact the game?
- How is this game reflective of what is actually happened with the world’s wealth distribution?
- $5 Loan to go to 7-11
- Appoint a class leader. You represent the leader of this class. Here is $5 and a pass to go to 7-11. This is technically a loan, but I’m not going to ask you to pay it back.
- While leader is gone, tell the rest of the class to take out some money and pay me back because I lent $5 to their leader on their behalf.
- Explain that this is what happened in the 70s when banks gave loans on 3rd world governments.
- Represents corruption: leaders got rich while peasants had to pay the debt. How do you think the country paid the debt?
- "Debt: The New Colonialism" *TURN IN FOR CREDIT!*
- Annotation: Underline all vocabulary terms you come across, ask questions in the margin, write any connections to what we learned previously or what you have seen personally. Summarize each section.
- Answer questions in complete sentences!
Wednesday, February 17
Service Learning!
Tuesday, February 16 (Advisory)
Brady's Room: Current Event #3 *TURN IN FOR CREDIT!*
Melanie's Room: SSR
Melanie's Room: SSR
Monday, February 15 NO SCHOOL
Happy President's Day
Friday, February 12 NO SCHOOL (for students...poor teachers still have to stay)
Wednesday, February 10 (A) & Thursday, February 11 (B)
Warm Up:
*describe 3 ways colonialism affected colonized countries. What are you writing your narrative about?
*describe 3 ways colonialism affected colonized countries. What are you writing your narrative about?
- Drafting Time
- Submit Colonization Narrative to Doctopus *TURN IN FOR CREDIT!*
- Ten Chairs of Inequality (in class experience)
Monday, February 8 (A) & Tuesday, February 9 (B)
Warm Up: “War” by Bob Marley
Context: Was written originally as a speech for the UN by the emperor of Ethiopia in 1963
Question: What connections can you find between the lyrics of “War” and colonialism? Write specific lines from the lyrics and explain.
Check In: How are you? and What is your answer to the daily genius question?
Context: Was written originally as a speech for the UN by the emperor of Ethiopia in 1963
Question: What connections can you find between the lyrics of “War” and colonialism? Write specific lines from the lyrics and explain.
Check In: How are you? and What is your answer to the daily genius question?
- “A Small Place”
- Read as a class. Highlight lines that you like. (aim for 5)
- Read Around
- Read one line you like out loud “as the spirit moves you”
- Write Your Own Found Poem *TURN IN FOR CREDIT!*
- Pick 5-8 excellent lines.
- Put them in an order that you think sounds poetic.
- Narrative Brainstorming (in notebook)
- List times when you have felt used/exploited as a group (may need to prompt them with race, age, interest, gender, orientation, etc.)
- Creative Steal: share with a partner your lists. If they have something listed that sparks your memory, add it to your list!
- List times when you witnessed or experienced real unfairness.
- Creative Steal: share with a NEW partner your list. If they have something listed that sparks your memory, add it to your list!
- List times when you feel like someone had way too much influence over you.
- Creative Steal: share with a partner your lists. If they have something listed that sparks your memory, add it to your list!
- Narrative Criteria & Prompts
- Drafting
- Check out chromebooks
- Start a new document inside your Doctopus folder
- Listening to music is totally fine during this part.
Thursday, February 4 (A) & Friday, February 5 (B)
Warm Up: Political Cartoon
*Explain how this cartoon demonstrates one of the effects of colonialism. (look back at your warm up from last class)
- Art Gallery Creation (put up the posters & desperate last attempts to finish)
- Artist Statement
- Explain your concept, provide a historical example of this and how your cartoon demonstrates this building block
- Sentence Frames: “The building block of colonialism we have examined is _______. Explain how your building block works. Look back at your summary. One historical example of ________ is when ___________. Our cartoon displays this building block by _______. For example/if you look at _________. Similarly, ________. Finally, ___________.
- Example: The building block of colonialism we have examined is “Drawing the Line.” Powerful countries from Western Europe saw an opportunity to expand their wealth by colonizing various areas of Africa. One example of this was when England took a giant swath of Africa, including the countries of Egypt, Sudan, South Africa and many others. Our cartoon displays this building block by providing a visual representation of what happened. The man standing on the African continent represents the European powerhouses that divided the continent. He is holding a giant crayon because these colonizing countries drew lines around areas without any consideration of the conflicts that could arise. The man looks joyful while smaller people within the lines reach across to try and hold on to one another and others are fighting within the borders. This shows that tribes were split up while others were forced together, causing wars.
- Paperclip your artist statement to your poster. Include your names.
- Building Blocks of Colonialism Graphic Organizer *TURN IN FOR CREDIT!*
Class #2
- Go over questions for movie
- Movie
- Movie Questions*TURN IN FOR CREDIT!*
Wednesday, February 3 (Advisory)
Melanie's Class: SSR
Brady's Class: Current Event #2 (link to article and directions are in your school email inbox)*TURN IN FOR CREDIT!*
Brady's Class: Current Event #2 (link to article and directions are in your school email inbox)*TURN IN FOR CREDIT!*
Monday, February 1 (A) & Tuesday, February 2 (B)
Warm Up: Political Cartoon: Explain 4 of the motivations driving colonialism.
- Video (violent images)
- Give background on history of Uganda
- Explain the British “divide and rule strategy
- Colonialism: The Building Blocks
- We did this project in groups, but if you are absent you will need to do this individually.
- Students should explain the concept in one complete sentence.
- Students create a rough draft of a graphic depiction of this concept and an answer to their “Think About It” question
- Create a colored final draft to be displayed in the hall.
- Students hang their work and do a gallery showing and interact with other’s posters.
- What is the concept being displayed? How did this help the colonizers? How did it hurt the colonized?
Friday, January 29 (Short Schedule)
Melanie's Class: SSR
Brady's Class: Current Event #1 (link to article and directions are in your school email inbox)*TURN IN FOR CREDIT!*
Brady's Class: Current Event #1 (link to article and directions are in your school email inbox)*TURN IN FOR CREDIT!*
Wednesday, January 27 (A) & Thursday, January 28 (B)
- Warm Up: Song - Harlem Renaissance by Immortal Technique (Book Excerpt)
- "People of Harlem, they are the natural allies of the oppressed people of the world, whether the struggle is in Panama, in Africa, Cuba" How are these struggles related?
- Prior knowledge assessment on Colonialism
- Connection between gentrification and colonialism
- Annotation: The Why & The How
- Burning Books and Destroying Peoples & Vocab Notes *TURN IN FOR CREDIT!*
- Questions: Bullseye posters (evidence(answer(hashtag(question))))
Tuesday, January 26 (Advisory)
Warm Up:
What does poverty look like in America?
How might poverty look different in less wealthy countries such as India, Nigeria, or Indonesia?
What are the similarities and differences? What is the connection between poverty in the US and poverty in the “3rd World”
What does poverty look like in America?
How might poverty look different in less wealthy countries such as India, Nigeria, or Indonesia?
What are the similarities and differences? What is the connection between poverty in the US and poverty in the “3rd World”
- Expectations
- Where we’ve been; where we’re going
QUARTER 3 IS UPON US! NEW FOCUS: COLONIALISM
Thursday, December 10 (A) & Friday, December 11 (B)
Class #1
Mini Lesson: Dialogue
Mini Lesson: Blocking
Class #2:
Response Groups
Mini Lesson: Dialogue
Mini Lesson: Blocking
Class #2:
Response Groups
Monday, December 7 (A) & Tuesday, December 8 (B)
Class #1
Mini Lesson: Setting Description
Class #2:
Mini Lesson: Character Description
Response groups
Mini Lesson: Setting Description
Class #2:
Mini Lesson: Character Description
Response groups
Wednesday, December 2 (A) & Thursday, December 3 (B)
Class #1
1. Warm Up
2. Historical Fiction Criteria
3.Mentor Text
4. Storyboarding/Plot Line
Class #2:
Drafting Time
1. Warm Up
2. Historical Fiction Criteria
3.Mentor Text
4. Storyboarding/Plot Line
Class #2:
Drafting Time
Monday, November 30 (A) & Tuesday, December 1 (B)
Class #1
- Warm Up: “Poverty is not an accident. Like slavery and apartheid, it is man-made, and it can be removed.” Nelson Mandela. Write your thoughts about this. Whites have 20% more wealth than blacks and 18% more wealth than Latinos.
- Timeline Activity
Glue timeline events into your notebook in order. Get the years from master list or a classmate. - Mentor Text
Highlight 3 colors
Proper nouns (places, people)
Setting/Historical event or context
Character - Guided Brainstorming: What has piqued your interest about what we have learned? Was it a place? a person? an event?
- Graphic Organizer
Do one row as a class: Maybe Kent Ford? Is he leading the press conference after being beaten by police? Watching kids eat at the breakfast program? Ground breaking ceremony at free clinic?
Students complete individually - Response Groups
Tell your group what you wrote on your graphic organizer. What are you interested in the most? What do your group members think is the most interesting? Is there a line they think will be more difficult to write than others? - Choose what/who you are going to write about
- What do you know? What do you need to know?
- Evidence Gathering
Wednesday, November 25-Friday, November 27
Monday, November 23 (A) & Tuesday, November 24 (B)
Conferences (½ days)
Class #
3. Read Around
4. Project these expectations while they are reading
5. Pass out feedback slips at the end
Class #
- Warm up
- Work time
3. Read Around
4. Project these expectations while they are reading
5. Pass out feedback slips at the end
Thursday, November 19 (A) & Friday, November 20 (B)
Class #1
- Warm Up
- Tea Party
- Roles: http://www.wlhs.wlwv.k12.or.us/cms/lib8/OR01001812/Centricity/Domain/1382/Albina%20Tea%20Party.pdf
- Read and highlight main facts and importance of their life
- Bingo go around-fill in worksheet (turn in for participation grade) If you were absent you will need to read all the roles individually to complete this assignment. Please turn in for credit when you are finished.
- Debrief and identify interesting characters for "Write that I… "poem
- Warm up
- Which individual(s) did you find the most fascinating? What are your reasons for picking his person/people?
- What new understandings on the issues of gentrification and civil rights in Portland, Oregon did you gain from this activity ? Be specific.
- Which individual(s) did you find the most fascinating? What are your reasons for picking his person/people?
- Introduce Write that I… poem
- Mentor Poems (click here for mentor texts)
- Graphic organizer and sentence frames (click here for printable worksheet. You may choose to use this or not-it's up to you)
- Drafting time
Monday, November 16 (A) & Tuesday, November 17 (B)
Class #1
Class #2:
- Warm Up
- Grading Rubric (click here to view & print)
- Key terms list (you should have all of these in your notes from the film. If you don't, you should check in with classmates or teachers)
- Group brainstorming/note taking/sharing of notes
- Long answer criteria (glued in your notebook)
- Sentence frames as a class
- Long Answer work time
Class #2:
- Small group/partner editing
- Share with partner/group on google docs and teach students how to use the suggest mode, and make comments
- read it out loud
- what score would you give them in these areas? Be honest! Help one another!
- If it’s in today: We will go over and give feedback/recommendations for revision to complete by Friday!!!
- Extra credit option: Turn the 5 answers into an essay. #1 = intro, #5 = conclusion
Thursday, November 12 (A) & Friday, November 13 (B)
- Warm Up
- Gentrification acrostic
- Questions Preview and general expectations for answers (also explained on worksheet)
- Worksheet Note Taking
- What you should write down
- What do notes look like
- Full paragraph expectation
- ideas, comments
- Show Brady’s notes
- “Lift Ev’ry Voice” documentary (click the title for link)
- Expectations
- Capitalization
- How to reference this film
- Periods, two spaces and where they go
- Spell check
- Using key words from the question in the answer.
Wednesday, November 11 (No School!)
Tuesday, November 10 (Advisory)
Melanie's Room: SSR
Brady's Room: Finish & submit moving poem to Doctopus folder
Brady's Room: Finish & submit moving poem to Doctopus folder
Friday, November 6 (A) & Monday, November 9 (B)
Class #1
Class #2:
- Warm Up (10-15)
- Is gentrification always bad? Find and write down one example of how it can be positive and one example of how it can be negative from the article we read last class. Explain how this evidence supports your claim.
- Assignment Logs
- Add Newsela #1 & Moving Poem
- Ballad of the Landlord (10) http://allpoetry.com/The-Ballad-Of-The-Landlord
- What writing tools is this author using? (repetition, rhyme, dialogue, slang/colloquialisms, visual newspaper headline)
- How do these tools enhance this piece of writing?
- “Eviction” (15)
- FInish the second stanza and add one more stanza to the poem (option to work with a partner)
- Use repetition. Consider the author’s voice. Make it sound like them.
- Poetry Lists (20)
- Places you have lived
- Specific details/memories you remember from that place
- What you took with you (special things you put in boxes?) *pair/share/steal ideas*
- Reasons you left
- Emotions you felt
- People involved
- Sweet learnings
- *If you have lived in the same place your whole life, you could talk about moving schools.*
- Write a poem about moving/being forced out/relocated/evicted using the 2 mentor texts.
Class #2:
- Finish writing the poem
- Put in doctopus folder
- Response Groups
- No more than 4 in a group
- Pass out response group directions to people who don’t have them.
- Review expectations
- Revise
Thursday, November 5 (Field Trip!)
Wednesday, November 4 (Advisory)
Melanie's Room: SSR
Brady's Room: Newsela #1
Brady's Room: Newsela #1
Monday, November 2 (A) & Tuesday, November 3 (B)
Class #1:
3. Buzzfeed Video https://www.youtube.com/watch?v=tYNuR1oaQts
4. Article on Vanport and gentrification
Class #2:
- Warm Up: Think back to what you learned last quarter about yourself and the community you live in . What did you learn about yourself? Your community? Using this learning as your lens, how can you answer our essential question, “What is my responsibility to our community? To consider: What did you see as the problems where you live? What solutions did you propose? How can you be a part of that solution?
2. “Mission Playground Not For Sale”: http://mic.com/articles/102004/these-7-cities-expose-exactly-what-gentrification-is-doing-to-america
- In notebook: I see, I hear, I wonder
3. Buzzfeed Video https://www.youtube.com/watch?v=tYNuR1oaQts
- In notebook: What questions were answered? What questions do you still have? What connections can you make to this film clip?
4. Article on Vanport and gentrification
- Read & annotate
Class #2:
- 4 Corners Warm Up
- Answer the questions
- Do the activity-debrief each question
- Answer the questions
- What is gentrification?
- Gentrification is…
- In partners/group of 3, brainstorm phrases that explain gentrification (what it looks like/what is it?)
- Each group gets a dry-erase marker-pick one phrase to write on the board.
- Done as a class-get the pieces together. Did we miss anything?
- Create a working definition of gentrification.
- Create a poster to be displayed in the class.
- Gentrification is…
WELCOME TO 2ND QUARTER!!!
Monday, September 28 (A) & Tuesday, September 29 (B)
Thursday, September 24 (A) & Friday, September 25 (B)
Class #1:
Warm Up:
https://www.youtube.com/watch?v=C_TkdhbCXSg
Class #2:
Warm Up:
https://www.youtube.com/watch?v=C_TkdhbCXSg
- In Notebook: I see, I feel, I wonder, I hear
- Chi-Raq Letter (click here for link)
- Why do you think these students wrote this piece? Who is their audience
- Dear Tulsa by Joy Harjo (click here to read text)
- Read and star/highlight the parts you love and examples of strong writing.
- Write in the margins the “job” or topic of each paragraph.
- Dear Tulsa by Russell Cobb (click here to hear the author read it) (click here to read text)
- What differences are we seeing between the two texts?
- Actual letter starts at 0:43
- The third paper in the packet is a worksheet.
- Decide which place you see as “home.” It could be FoPo (like mine), all of Portland, Woodstock, Felony Flats, Eastmoreland, Lents, The Numbers, etc. It cannot be “my bedroom” or “my house”
- You might choose to do a place they lived at previously or someone else’s neighborhood you spend more time in.
- List the places in you “home” (ex: I think of Triangle Park, Red Castle Games, Lents Park, Mt. Scott, Pardee Street, etc.)
- Then do the same for people (ex: the rooster girl who plays violin at Triangle Park, Alan riding his skateboard, etc.)
- Sounds (ex: milk frothing from Dutch Bros when I walk by, car tires on the gravel in my driveway, etc.)
- Anecdotes - what stories do you have to tell about your neighborhood? (ex: I once screamed at a lady in Red Castle Games)
- Good with the bad - what things about your neighborhood make you cringe/sad/mad? (ex: needles in the allies, nobody helping out the homeless people, Bob White Theater sitting empty)
- Life Lessons - what lessons about life have you learned from living in your neighborhood (ex: Looks can be deceiving. Just because you are grimy, doesn't mean you aren't special)
Class #2:
- Warm Up: What do you need to apologize to your neighborhood for? (Write in your notebook)
- Student Mentor “Dear Portland” by Shealah Renea Liascos (click here to read text)
- What parts do you connect with? How is her perspective different from yours? How is it similar?
- Starting Your Open Letter Handout (click here for handout)
- Which way do you want to start your letter? Get some good ideas here.
- Drafting - YOU SHOULD SUBMIT A COMPLETED DRAFT OF YOUR LETTER TO HOME BY THE END OF TODAY!
- Revision Suggestions (click here for handout)
- Star 2 of these writing elements you need to beef up in your letter.
- Go back and add to these areas in your own letter.
- Sharing in Response Groups
- Turn to the guidelines in your notebook.
- 3-4 people: Think about who haven’t you heard from recently? How can you break it up?
- Read what you wrote/listen with a hungry heart. Make them want to keep writing. What do you love?
Wednesday, September 23 (Advisory Schedule)
Mel's Room: SSR
Blair's Room: Farewells |
Monday, September 21 (A) & Tuesday, September 22 (B)
Class #1:
1. Warm Up: https://www.youtube.com/watch?v=sycgL3Qg_Ak
- In notebook: What advice would you give the ages below you?
- Act it out with a partner
- With this example, write out five rules and label where you see them in the mentor text
- What are the rules?
- Write on your poster
- Visit other groups' posters
- What did u see that you didn't have?
- Collective share out as a class.
- Write rules in notebook (if you were absent, you need to get these from the class notebook or a friend)
- New line indent
- Comma before the quotation
- End punctuation inside quotations
- Blocking on same line
- Dashes- show cut off or stuttering
- Ellipses is incomplete or pause
- Both ways --- new line or on same line
- Capitalize first letter of quotation
- New line indent
- Drafting Time
Unexpected Moment Narrative MUST BE SHARED WITH BLAIR, BRADY AND MELANIE TODAY via Google Drive.
The narrative must be AT LEAST a full page (12 pt font and single spaced) and include as many tools to slow down a story (notes in notebook) as possible.
Tuesday, September 8 (A) & Wednesday September 9 (B)
https://docs.google.com/document/d/11nY9WF2tkM9kYXr-LLYTtHsMrgCK70yYvxbuS_Vv6eo/edit?usp=sharing
Making Sense of the Summer Poem: Due Thursday (A), Friday (B)
Poetry Assignment
This summer was dominated by many stories- some tragic, some emotionally taxing, some hopeful, some inspiring. These stories tug at and reveal persistent themes and questions in history and current issues, and connect to our essential question for the year: What is my responsibility to our community? In this assignment, you will be asked to choose one of these summer stories to read and think deeply about. Then you will write a poem as an investigation of these important moments in our history.
Poem Criteria
Facts :
Base your poem on at least 10 FACTS from the article. Don’t let that scare you. 19 million people flee their homes due to war-- See? That’s two facts right there! Nearly a fifth of Syria's population has fled the country since the war began in 2011-- See? Two facts! But watch out! You do not want to coldly drop these facts in the middle of your beautiful poetry- base your poem on these facts instead.
Length
Your poem must be 1-2 pages in length
at least 25 lines
Line breaks
Make a conscious decision to end a line not just because you reach the end of the page!
are you breaking there for emphasis? What are you trying to say with your line breaks?
Concrete images (include at least 3!)
Things you can touch, taste, see, hear, smell
names of streets
types of transit
sounds of voices
Active verbs (include at least 3!)
Replace “is, was, and be” with active verbs like...
sings, teases, calls, inhales, shouts, begs, cries, hisses, hangs
Original Title
How can you capture the essence of your poem with a meaningful title?
Repetition (optional)
Choose a word, phrase or sentence to repeat as an anchor in your poem!
Feel like using more than one? Go for it!
Consider these:
Articles for Reference:
Refugee class example:
http://www.theguardian.com/world/2015/sep/02/shocking-image-of-drowned-syrian-boy-shows-tragic-plight-of-refugees
Refugee crisis background information:
https://docs.google.com/document/d/1MZBQhxj-dli9F6am5FWiNvCISY7OFRFj0GZn4F0K4eQ/edit
Positive responses to the refugees in Iceland:
http://www.nytimes.com/2015/09/02/world/europe/iceland-residents-join-on-facebook-to-offer-help-to-refugees.html?_r=0
Charleston Church Shooting:
https://docs.google.com/document/d/1RTaY9zCKHk0Kjn8tUqM5EYHrhNxGpl13vbhYtXnCnYU/edit#
Ferguson: One Year Later:
https://newsela.com/articles/ferguson-oneyear/id/11547/
Black Lives Matter and Sandra Bland:
http://www.sun-sentinel.com/opinion/columnists/fl-rscol-oped0727-20150724-column.html
The rise of Bernie Sanders:
https://newsela.com/articles/sanders-presannounce/id/9167/
The Wildfires of the Northwest:
http://www.huffingtonpost.com/2014/08/08/oregon-wildfire-grows_n_5663080.html
Supreme Court and the Legalization of same sex marriage:
http://www.huffingtonpost.com/2015/06/26/supreme-court-gay-marriage_n_7470036.html
http://www.cnn.com/2015/06/26/politics/supreme-court-same-sex-marriage-ruling/
#ShellNo Protest
http://www.washingtonpost.com/news/morning-mix/wp/2015/07/30/shell-no-dangling-from-a-bridge-to-stop-arctic-drilling/
Making Sense of the Summer Poem: Due Thursday (A), Friday (B)
Poetry Assignment
This summer was dominated by many stories- some tragic, some emotionally taxing, some hopeful, some inspiring. These stories tug at and reveal persistent themes and questions in history and current issues, and connect to our essential question for the year: What is my responsibility to our community? In this assignment, you will be asked to choose one of these summer stories to read and think deeply about. Then you will write a poem as an investigation of these important moments in our history.
Poem Criteria
Facts :
Base your poem on at least 10 FACTS from the article. Don’t let that scare you. 19 million people flee their homes due to war-- See? That’s two facts right there! Nearly a fifth of Syria's population has fled the country since the war began in 2011-- See? Two facts! But watch out! You do not want to coldly drop these facts in the middle of your beautiful poetry- base your poem on these facts instead.
Length
Your poem must be 1-2 pages in length
at least 25 lines
Line breaks
Make a conscious decision to end a line not just because you reach the end of the page!
are you breaking there for emphasis? What are you trying to say with your line breaks?
Concrete images (include at least 3!)
Things you can touch, taste, see, hear, smell
names of streets
types of transit
sounds of voices
Active verbs (include at least 3!)
Replace “is, was, and be” with active verbs like...
sings, teases, calls, inhales, shouts, begs, cries, hisses, hangs
Original Title
How can you capture the essence of your poem with a meaningful title?
Repetition (optional)
Choose a word, phrase or sentence to repeat as an anchor in your poem!
Feel like using more than one? Go for it!
Consider these:
- When you tell our story, write that...
- What will they remember from 2015?.../Remember…
- When they look back... /When they write our story...
- I am…/I stand…
- Tell every child that…
- If the history books forget to add…
- Month/ 2015…
Articles for Reference:
Refugee class example:
http://www.theguardian.com/world/2015/sep/02/shocking-image-of-drowned-syrian-boy-shows-tragic-plight-of-refugees
Refugee crisis background information:
https://docs.google.com/document/d/1MZBQhxj-dli9F6am5FWiNvCISY7OFRFj0GZn4F0K4eQ/edit
Positive responses to the refugees in Iceland:
http://www.nytimes.com/2015/09/02/world/europe/iceland-residents-join-on-facebook-to-offer-help-to-refugees.html?_r=0
Charleston Church Shooting:
https://docs.google.com/document/d/1RTaY9zCKHk0Kjn8tUqM5EYHrhNxGpl13vbhYtXnCnYU/edit#
Ferguson: One Year Later:
https://newsela.com/articles/ferguson-oneyear/id/11547/
Black Lives Matter and Sandra Bland:
http://www.sun-sentinel.com/opinion/columnists/fl-rscol-oped0727-20150724-column.html
The rise of Bernie Sanders:
https://newsela.com/articles/sanders-presannounce/id/9167/
The Wildfires of the Northwest:
http://www.huffingtonpost.com/2014/08/08/oregon-wildfire-grows_n_5663080.html
Supreme Court and the Legalization of same sex marriage:
http://www.huffingtonpost.com/2015/06/26/supreme-court-gay-marriage_n_7470036.html
http://www.cnn.com/2015/06/26/politics/supreme-court-same-sex-marriage-ruling/
#ShellNo Protest
http://www.washingtonpost.com/news/morning-mix/wp/2015/07/30/shell-no-dangling-from-a-bridge-to-stop-arctic-drilling/
Thursday, September 3 (A) & Friday, September 3 (B)
Class #1: Ode to an Object
Class #2: Small Response Groups
Listen with a hungry heart
Things you love about their piece
Display Watercolors
Best lines we wrote wall
Today’s Takeaway/Exit Slip
- Mentor Text: “Ode to Pablo’s Shoes"
- We discussed and took notes on: What is an ode? and concrete details (If you were absent, obtain these notes from a friend or the class notebook)
- Examine Van Gogh’s painting silently for 1 minute
- What kind of lines, textures, shapes, colors do you see?
- What nouns and verbs would you use to describe the object?
- What does this object remind you of?
- Read “Ode to Pablo’s Shoes” again and highlight concrete details.
- Create lists of objects
- Favorite articles of clothing
- Object that is necessity to your life
- Something you wear everyday
- Object that identifies who you are
- Favorite object/clothing from your past
- What is in your purse/backpack/pocket right now
- Paint the object in watercolor
- List concrete details about your object on post-it
- Drafting Time
Class #2: Small Response Groups
Listen with a hungry heart
Things you love about their piece
Display Watercolors
Best lines we wrote wall
Today’s Takeaway/Exit Slip
Wednesday, September 2 (Advisory Schedule)
Mel's Room: SSR
Blair's Room: Newsela why and how newsela? Rationale: We love Newsela because the articles are relevant and can be adapted to various reading levels. There are quizzes available and writing prompts... and we can track your progress! YAY! Newsela articles will be assigned in Social Studies class on advisory days. They will be due one week from the assigned date and will be worth ___10___ points. There will be 6 assigned articles, for a total of ___60__ points per quarter. These will be noted in your assignment logs. How to register for your NEWSELA account Go to newsela.com, click sign up, and click "I'm a student." your username will be: firstname.lastname example: bernie.sanders write your password in your notebook cover. I’m serious. First assignment: Nobel laureate Malala and Afghan novelist show the power of words www.newsela.com |
Monday, August 31 (A) & Tuesday, September 1 (B)
Class #1:
- Classroom Scavenger Hunt
- Expectations/What Success Looks Like & Routines
- Class Website
- Talk about playlists/brainstorming
- What kind of music would be best for what subject?
- Assignment: https://docs.google.com/a/mtscott.org/document/d/1yWQ6WbX5u8YE2T_a8yuzRvfmphvpQWdB2BlaBBNRjWw/edit?usp=sharing
- This website has some good ideas: http://8tracks.com/explore/writing_playlist/hot/1
- Criteria to pass the class
Class #2: Notebook Setup
- Assignment Logs
- Start Playlist if you finish early
HOMEWORK: PLAYLISTS on your device. Have it set up and ready to go before next class.
Alternate: If you don’t have a device, you can write out a playlist on the handout.
Friday, August 28 (Advisory Schedule)
WELCOME TO YOUR FIRST DAY OF CLASSES!
Mel’s Room: Community Ball & Intellectual Safety Discussion Questions:
HOMEWORK: Bring in pictures/images/quotes, etc. to decorate your notebook next class (A=Monday, B=Tuesday) |
All Student Orientation
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New Student Orientation
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Back to School Night
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