A Note about Humanities Class: Blair's Social Studies classes and Melanie's Language Arts classes will be working collaboratively to create a Humanities course. Each day listed below outlines what was done between BOTH classes. Please ensure if you miss a day that you check in with Blair AND Melanie.
Tuesday: December 16 (A) & Thursday: December 18 (B)
1. Daily Genius
3. Color Code this Example:
Topic Sentence
Evidence
Explanation of Evidence
Transition/Conclusion
At the Constitutional Convention, property owning white men benefited from the decisions made in the Constitution in regards to slavery. The Constitution states, “The Migration or Importation of such Persons as any of the States now existing shall think proper to admit, shall not be prohibited by the Congress prior to the Year one thousand eight hundred and eight, but a Tax or duty may be imposed on such Importation, not exceeding ten dollars for each Person,“ in Article 1, Section 9, Clause 2. This means that slavery will continue to be legal until they decide to address the issue once again in 1808. This is not a surprising decision because they were the only social group represented at the Convention. They clearly depended on slavery for their wealth and would vote for it to continue. Not only did they allow slavery to continue to be legal, but they also allowed the slave trade to continue.
4. Revise Partner Paragraphs
Each paragraph must include:
5. Workshop paragraphs
6. Debrief with partner & Rewrite with edits (Partner Paragraph)
- Reminder, you cannot make this up if you are absent or late.
- Prompt: In your opinion, which social group or groups won the real Constitutional Convention? Explain your answer by providing evidence from the graphic organizer.
- Each partnership will be responsible for one burning issue (each partnership will have a different issue. Some may be repeated since there are only 7) and how that social group got what they wanted from the Constitution.
- Topics chosen as a whole class. Possibly start with the group who wrote the best thesis statement. Let them choose their topic first, then nominate the next partnership and so on.
3. Color Code this Example:
Topic Sentence
Evidence
Explanation of Evidence
Transition/Conclusion
At the Constitutional Convention, property owning white men benefited from the decisions made in the Constitution in regards to slavery. The Constitution states, “The Migration or Importation of such Persons as any of the States now existing shall think proper to admit, shall not be prohibited by the Congress prior to the Year one thousand eight hundred and eight, but a Tax or duty may be imposed on such Importation, not exceeding ten dollars for each Person,“ in Article 1, Section 9, Clause 2. This means that slavery will continue to be legal until they decide to address the issue once again in 1808. This is not a surprising decision because they were the only social group represented at the Convention. They clearly depended on slavery for their wealth and would vote for it to continue. Not only did they allow slavery to continue to be legal, but they also allowed the slave trade to continue.
4. Revise Partner Paragraphs
Each paragraph must include:
- Topic sentence: The (social group) benefited from the decisions made in the constitution in regards to (slavery).
- Evidence: The Constitution states, “blah blah slavery” in Article #, Section #, Clause #.
- Explanation of Evidence: This means that _______.
- Transition/Conclusion: Look ahead! What is the next burning issue? How can you connect your issue to that one? (If you are the last issue, look back to the top. How do you bring it full circle?)
5. Workshop paragraphs
- Post paragraphs around the room
- Choose representative to read
- Facilitate conversation on post its- students will post these on each of the big paragraphs. Not anonymous...own your feedback.
- What’s working?
- What could be added?
- Nitty Gritty Edits?
- Questions?
6. Debrief with partner & Rewrite with edits (Partner Paragraph)
- Read through post it note feedback
- Rewrite paragraph, incorporating at least 2 pieces of feedback, into your notebook
- Color code this with the same colors from the example
Monday: December 8 (Advisory)
Thursday: December 4 (A) & Friday: December 5 (B)
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1. Daily Genius (as a reminder, if you are absent you cannot make this assignment up. It is imperative that you come on time to class!)
Reminders: Bingo #2 due today. Last day to turn in Bingo #1 is today also 2. Constitution USA
4. Constitutional Convention Role Groups
5. Writing & Sharing
6. Burning Issues For each question:
7. Negotiations
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Tuesday: December 2 (A) & Wednesday: December 3 (B)
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2nd Quarter
Thursday: October 23 (A) & Friday: October 24 (B)
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1. Check In
2. Daily Genius: "What Would You Do."
5. "When I Was Young" by Josh Langworthy
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Tuesday: October 21 (A) & Wednesday: October 22 (B)
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1. Check In
2. Daily Genius:
3. Acting for Justice
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Monday: October 20 (Advisory)
WEEK 7
Thursday: October 16 (A) & Friday: October 17 (B)
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1. Check In
2. Last Minute Touches
6. "Know Your Rights" film
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Wednesday: October 15 (Service Learning)
Tuesday: October 14 (Field Trip + Normal PM Schedule)
Monday: October 13 (Advisory)
SSR Day
IN BLAIR'S CLASS We will be watching a film at the Portland Art Museum tomorrow (Tuesday). You were given an assignment in Blair's class today or you could click HERE. Attendance is worth 25 points Assignment is worth another 25 points Total points possible tomorrow: 50 points!!! (that's a lot! Be here!) Be at school by 8:20! Yes, 10 minutes earlier than usual! If you are late, you may not be able to make a later bus to the movie and thereby forfeit the incredible learning you would get from this film. Z periods and electives will go on as usual!!! |
WEEK 6
Thursday: October 9 (Short Schedule)
Tuesday: October 7 & Wednesday: October 8
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1. Warm Up: Write one word that described how you left after the watching the Emmett Till documentary
2. 4 Corners
4. Who was involved in the Michael Brown situation?
5. Graphic Organizer
6. Mentor Texts for "Write That I"
7. Begin Drafting
8. "Black Rage" by Lauren Hill
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Monday: October 6 (Advisory)
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1. Emmett Till Documentary
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WEEK 5
Friday: October 3 (Short Schedule)
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1. Daily Genius: Pharrel Interview
2. Clock Partners
3. Upworthy Images
4. Clock Partner Questions (discussed)
5. Tea Party Bios
6. Upworthy Graphics Reflection
7. Emmett Till Article
REMINDERS:
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Wednesday: October 1
Tuesday: September 30 (A) & Thursday: October 2 (B)
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1. Daily Genius: Al Jazeera Video
2. Freedom of the Press Research
3. Freedom of the Press Writing
News Report Assignment is due Friday, October 3rd Please SHARE with [email protected] and [email protected] |
Monday: September 29 (Advisory)
WEEK 4
Thursday: September 25 (A) & Friday: September 26 (B)
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1. Daily Genius: Prince EA Video (warning: some explicit language)
Respond to this video. Consider the following:
2. 4 Corners
3. "Plain Vanilla" Inquiry Session
4. Debrief of Inquiry in your Writer's Notebook
We turned in Ferguson Timeline and 6 Vital Conversations for points today! Full credit will only be awarded to those who turned these in on time. Late credit will be awarded until October 10th. After that, the assignments are not worth credit. 5. Daily Genius: Journalists Arrested in Ferguson
6. Bias & 1st Amendment Definitions
7. Freedom of Press Webquest
8. News/Blog Writing: To be finished 9/30 (A) & 10/1 (B) You are a journalist and you are writing about the increase of bias or lack of freedom of the press occurring in Ferguson, MO. Create a blog post or news article detailing what you have uncovered from your research. It must include:
Post it to social media |
Tuesday: September 23 (B) & Wednesday: September 24 (A) *Testing Schedule*
1. Daily Genius "NY Times Video"
2. A word about late work
3. Super Groups
4. Daily Genius "Michael Brown Memorial Burned"
5. Discussion Questions
6. "Plain Vanilla" Discussion
Due Today: Ferguson Timeline and Six Vital Conversations Graphic Organizer
- Please click HERE to open the video
- Using this video as a catalyst and considering your wealth of prior knowledge about the events in Ferguson, respond in your Writer's Notebook. Consider the following: *what images stuck with you? What did you feel? Why? When? What questions are still knockin' around for you about this? Are you in any of these spaces: emotional? action-oriented? analyzing/thinking?
2. A word about late work
- The last day to turn in letters to Melanie or Blair AND the "For My People" poem for credit is THIS FRIDAY 9/26!
- These 3 assignments (Letter to Melanie, Vision Letter and "For My People") will not be worth any points if they are submitted after this date!
3. Super Groups
- We revisited our "Super Groups" (the mixed, big group) to finish the "Six Vital Conversations" worksheet.
- Please ensure that yours is completely filled out. If you missed today, or if you didn't finish in your group, you need to complete this individually using the article you already have in your possession.
4. Daily Genius "Michael Brown Memorial Burned"
- Please click HERE to open the images and HERE to access the article we read. Extra copies of the binder can be found in the class binder at the back of the room.
- Respond to this event in your Writer's Notebook. Consider the following: What are you feeling? What questions do you have? What do you think hapened? What evidence do you have to back up your claim?
5. Discussion Questions
- In groups, we wrote an open-ended question to discuss with the class about Ferguson.
6. "Plain Vanilla" Discussion
- As a class, we voted on which question we most want to discuss.
- Participation points were earned for this discussion. See Blair or Melanie for an alternate assignment if you were absent.
Due Today: Ferguson Timeline and Six Vital Conversations Graphic Organizer
Monday: September 22 (Advisory Schedule)
SSR Day!!!
Make sure you are updating your reading log in your Writer's Notebook!
Make sure you are updating your reading log in your Writer's Notebook!
WEEK 3
Thursday: September 18 (A) & Friday: September 19 (B)
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1. All My Neighbors
2. Timeline
3. Debrief
4. Daily Genius: "Don't Shoot"
5. Five Vital Conversations
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Tuesday: September 16 (A) & Wednesday: September 17 (B)
1. Daily Genius: Reflections on Conversations
2. Class Contract (Discussed and written in Writer's Notebook)
We are entering a controversial and emotional zone about a story that matters to us and our country, with many different emotions for many people. We are building off of our class agreements and intellectual safety to aid us as we engage in deep inquiry about this story that is about so much more than this young man’s murder. Please answer the following questions:
3. Graffiti Wall
4. Quickwrite (1 minute on each question)
5. Group Sharing
6. Share out with whole class
7. Iceberg (to be used with Intro. video below)
8. Introduction to what happened in Ferguson Video
9. Timeline
- When was a time you felt comfortable sharing ideas & questions in class?
- What helped you in those times to feel comfortable (setting, topic, people)?
- When have you had ideas or questions, but have not shared them?
- What was happening at that time to make you not want to share?
2. Class Contract (Discussed and written in Writer's Notebook)
We are entering a controversial and emotional zone about a story that matters to us and our country, with many different emotions for many people. We are building off of our class agreements and intellectual safety to aid us as we engage in deep inquiry about this story that is about so much more than this young man’s murder. Please answer the following questions:
- When we have an idea or question we would like to share, we can . . .
- When we have an idea, but do not feel comfortable sharing it out loud, we can . .
- When someone says something that we appreciate, we can . . .
- When someone says something that might be confusing or offensive, we can...
- To make sure all students have the opportunity to participate in a class discussion, we can . . .
- If we read or watch something that makes us feel sad or angry, we can . . .
- To show respect for the ideas of others, we can . . .
3. Graffiti Wall
- We responded to 10 images from the tragedy in Ferguson by framing sentences like: I feel_____, I see ______ and I wonder _____.
- We discussed which images stood out to us and what our reasons were for picking that image.
4. Quickwrite (1 minute on each question)
- What’s the role of the police in society?
- What role does/should the media play in society?
- Why do people make assumptions about others? When do assumptions become dangerous?
- Are some types of protests — or protesters — more effective than others? Violent vs nonviolent? Online vs on the ground?
- What is justice? What stands in the way of justice?
5. Group Sharing
- Get into groups of 3-4 and share your responses.
- Review our expectations for inquiry sessions
- Practice Listening:
- ”What I heard you say was ____.
- My response to that is _____. ”
- “When I hear you say ____, I think ____”
6. Share out with whole class
- What were the take-aways from your group’s inquiry?
Any aha’s?
7. Iceberg (to be used with Intro. video below)
- Draw an iceberg in your Writer's Notebook.
- Label the visible part of the iceberg "What happened in Ferguson"
- Label the ice under the water "Underlying issues"
- Label the air: "Feelings coming up for me"
- Label the water: "What I wonder"
8. Introduction to what happened in Ferguson Video
- As you watch this video, fill in your answers on the iceberg.
- CLICK HERE to watch the video. (Warning: the material is graphic and will evoke strong emotions)
- We debriefed as a class and talked about what caused such a tragedy
- Reminder: We are not putting the police on trial, nor Michael Brown. We will leave that to the experts. We will be examining what underlying issues are brewing that cause these events.
9. Timeline
- In order to discuss the events in Ferguson, MO we must first know what happened. To do this, we will be creating a timeline of events.
- CLICK HERE for the timeline handout. Extras can be found in the class binder in the back of the room.
- Using the BuzzFeed website, create a headline for each day from August 9-19
- Use the USA website to finish the timeline.
Monday: September 15 (Advisory)
Week 2
Thursday: September 11 (A) & Friday: September 12 (B)
1. Read Around
2. Daily Genius: Read Around Reflection
3. Typing, Editing & Polishing
- Each student reads their "For My People" poem to the whole class
- Each classmate responds to each poem, looking at one of the following:
- 1. Content: What did you like?
- 2. Style: rhyme, repetition, humor, etc.
- 3. Connection: what memory surfaced for you? Did you have a similar experience?
- 4. Memorable Lines: ideas, words or phrases you like/that stand out.
- PARTICIPATION IN READ AROUND IS INCLUDED IN YOUR GRADE
2. Daily Genius: Read Around Reflection
- What are the common themes from our poems?
- What connections did you see with your classmates?
- Were there any disconnections?
- What did you want to know more about from your classmates' writing?
- What were teh common themes in the feedback you received?
- Which part(s) of the process did you find most challenging?
- Which made you feel most confident?
- What is your favorite line from your own poem?
- What did you learn about yourself as a writer?
3. Typing, Editing & Polishing
- We used the Chrome books to type our poems.
- Ensure you have an original title and a byline at the top
- Consider your line breaks (it should LOOK like a poem). Have a reason for starting a new line. Ex: Important word, strong emotion, new idea, etc.
- Spell check & Grammar Check
- Check for homonyms (words hat sound the same, but are spelled differently. Ex: to, too, two, their, they're, there, etc.
- DUE BY END OF CLASS: Share with [email protected] and [email protected] (this is how you will be receiving your grade)
Tuesday: September 9 (A) & Wednesday: September 10 (B)
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1. Warm Up: "Escape" by Rupert Holmes
2. Daily Genius (in your Writer's Notebook 1/2 page minimum)
2. Mentor Text Jigsaw
3. Share out answers and teach classmates about the poem you analyzed. 4. In your group, make a list of what great writers (including musicians) do that makes their writing memorable. 5. Elements of Great Writing
6. Warm Up "In Her Music Box" by Atmosphere
7. Who are our people?
8. "For My People" First Draft
HOMEWORK: "FOR MY PEOPLE" FIRST DRAFT MUST BE READY TO READ TO THE CLASS ON THURSDAY (A) AND FRIDAY (B)! |
Monday: September 8 (Advisory Schedule)
1. "For My People"
2. Poetic Devices
- We read the mentor text by Margaret Walker
- Extras can be found in the class binder in the back of the room.
- You can also print your own by clicking HERE
- Highlight evidence to support what you think this poem is about (the subject)
- Underline a line that speaks to you, jumps off the page, you can see it, etc. (we shared this information)
2. Poetic Devices
- We learned about allusion, repetition, rhythm & shift
- Extra handouts can be found in the class binder in the back of the room.
- Locate at least one example of each of these devices in the mentor text by Walker.
- We worked together as a class. You may want to check in with a classmate to ensure you have them all.
- "A Shout Out To My Black AP Students" by Alex Melson
- "For My People" by Candice Kelsey
- "This One's For The Runners" by Melanie Guthrie
- "An Ode to Extroverts" by Blair Adornato
- Extras of these handouts can be found in the class binder in the back of the room.
- Underline standout lines
- Identify at least one of each
Week 1
Friday: September 5 (Advisory Schedule)
1. Decorate Writer's Notebooks
2. Turn in "Letter to Melanie"
- Put your notebook on my desk when you are ready for me to laminate it.
2. Turn in "Letter to Melanie"
Wednesday: September 3 (A) & Thursday: September 4 (B)
1. Intellectual Safety
2. Writer's Notebook Setup
Homework:
Letter to Melanie DUE FRIDAY 9/5
Bring in images to decorate your Writer's Notebook
- What do you think the term "intellectual safety" might mean.
- If you need some inspiration, there is a poster at the front of our class.
2. Writer's Notebook Setup
- You will need to see Melanie to set up the pages in your notebook.
- I also have one for you...it's my gift to you!
- The class notebook is on the front table by the projector (yours should match it)
Homework:
Letter to Melanie DUE FRIDAY 9/5
- Directions are in the Writer's Notebook.
Bring in images to decorate your Writer's Notebook
Tuesday: September 2 (Advisory Schedule)
Welcome back folks!
1. Community Ball
1. Community Ball
- Today we talked about who we are as learners and our hopes for the year.
- We created our class' community ball.
Coming Soon...School!
As another beautiful Portland summer comes to a close, it is time to start looking forward to the upcoming school year. I hope you have gotten the rest and sunshine you need to recharge your batteries because this school year is going to knock your socks off! Lots of new things are happening this year and we want you to be a part of it. Here is the info you need to know:
Wednesday, 8/27: SA Registration Night from 5:00-8:30pm
Bring your folks! This is a super important night for all of you since there are some important changes to our school policies!
Thursday, 8/28: New Student Orientation
• Half Day for New Students (8:30-12:30)
Friday, 8/29: All Student Orientation
• Half Day for All Students (8:30-12:30)
Tuesday, 9/2: FIRST DAY OF SCHOOL!
Wednesday, 8/27: SA Registration Night from 5:00-8:30pm
Bring your folks! This is a super important night for all of you since there are some important changes to our school policies!
Thursday, 8/28: New Student Orientation
• Half Day for New Students (8:30-12:30)
- This includes all students new to Senior Academy. Even if you went to Mt. Scott previously, but were in Junior Academy...this day is for you!
Friday, 8/29: All Student Orientation
• Half Day for All Students (8:30-12:30)
- This day is not optional. It does count toward your attendance total
Tuesday, 9/2: FIRST DAY OF SCHOOL!