POL Prep: Practice, practice, practice!

Brave Volunteers
Two volunteers will give their full POL for the class.  Students will fill out the POL rubric, and will give feedback verbally to those volunteers.

Freewrite
Now that you've seen two people go, and heard the feedback they were given, what are two specific things you need to do to improve your POL?

Practice Time
Find a partner (group of three is okay too, though it will take longer).

1. Run through entire POL, including interview.
2. Partner fills out rubric, then gives you verbal feedback on your greatest strength and greatest weakness.
3. Switch and repeat

DP Checks

Must show Lori your completed Humanities DP by the end of class.  Remember, if it is not complete, you will be doing an automatic redo on Friday.

HOMEWORK:

Practice your POL at least once in front of your parents.  Be ready to go on the day you are assigned!  Good luck!

POL Prep: Get It Together!

POL Questions

• Lori will answer any questions people still have about POLs.

Notecard Checks

Lori does final content question notecard checks.

POL Preparation Activities

See the list linked above for required and choice activities for POL Preparation today.

HOMEWORK

• Humanities DP: Finish it!  Due Tuesday at the start of class.  See the link for specific requirements.
• Practice POL: Practice your full POL at least once for your mom, dad, sibling, cat, goldfish, furniture...

POL Preparation: Interview and Evidence

Due Dates:

1. Content Question Notecards- Monday, start of class
2. All Evidence Gathered- Tuesday, start of class
3. Humanities DP- Tuesday, start of class

Opening Freewrite:

1. Look over the list of interview questions in your POL Packet
2. Which 3 questions do you think would be most difficult for you to answer?  Why?
3. Which 3 questions do you think would be easiest for you to answer?  Why?

Hour 1:

1. Get content question outline checked by Lori or Sara
2. Finish and perfect notecards for content questions.  Get them checked by Lori or Sara.
3. Find evidence for all the interview questions (note what it is on your POL handout)
4. Gather evidence for content questions

Hour 2:

1. Content Question Practice
• Groups of 3-4
• Each person runs through their presentation, gets verbal feedback (positive and negative) from other members of group
2. Work Time
• Evidence gathering
• DP Work
• Practice

HOMEWORK:

1. Finish content question note cards.  Have them ready for Lori or Sara to check them at the start of class on Monday!

POL Preparation: Content Questions

POL Preparation Packet
See packet linked above for all information regarding 10th grade POLs.  Please note that the schedule is tentative and subject to change!

Opening Q & A
Students read through POL Preparation Packet, write down 3 questions they have about POLs.  Q&A with teacher.

Humanities Topic Brainstorm
Class brainstorms a list of possible topics they could talk about if they choose to do the Humanities content question.

Content Question Framework

1. IF you have an A in Humanities, you may use whatever process works for you (including any of the steps below) to create your note cards.  
2. IF you do NOT have an A in Humanities, you must complete the following steps in the order they are listed.
• Step 1: Freewrite (at least 1/2 page per class) on the content questions
• Step 2: Outline each of your content questions using the POL Content Outline
• Step 3: Get Sara or Lori to approve your outline
• Step 4: Create note cards (one per class) based on your outline

HOMEWORK:

• Complete POL Content Outline OR Content Notecards (if you have had your outline approved).  DUE: Start of class Friday.  

Project Reflection and DP

Work Priorities for Today
See the handout linked above for work priorities and DP Requirements.

Project Reflection Questions

1. How did the interview change or affirm your perspective of the truth of war?
2. What was the most interesting thing you learned in your veteran interview?
3. As a historian, how could you use your veteran interview?
4. What was the most valuable part of the process during this project?  (Preparation, group work, real world connections, other?)

HOMEWORK
Study for QUIZ.  Quiz is TOMORROW!

Media and Vietnam

Starter 15:
Listen to each of the songs linked below.  Follow along on the lyrics sheet for the song.  At the end of each song, answer the following question:

1. Who was the audience for this song?  What clues does the song give you that help to answer this question?
2. What message is the artist trying to convey about the Vietnam War?  Refer to specific lyrics to support your answer.
3. Does this song reflect the culture, or is it trying to change the culture?

Song 1: Feel Like I'm Fixin' to Die Lyrics

Song 2: Fortunate Son Lyrics

Media and Vietnam

Watch the Tet Offensive Video.  As you watch, complete the note-taking guide linked here.

After you watch, answer the following questions in groups:

1. How do you think media coverage of the war affected public opinion?
2. What did you learn about the Tet Offensive?
3. What perspective did the media take on the war?

Lit Circles

Discuss for at least 15-20 minutes, using the questions and roles we developed yesterday.

At the end of the discussion, everyone needs to write down and turn in:

1. One new idea, perspective, or insight they gained through the discussion
2. Feedback for us on the small group discussions:
• Is this something you would be interested in doing again?
• What worked about this structure?
• What improvements could we make to this structure?

VHP Project Work Time

See handout linked above for specific instructions.

Remember, EVERYTHING for this project is due by the end of class on Friday!

HOMEWORK:

Study for Quiz.  Quiz study guide is linked in yesterday's post.  Quiz: Tuesday, December 6th

Lit Circle Set Up and Work Time

Starter 14: Vietnam Public Opinion Graph
See the document linked above for the starter and questions.

Lit Circle Set Up

1. Get in groups of 4
2. Choose roles (facilitator, prodder, note-taker, questioner)
3. Choose two of the stories we read from TTTC to focus on
4. Each person writes 5 discussion questions

Thank You Letter Critiques

Critique thank you letters for content and proofreading.  Then finalize thank you letters, and email them to your communicator.

Project Work Time: Priorities and Instructions

See the handout linked above for project work time instructions.

Vietnam War QUIZ Study Guide

See the handout linked above for what you need to know and do for the quiz.  

Quiz will be Tuesday, December 6th.

HOMEWORK:

Study for QUIZ (Tuesday, December 6th)

Veteran Thank You Letters

Starter 13:

1. What is the message this cartoon is sending about the Vietnam War?

2. Using your close reading skills, analyze the caption and words used in this image.

3. Who are these men?  What are you basing your inference on?

Veteran Thank You Letters

1. Class Brainstorm:  What are the qualities of a good thank you letter?  What should be included?
2. Letter Template linked here.  Discuss: what should go in each paragraph?
3. Time to write RD letters

Letter Criteria:

1. Typed
2. Proofread
3. Uses professional format
4. Shared with group
5. Emailed to communication person and Lori (AM class) or Sara (PM class)

Project Work Time:

1. Logistics: Go over paperwork checklist, make sure all forms and paperwork are completed and in folder.
2. Tech: Video is ready to go and formatted correctly.  Add title slides if needed.  DVDs are burned (3 copies).  Lori and Sara have digital copies of final video.
3. All: Video/Audio recording logs.  For an example, see here: Sample V/A Recording Log

HOMEWORK

Have a TYPED and PRINTED copy of your thank you letter for in-class proofreading tomorrow (DUE: start of class Tuesday)

Tonkin In Class Writing

In Class Writing:

• Email or bring it to Lori on a flash drive when you are finished.
• Single spaced, 12 pt font

HOMEWORK: None!  Enjoy your break.  :)

Tonkin Documents and Corroboration

Starter 11
Complete handout that is linked above.

Challenge Documents
The documents linked above are not required, but are documents that may help to shed light on what actually happened during the Gulf of Tonkin incident.

Corroboration
The document linked above is the final piece of your document analysis notes.

HOMEWORK:

• Finish ALL document analysis notes (including corroboration- 8 pages total).
• Have at least two of the assigned stories read in the TTTC (see previous posts from this week for links to the weekly activities).

Document Analysis and TTTC

Starter 10:

Cartoon created in August, 1964.

1. What is the message of this cartoon?  How can you tell?
2. List 3 questions inspired by this cartoon.
3. Does this cartoon corroborate (support or contradict) any of the documents you have read so far?  Which one?  How?

Announcements

1. Friday Assembly!  We will be assembling outside, so dress warm and bring your coat to your afternoon classes.
2. Corroboration- To get the corroboration activity, show Lori your completed document analysis notes (you should have 7, one for each document).
3. Document Analysis Notes Grades: You will be assessed on three things.  Completeness, careful thinking, and your application of the historical thinking skills.

Work Time: Week Activity List Here

Work on veteran interviews, Tonkin documents, and The Things They Carried.  For detailed instructions, see the handout linked above.

HOMEWORK:

Work for 20-30 minutes on Tonkin Document Notes or TTTC.

Tonkin Documents and Interviews

Starter 9:

1. Why did the US go to war with Vietnam?  List all the possible reasons (hint: think from multiple perspectives!)
2. Which 2 reasons from your list do you find most convincing?  Why?

Week Activities

See the handout linked above for the work you must complete during this week.  Additional handouts are linked below:

1. Week Activities (gives instructions for all activities this week)
2. Tonkin Documents #1-6
3. Tonkin Document #7
4. Document Note Handout (you will need one of these completed for each document)

Homework

Work for 30 minutes on Tonkin Document Notes OR The Things They Carried

Veteran Project Work

Starter 8:

1. Use three of the historical thinking skills from the handout I gave you yesterday.  For each historical thinking skill you choose, write down how you used it, and what it helped you figure out.

2. What truths can we learn about the history of Vietnam from this document?  List them, then number them in order of certainty (1 = most certain).

Turn in Starters 1-8

Staple together, make sure your name is on the front page.

Veteran Project Work

See handout linked above for specific instructions on what needs to be accomplished today.

HOMEWORK:

For character portrait instructions, see yesterday's DP post.  For Spin + Written Response instructions, see the Veteran Project Work handout.

1. Finish Character portraits (if you didn't finish in class today).  DUE: Start of class, Monday
2. Spin + Written Response.  DUE: Start of class, Monday

REMINDER:  If you did not email me your final draft interview questions by the end of class, they are LATE.  Email them to me ASAP for partial credit.  If you are in the PM class, same thing applies, but email them to Sara at sara.price@animashighschool.com.  

Historical Thinking and TTTC

Starter 7:

Paul Revere, 1770

Chappel, 1815

1. List 3 similarities between these images of the Boston Massacre and 3 differences.
2. Which do you think is the truer history, and why?
3. What other information would you need to better make up your mind about the previous question?

Historical Thinking Skills

1. Review handout that is linked above
2. Pair/Share: Which of these were used in our starter discussion today?
3. Students will be using these skills to sort through conflicting historical sources, and to come to a conclusion about the Gulf of Tonkin incident.

Document 1: NY Times Tonkin Resolution Article

Lori does a think-aloud to demonstrate the process of using these historical thinking skills.  Students follow along on their copy of the document linked above, and annotate as we go.

The Things They Carried

Read the first story in the book (pages 1-25)

Do a character sketch for one of the following characters:

1. Jimmy Cross
2. Henry Dobbins
3. Dave Jensen
4. Ted Lavender
5. Norman Bowker
6. Kiowa
7. Rat Kiley
8. Henry Dobbins
9. Mitchell Sanders
10. Lee Strunk

Your character sketch must include the following:

1. Image of the character as you imagine them.  Look closely at the descriptions the author provides.
2. Drawing of at least three of the things that soldier carries, with a written explanation for each object of why that soldier carries it, and what that object represents to them (think symbolically!)
3. Line from the book that represents that character with a page number

HOMEWORK

Finish reading if you didn't finish in class, get started on your character sketch.  You will have some time to finish it tomorrow in class.

Self Determination and Democide

Starter 6:

1. Should individual countries be left alone to govern themselves as they see fit?
2. In what situations (if any) should other countries step in?  Explain your answer!

Clarifications (add to your notes)

1. Vietminh: Coalition of Vietnamese soldiers who fought against the Japanese in WWII, and against the French (for liberation) during the First Indochina War.
2. Vietcong/National Liberation Front: Political organization, mostly in South Vietnam, who fought against the US during the Vietnam War.  They were allied with the People's Army of Vietnam.
3. People's Army of Vietnam: Official army of North Vietnam.

Vietnamese Declaration of Independence

See linked handout for instructions.

Communist Democide

See linked handout for instructions.

Work Time:

1. Type and sequence questions.  Get feedback from group, then email them to Lori (or Sara if you are in the afternoon class) for feedback.
2. Schedule interviews and camera needs
3. Bio Data Forms
4. Release Forms

HOMEWORK:

Get interview questions emailed to Lori or Sara tonight.

Vietnam Overview and Interview Critique

Starter 5:

What do you see here?

List 3 questions that are inspired by this image.

What do you think this cartoon is trying to say?  Use your background knowledge and what you see to make an inference!















Vietnam Overview Lecture and Notes
Vietnam Lecture PowerPoint is linked here.  If you were absent, you'll need to get additional lecture notes from a classmate.

Group Check Ins
Check in with your group, give Lori or Sara an update on your progress.  We especially need to know if you are having trouble getting in touch with your veteran.

Interview Question Critiques
Get two critiques on your interview question, one from a group member, one from a person who did the same section as you did.

HOMEWORK

• Revise and type interview questions.  You will have 1 hour of work time tomorrow, but I suggest you at least get your existing questions typed tonight.  DUE: End of class, Wednesday (to Lori or Sara for feedback)
• Fill out and print Biographical Data Forms.  DUE: End of class, Wednesday
• Schedule your interview.  Decide on date, time, and location.  DUE: End of class, Wednesday

Interview Questions and Containment

Starter #4
What does a good interview look and sound like?  Think about sound quality, visual appeal, background, voice tone, flow, pacing, questions, etc.

Group Check-Ins
Review the calendar, check deadlines, discuss veteran contact, plans for this week.

Interview Question Brainstorm

• Review the VHP Interview Guidelines
• Decide who is responsible for which section
• Brainstorm questions
• Have at least 10 questions for your section ready (and written in legible handwriting!) for class tomorrow

Containment and Context Notes

Take notes on the concept of containment, and the skill of using context to analyze historical documents

Truman Doctrine and Wallace's Letter to Truman

Read and annotate both documents (see below for required sections).  Need at least 3 annotations per page.

Truman Doctrine:

• Why would Truman advocate for this type of containment?  Draw upon your knowledge of the Cold War, and make sure you explain how the CONTEXT might affect his position.
• Bullet the main points of his argument

Henry Wallace:

• How does Wallace view the Truman Doctrine? 
• Why do you think Wallace has such a different view of the situation?  Again, use CONTEXT to help you figure it out!
• Bullet the main points of his argument

Truman Doctrine Cartoon

Choose one of these documents, and create a simple political cartoon that expresses the main idea of the document.  Make sure to title it so that it is obvious which document it is representing.

HOMEWORK

Finish Truman Doctrine Questions and Cartoon.  DUE: Start of Class Tuesday.

Atomic Cafe and Veteran Contacts

Starter 3

What is this cartoon trying to say about the Cold War?  Make sure you explain how you reached that conclusion.











Atomic Cafe:
As you watch, jot down ideas, images, phrases that stand out to you.

Atomic Cafe Debrief:
In small groups, discuss the following.  You only need to write stuff down for the second question.

1. Share your general impressions and reactions to the movie.
2. What values were US citizens taught during the Cold War, as shown by this movie?  List these in your notes.
3. How did the fear of atomic bombs affect people's lives?

Veteran Contact Script

Brainstorm things that you need to include in your initial contact with your veteran.  You must make sure to include:

• Your name and contact information
• Overview of the project
• Check to see how they would prefer to give you initial biographical data.  Do they prefer to do it over the phone, or to fill out the form and email it back?
• Make sure you confirm their availability for an interview sometime between Friday, 11/11 and Tuesday, 11/29.

HOMEWORK

If you are the communications person for your group, you need to make the initial contact with your veteran.

Everyone else, enjoy a homework free weekend!

Veteran Project Overview

Starter 2:

1. What do you see here?  Pay close attention to detail!

2. What is this cartoon trying to say about the Cold War?



















Cold War Notes

Looking at this map, write down:

• What patterns do you see here about how these countries are grouped?
• What are some commonalities between the countries in the different groups?
• What are some possible explanations for these groups?  Come up with at least 2.

Notes on 1st/2nd/3rd World and Proxy Wars (if absent get these from me or another classmate).

Project Overview

• Project Overview Handout
• Project Checklist (with due dates, roles, and major benchmarks)
• Groups and veteran assignments given

Sample Veteran Interview

This interview linked above is from a group following the same guidelines you will be following.  As you watch the video, please jot down the following things:

• Good interview questions
• The most interesting thing you learned from the video, or the most interesting thing the veteran said

HOMEWORK:

Finish Cold War Timeline.  DUE: Start of class, Friday.

Cold War Intro and Timeline

Binder Clean Out

1. Everything in REFERENCES section stays in your binder.
2. Daily activity lists can be thrown away
3. Everything else should be stored in your hanging file in the file cabinet in Lori's classroom

Starter 1: Communism vs. Capitalism

1. Review the handout that's linked above, then answer the questions below.
2. What questions do you still have about capitalism or communism?
3. Why do you think theoretical communism never took hold?
4.  Why is communism considered such a threat to capitalism?

What is a Cold War?

CClass brainstorm of reasons that a war would be called "cold"

Cold War Timeline Activity

See handout linked above for instructions.  You will need the textbook handout (not available online) to complete this activity.

HOMEWORK:

Finish Cold War Timeline.  DUE: Start of class, Friday.

Exhibition Info and Announcements

FINAL EXHIBITION INFORMATION!!!

• Date: Tuesday, November 1
• Time: 5-6:30 pm  (students will need to be there no later than 4:45 to set up their projects)
• Location: Durango Public Library

HOMEWORK

Finish projects, finish essays.  Everything is due by the end of class on Thursday.  Please look at the "When Your Project is Due" Handout (linked on the Student Resources page) for what you need to do before the end of class on Thursday.

Project Work Time

Reminders:

• EVERYTHING is due by the end of class on Thursday.
• EXHIBITION will be on Tuesday, 11/1.  I will have the location for you tomorrow.

Project Work Priorities

1. Essay Revisions: Everyone should have feedback from me at this point.  If you did not get your essay to me, or if you did not receive feedback because your essay did not meet the minimum requirements, you need to schedule an appointment to meet with me during office hours on Tuesday or Wednesday.
2. Project Work: Refine!  Finish!  Make it amazing!  Now that I am done with essay feedback, I am happy to give you feedback.  :)
3. Citations: Make sure that you are using MLA (parenthetical references in text + works cited page) throughout your essay.  Check the Writers INC books in my room, pages 259-264.
4. Proofreading: Make sure that you have someone proofread your essay carefully!  Your goal should be to have no proofreading errors in your final draft.

HOMEWORK

Work on essay revisions!

SLC Practice and Project Work

SLC Practice
Every student does a full run-through of their SLC, receives feedback from 2 other students on their performance.

Project Work Time
Work on projects.  Remember, 3rd draft essay that meets the Minimum Feedback Requirements (see my post from a few days ago for these) must be emailed to me by the end of class.

HOMEWORK:
None!  SLCs tonight.

SLC Notecards and Project Work Time

SLC Notecards
Using the freewrites from yesterday for a reference, create an SLC notecard for Humanities.  Make sure it follows the required format (see today's activity list for detailed instructions.

Show notecard to Lori when done.  This is your ticket into project work time!

Project Work Time
Start working on your project.  Remember to manage your time well, and to plan out what you need to do before you start working.  Seek feedback, and refine, refine, refine!

HOMEWORK

• Revise Truth of War Essay.  DUE: Emailed to me by the end of class on Wednesday.
• Bring all SLC notecards (Spanish, Humanities, Biology, and Math) and evidence to Humanities tomorrow for a practice run of your SLC.

Essay Critiques and SLC Preparation

Essay Critiques
Complete critique of essay 2nd drafts and responses.

SLC Overview
What they are, what to expect, why we do them.

SLC Brainstorming

1. In your group, brainstorm (talk, then write) a list of all of the skills, behaviors, and knowledge we work on in Humanities class.
2. Debrief as a class, get list on the board.

SLC Freewrites

1. What skill is hardest for you in Humanities?  Why do you think you struggle with this?
2. What behavior do you need to work on the most in Humanities?  Why is this behavior a problem for you?
3. What content area, or knowledge is most difficult for you to master in Humanities.  Why do you think this is hard for you?
4. Choose the most pressing of the issues above (the one you think is most important for you to work on).  For that issue, how can you make sure that you improve in that area?  What have you already tried?  What do you want to try in the future?

SLC Notecards OR Essay Revisions.

HOMEWORK:

Revise essay to get it ready for Lori's feedback.  To get feedback from me, your essay must meet the following minimum requirements:

1. Must have a title
2. Text must be in 12 pt font, Times New Roman
3. Meet minimum paragraph requirements (Intro + at least 4 body paragraphs + Conclusion)
4. Double-spaced
5. There is quoted evidence in every body paragraph of the essay (not required for intro and conclusion)
6. Every quotation is set up correctly
7. The essay must be spellchecked and free of typos (if I find more than 3 typos, I stop giving feedback)
8. The essay must be free of slang and IM speak

3rd Drafts must be emailed to Lori no later than the end of class on Wednesday.

Bring all project supplies with you to class for Tuesday!

Project Critiques and 2nd Draft Writing

Project Critiques:
Do 2 rounds of peer critique, 1 critique response, then show Lori the whole pile.

Work Time:
Work on writing your 2nd draft of the essay you have outlined.  As you write your draft, use the outline as a guide!  Remember, your essay should include everything in your outline, but should fill in the gaps and expand on the basic ideas you put in your outline.

HOMEWORK
Finish the 2nd draft of your essay.  Have it PRINTED before class on Monday.  It is crucial that you have it ready when you walk in the door so that we can start critiques promptly and give you more work time!

IF YOUR ESSAY IS NOT PRINTED BEFORE CLASS, IT IS LATE, AND WILL BE DOCKED 50%.  NO MORE EXCUSES!

Setting up Quotes, Project Proposals

Setting Up Quotes:
See the handout linked on the Student Resources page.

Project Proposal:
See the handout linked on the Student Resources page.  This is due, typed and printed, in class tomorrow.

HOMEWORK:
Finish Project Proposal (if you didn't finish in class).  PRINT!

Essay Outlines, Continued

Essay Outlines
Finish them!  Show to Lori when you are done.

Rough Drafts
When essay outline has been checked, move on to your 2nd Draft.  Use your outline as your guide!

Project Proposals
You could also start working on your project proposal.  See the handout for details.

HOMEWORK:
Finish your outline, EMAIL IT as an attachment to lori.teacher@gmail.com

Essay Outlines

Essay Outline Overview

1. Basic Structure (See student resources page for the Essay Outline Format handout)
2. Outline Example (Again, see student resources page for the link to this)

My Expectations:

1. You do the heavy cognitive lifting.  I will help you with organization, structure, and decisions, but you have to do the thinking for yourself.
2. Try to work through your difficulties on your own first.  Use your resources (outline format and example).
3. Ask two students for help before asking me.
4. When you do ask me for help, have a specific question for me.

HOMEWORK:

Have your Truth of War outline at least halfway done when you walk into class tomorrow.  This means everyone should have outlined the introduction and at least two body paragraphs (if your essay is longer, you will need to do more).

WWII Quiz and Sequencing Your Paper

WWII Quiz
Take the WWII quiz.  If you were absent, you'll need to stay after school on Tuesday or Thursday to make it up.

Starter #17
Read through your first draft.  Underline or highlight the three strongest sentences in your draft.

1. Write each of the three best sentences in your starter.
2. Looking at this draft, what ideas are you going to keep?  Why?
3. What are you still unsure about/struggling with?
4. What is the purpose of an outline when you are writing?  how can you use them to make your writing better?

Logical Sequence

Now it's time to start thinking through the basic topics you want to cover in your paper, and putting them in order.

1. Make a list of the topics you want to cover (go paragraph by paragraph).
2. For each topic, write a sentence or two explaining why you put it where you did. 

HOMEWORK

Finish the logical sequence activity above.  You should come into class tomorrow with a finalized perspective statement, and a list of the topics in order, with the reasons you put them in that order.

First Drafts: Truth of War Essay

Starter #16

1. What are your strengths when you're working on a project?
2. What do you struggle with when you work on a project?
3. What strategies have you used in the past to overcome difficulties with a project?

First Drafts

1. Read essay, answer questions, discuss.
2. Write your own terrible first draft.  Don't worry about organization, incoherence, grammar, etc.  Just get your idea on the page.  The more ideas you have, the better!

HOMEWORK:

1. Study for WWII Quiz on MONDAY.
2. Finish first draft of truth of war essay.  Have at least one typed, single-spaced page when you come to class on Monday.  You don't need to print it, just be able to pull it up on a computer when asked.  Handwritten first drafts are also allowed.

NWEA Testing

NWEA Testing
Spend all class doing NWEA tests.  If you are absent, there will be a specific make-up day later this month.

HOMEWORK
Work on your perspective statement that answers the question, "What is the truth of war for a soldier?"  Play with language, metaphor, simile, write some versions with different words and language.

Study for the WWII Quiz.  Quiz is on MONDAY.  I have a review session after school today.  If you cannot attend the review session, you will need to study from your WWII content rubric.

Truth of War: Ideas!

Starter #15

1. What part of the writing process is most difficult for you?   Why do you think this is hard for you?  (Brainstorming, drafting, organizing thoughts, critique, revision, more revision, proofreading, finalizing)
2. How do you usually come up with ideas for writing?  

Perspective Statements

Follow the directions on the perspective statement critique handout.

When you're done with the critique, on the back of the critique handout, write:

1. What new ideas do you have for your own paper after looking at other people's  perspectives?
2. Read through what other people did with your perspective statements.  Based on the revisions they made and what they said, what is one revision you want to make to your perspective?
3. Revise, wordsmith, hone your perspective.  Play with different word combinations and sentence structures.  Come to class on Friday with a perspective statement you think you can write about!

HOMEWORK:

Finish and PRINT your Slaughterhouse Five Seminar Reflection.  It is due at the START of class tomorrow.  Make sure you print before class!  Proofread!  Check to make sure you have your evidence!

Slaughterhouse Five: Seminar Reflection

Starter #14
Write a one sentence answer for each question.  If you want to challenge yourself, try using NPAs, verbal phrases, or concessives in a few of these!  What is the truth of war for...

1. Roland Weary
2. Mary O'Hare (look in Chapter 1)
3. Paul Lazzaro
4. English prisoners
5. Edgar Derby
6. Tralfamadorians
7. Billy Pilgrim

Slaughterhouse Five: Seminar Reflection

Paragraph 1: Reaction

React to a comment or idea from the seminar.  Walk the reader through what that comment makes you think, and why.

Paragraphs 2 and 3: Detailed Response

Write a two paragraph response to one of the main seminar questions.  Make sure you are using EVIDENCE.  Quote the book!!!

• Is this book an anti-war novel?  Why/why not?
• How do the aliens in the book relate to war (hint: think metaphorically!)?
• Did Billy Pilgrim really get kidnapped by aliens and travel in time?
• Why would Billy Pilgrim want to believe in the Tralfamadorian views of time and free will?
• What is the truth that Vonnegut is trying to communicate about war?
• Are you Billy Pilgrim?  (hint...think about his mental characteristics, and about what Vonnegut is trying to see about how humans act...or don't act)

Paragraph 4: Connections
Make a connection between the ideas in S5 and the seminar and something else.  You could connect it to a personal experience, a movie, another book or text, an art piece, a play, a philosophical idea...anything!

Paragraph 5: Lori's Choice Question
What connections can you make between AQotWF and Slaughterhouse Five?  Think about themes they share, and use evidence from the books to back up your opinion.

Seminar Make Up: IF YOU WERE ABSENT, OR WANT TO RAISE YOUR SEMINAR GRADE
Type two full pages, double spaced, 12 pt. font, on two of the main seminar questions that are listed above.  If you are doing this to raise your seminar grade, you must choose two questions that you did not write about on your seminar reflection.  Make sure you use evidence and quote the book to back up your opinions.  TEA paragraphs encouraged!  Proofread carefully before printing.

HOMEWORK:
Finish the Seminar Reflection.  Make sure to proofread it carefully before printing and turning it in.  DUE: Thursday, start of class (please note that you will not have any class time on Wednesday to work on this).  If you want to finish it and turn it in on Wednesday, that would be fantastic!

Slaughterhouse Five Seminar

Starter #13

1. Look at the "Got It" column in your rubric for WWII.  Put a star next to bullet points you feel confident about, and a dot next to the bullet points you think you really need to study. 
2. What topics do you need to study the most?  What techniques will you use to study these topics, and why?

Please Note: I will NOT be testing you on the last category (map of Europe).  Do not spend time studying this!

WWII Quiz: Study Time

Your WWII Quiz will be on Monday, October 10, 2011.  Use the study strategies guide I gave you for the WWI Quiz (it should be in the references section of your binder) to study for your quiz.  

Plan on studying on your own for 15-20 minutes a night.  If you start doing this now, you should be in good shape by the time you take the quiz.

Slaughterhouse Five

For those of you working on your seminar reflection tonight, here are the main seminar questions:

• Is this book an anti-war novel?  Why/why not?
• How do the aliens in the book relate to war (hint: think metaphorically!)?
• Did Billy Pilgrim really get kidnapped by aliens and travel in time?
• Why would Billy Pilgrim want to believe in the Tralfamadorian views of time and free will?
• What is the truth that Vonnegut is trying to communicate about war?
• Are you Billy Pilgrim?  (hint...think about his mental characteristics, and about what Vonnegut is trying to see about how humans act...or don't act)

Lori's Choice Question

• What connections can you make between AQotWF and Slaughterhouse Five?

HOMEWORK:

NONE!  Enjoy your night off.

Dresden In Class Writing

NO STARTER TODAY


Dresden Writing
In-class essay that answers the questions, "Was the firebombing of Dresden a justifiable military action?"  Must be typed.  You have two hours to complete this.  When done, print and turn in, or email to Lori.

REM
When finished, work on your REM for Slaughterhouse Five.

HOMEWORK:
Make sure you have the book completely finished and annotated for coaching tomorrow.

Work on the REM.  It is now due on MONDAY, at the start of class.  I am extending the deadline so you can take tonight off if you like.  If you know you'll be gone this weekend and won't be able to work on it, you should finish it tonight.

Dresden Debate and Concessives

Starter 10:

1. What piece of evidence do you have for your assigned position that you think is the most convincing?  Explain why.
2. Do you agree with your assigned position?  Why/why not?

Dresden Debate

Complete debate in pairs.  Students who were absent yesterday go to the lodge with Sara to do evidence gathering for the in class writing assignment tomorrow.

Concessives and Thesis Statements

1. Review the use of concessives to write thesis statements (through mini-lesson or independently).
2. Write a thesis statement using a concessive that answers the question, "Was the firebombing of Dresden a justifiable military action?"  Have Lori check it.

In Class Writing and Organization

Review tips and tricks for our in-class writing tomorrow, and review how a concessive helps to outline your whole essay.

Work Time

Work on in-class essay outline or REM for S5.

HOMEWORK:

If a student feels they would be served by doing an outline for the in-class writing assignment tomorrow, they should do that.  This is not required, but will likely help most students.  If not, they should work on their S5 REM, which is due on Friday at the start of class.

Dresden Debate: Evidence Gathering

Starter #9:

1. Page 164: "One of the main effects of war, after all, is that people are discouraged from being characters."  What is Vonnegut trying to say here about the effects of war on people?
2. Where is there a major shift in the tone and mood of this chapter (chapter 8)?  How and why does it change?

Dresden Evidence Gathering:

Gather evidence for your mini-debate tomorrow.  Each partner must have at least 4 pieces of evidence to support your assigned position.  You can overlap in documents, but not in evidence.

CHALLENGE: Develop counter-arguments for the points you think the opposing side is most likely to make.

Slaughterhouse Five REM

If you've finished reading and annotating the whole book, choose an REM from the list and complete it as an optional activity.  If you don't like any on the list, feel free to propose your own idea!  Make sure you are making this a beautiful piece of work.  The finished REM will be due on Friday, at the start of class.

HOMEWORK

Read and annotate chapters 9 and 10.  If you're behind on your reading OR your annotations, now is the time to catch up!  You must be finished with the book by the start of class on Wednesday.

Dresden Debate: Document Sorting

Starter #8:
Agree or disagree with the following statement, and explain your reasoning: "In a war, it is okay (moral) to bomb civilian targets if it will help your country to win."

Dresden Background Notes:
Take notes about the context of the firebombing of Dresden.  If you were absent, get these from a classmate.

Dresden Document Sorting:
Read through each document in the packet of Dresden documents.  Place each document in the correct column below.  As you read, underline the parts of the document that told you where that document should be.

Slaughterhouse Five
Finish reading and annotating the book.

REM
Start working on a Reading Enjoyment Maximizer of your choice for Slaughterhouse Five.

HOMEWORK:
Read and annotate through chapter 9 of S5.

Annotated Map and WWII Cartoons

Starter #7:

1. Page 88: How does the description of the Tralfamadorian novel connect to Vonnegut's novel?
2. Page 101 (paragraph 5): Do people need lies to go on living?  Why/why not?
3. Page 125: Why would Vonnegut choose to mention himself here?  We haven't seen him since the first paragraph, so why now?

TURN IN STARTERS 1-7.

WWII Annotated Map:

Take notes from Lori's annotated map lecture.  If you are absent, get the notes and the map markings from a classmate when you return.

WWII: Cartoon Matching:

Match political cartoons from WWII to the appropriate event/policy.  For each cartoon, you need to:

1. Describe what you see in the cartoon, paying particular attention to detail.
2. Write in 1-2 sentences the main message of the cartoon.
3. List any symbols you recognize in the cartoon, along with their meanings
4. Match the cartoon to one of the following terms: Munich Conference, Non-Aggression Pact, Lend/Lease Act, or Appeasement.  Write the term, along with a brief definition of what that term is.

Slaughterhouse Five

Read and annotate chapters 7 and 8 of Slaughterhouse Five

HOMEWORK:

Read and annotate chapters 7 and 8 of Slaughterhouse Five.  DUE: Monday, start of class.

Descriptive Language

Century Video Notes:
Finish watching film about Hitler's rise to power, finish film notes.

Starter #6:

1. Based on your Rise of the Dictators project and the movie we watched, what kind of economic and political situations are more likely to produce a dictator?  Why?
2. Why was Hitler an attractive leader to Germans in the 1930s?  
• This could be in the form of a paragraph, an outline, or a bullet-pointed list
• Make sure you have reasons that relate to the context, and to Hitler as an individual

Descriptive Language:

Complete descriptive language activity that asks you to analyze and then imitate Vonnegut's writing style.  See handout for detailed instructions.  If you are absent, handout is linked in the Student Resources section of my DP.

Slaughterhouse Five: Reading Time

Use the rest of class to read and annotated through chapter 6.  If you've already read this far, read ahead, or go back and catch up on your annotations.  If you're behind, this is your chance to catch up!

HOMEWORK:

Read and annotate through chapter 6.  I will be checking annotations on FRIDAY, at the start of class, so make sure you're caught up with them.

Economic Context

Starter #5:

1. What do you see here?  What details stand out to you?
2. Write at least 3 questions you have about this image.
3. What do you think is going on here?  Why do you think this?  If you have more than one guess, write them both down?

Economic Context Notes:

Take notes on a mini-lecture about the economic context of pre-WWII Germany.

Century Video Notes:

Watch a movie about the worldwide depression, and Hitler's rise to power.  Take notes based on the handout given in class.

HOMEWORK:

Finish reading and annotating chapter 5. 

Symbolism and Rise of the Dictators

Starter #4:
Free will = the idea that you make your own choices in life, that you control your own destiny.
On page 86, the Tralfamadorians discuss the idea of free will.  Go to that page and review it.

1. Why don't the Tralfamadorians believe in the idea of free will?
2. What is the significance of this discussion?  Why is it important for Billy Pilgrim?
3. How does this discussion of free will relate to war?

Symbolism Notes

1. Take notes from lesson on symbolism.
2. Write down 2 examples of symbols you think the author is using in the book.  If you get stuck here, check with Lori or Sara!  Hint: Look for items/words that are used repeatedly.
3. What does the symbol represent or stand for?  Why do you think this? 
4.  Why do you think the author chose this symbol to convey this idea?
5. Debrief as class

Rise of the Dictators

Finish Rise of the Dictators mini-project that you started yesterday.  It is due at the start of class on Wednesday.  If you don't finish it during class today, you may take it home tonight.

HOMEWORK:

Read and annotate pages 97-109 of Slaughterhouse Five (this is the first half of chapter 5).  Due: Start of class, Wednesday.

Finish Rise of the Dictators mini-project.  Due: Start of class, Wednesday.

Time Shifts and Rise of the Dictators

Starter #3

1. Based on chapters 2 and 3, how would you describe the character of Billy Pilgrim?  What words would you use and why?
2. Do you like Billy Pilgrim?  Why/why not?

Time Shifting Activity: Choose ONE of the following   (40 min, Solo, Small Group, or Partner)

Option 1: TEA Paragraphs     (Solo)

TYPE and PRINT two TEA paragraphs that address the following questions:

1. Who is Billy Pilgrim and why has he come unstuck in time?
2. Give examples from the text that explain your reasoning (QUOTE the book!  Don’t just paraphrase!).

Option 2: Small Group Discussions     (Small Group à Solo)

As a group discuss the questions below. Keep quick notes during the discussion of points you think are particularly interesting. After the discussion write a paragraph that talks about the 3 most interesting things that came up in your discussion, and what you learned in your discussion.

1. How is time portrayed in this book?  How is it different from our view of time? Why does the author want you to think about time this way?
2. On page 26-27 Billy states “The most important thing I learned on Tralfamadore was when a person dies he only appears to die. He is still very much alive in the past, so it is very silly for people to cry at his funeral. All moments, past, present, and future, always have existed, always will exist”. Why is this important to Billy? Why is it used by Vonnegut in this book?
3. Why do you think Billy first came unstuck in time during the war? Discuss the quote on page 60 stating “Among the things Billy Pilgrim could not change were the past, the present, and the future”.

Option 3: Comic Artist     (Solo)

On one of the big white pieces of paper, create a comic strip for chapters 2 and 3 that includes:

1.  At least 4 time shifts (you will need to decide which are the most important to show…you could definitely show more than 4 if you choose!)
2. A depiction of Billy Pilgrim's character
3.  At least 4 quotes from the book that go along with the scenes you are showing

Option 4: Chapter Timeline     (Solo or Partner- If with a partner have your own timelines)

1.  Identify 10 of the 13 time shifts in chapters 2 and 3
2.  Put them in chronological order in a timeline (this will be different from the order they are presented in the book!).  I suggest using one of the big white pieces of paper to make sure you have enough room.
3. For each event:

a.       1-2 word title for the event

b.      Summarize (one sentence) what happened

c.       Find a quote from the book that represents that event

d.      Write one sentence that answers: What does this event tell you about Billy Pilgrim?

 BONUS: Color code the events so that different colors correspond to different stages in Billy’s life.

Rise of the Dictators

For this mini-project, you will be assigned a dictator to focus on.  For that dictator, you must do one of two things:

Option 1: Visual Focus

1. Create a comic strip of at least 8 panels that shows this dictators rise to power.  You need to make sure to include:
1. a quote from the dictator
2. a symbol they used
3. the context that helped them gain power
4. at least three details about how they gained and maintained power
2. Underneath the comic strip, list the 5 main points you want to communicate about this dictator.

Option 2: Writing Focus

3. Type two solidly organized TEA paragraphs that explain the main reasons this dictator was able to rise to power.  I suggest that you make the first paragraph about the historical context that helped them to gain power, and the second paragraph about the methods they used to gain and maintain power.  Make sure you include evidence!
4.  Above or below that paragraph, you need to include: a symbol used by that dictator, and a quote from that dictator that you think best represents them.  The quote cannot be a quote from the resource sheet!

HOMEWORK

1. Read and annotate chapter 4 of Slaughterhouse Five.  Due: Start of class, Tuesday
2. Finish Time Shift Activity if you didn't finish in class

1

Vonnegut and S5

IN CLASS


Starter #2

1. What do you see?  Describe the image, paying careful attention to any details that stand out to you.
2. List at least 3 questions you have about this image.
3. What type of political ideology do you think would have this in their city?  Explain your choice.

Ideology Matching

Match each of the quotes on the handout to a political ideology you learned about yesterday.  In the quote, underline the part of the quote that helped you figure out which ideology it represents.

S5: Complete a freewrite or a small group discussion about chapter 1

S5: Class debrief about chapter 1

Vonnegut Interview

Complete one of the following activities:

1. Draw a portrait of what you think Vonnegut looks like.  Annotate the portrait with 5 things you can infer about his personality.  Each annotation should have a quote from the article, and then what you infer about him and his personality from that quote.  Make these interesting and of high quality!

2. Answer in writing.  These must be typed and printed, answers should be substantial, and should used evidence from the text to back up your views.
1. Which part of this interview is most interesting to you?  Why?
2. What are the most interesting things you learned about this author?  Be specific.
3. Describe what you think his personality is like
4. What perspective do you think he is going to take on WWII based on this interview?

HOMEWORK

Read and annotate chapters 2 and 3 of Slaughterhouse Five.  Make sure that you are annotating as you go, and making note of any confusions you have!  This must be completed by Monday.

If you didn't finish the Vonnegut Interview Activity in class, finish it, and be ready to hang it on the wall at the start of class on Monday.

Political Ideologies and Slaughterhouse 5

IN CLASS


Starter #1: First, make predictions by answering the following questions:

• Which three countries had the most total deaths?  Why?  (take a guess)
• Which three countries had the most military deaths?  Why?  (take a guess)
• Which three countries had the most civilian deaths?  Why?  (take a guess)

Now look at the WWII death statistics.  Compare this table to your answers.

• Which answer was closest?
• Which answer was farthest away?
• What stands out to you the most about these numbers?

Political Ideologies: For each of the political ideologies listed, give a definition (in your own words), draw a symbol that represents that ideology, and give a short explanation of your symbol.

1. Socialism
2. Communism
3. Facism
4. Totalitarianism
5. Nazism
6. Capitalism
7. Democracy

Slaughterhouse Five: Read and annotate chapter 1 of Slaughterhouse 5.

HOMEWORK

• Finish reading and annotating chapter 1 of S5
• Read and annotate the Vonnegut interview.  Do NOT do the activity that goes with it- we'll do it tomorrow in class.

AQotWF Seminar Reflection

In Class:

1. WWI Quiz
2. Seminar Reflection (see handout for more detailed instructions)
• Part 1: React to something someone said during seminar (1 paragraph)
• Part 2: Detailed response to a main question from the seminar (2 paragraphs)
• Part 3: Make a connection between something we talked about, and something else you've seen/heard/read/experienced
• Part 4: Lori's Choice!  Find a quote from AQotWF that best represents the truth of war.  Copy it, with the page number.  Then explain why you chose that quote, and why you think that quote represents the truth of war. Finally, if you had to represent the idea in the quote in a different form (sculpture, fiction, poetry, photoshop, artwork, masks, photography, movie...), what would you do, and why?

HOMEWORK:

1. Finish Seminar Reflection (see above).  This must be TYPED!  Print before class, or email it to me as an attachment to lori.teacher@gmail.com.  Due: Start of Class Thursday.

AQotWF Seminar

AQotWF Seminar
Some of the main questions are listed below.

1. What is the truth (or truths) of war that AQotWF is trying to communicate?
2. Is this an anti-war novel?  Why/why not?
3. What did this book show you about war that you didn't expect?
4. Why do the men react so strongly to the deaths of the horses, but not to the deaths of men?
5. Page 87: "We fly from ourselves.  From our life."  What does this mean?  What are the larger consequences of this mindset?
6. Was Paul's death the best thing for him?
7. How has reading this book changed your perception of war?

Quiz Study Time!

Use your other hour to study for your WWI quiz tomorrow.

HOMEWORK

Study for WWI Quiz.  QUIZ IS TOMORROW, FIRST THING.

AQotWF: Seminar Coaching and Binder Org.

In Class:

1. Binder Organization: Label binder dividers with the following categories, and sort work.  If you are absent, label the dividers and plan on coming to meet with Lori after school or at lunch.
• Starters
• Classwork
• Library
• References
• Notes
2. AQotWF Coaching
• Chapter by Chapter: Summarize 3 main events of each chapter (bullet points okay), write 1 sentence on what they think the main message is for each chapter.
• Characters: Make a character list (5-10 characters), list the 3 most important traits for each character
• Overall Book: In 1-3 sentences, what is the author trying to say about the experience of WWI?
• Discussion Question: Come up with 3 discussion questions from your group, give to Lori on index card.

Homework: DUE Tuesday, Start of Class

Seminar Prewrite: Answer TWO of the following questions in complete paragraphs.  Responses may be typed or handwritten.  This is your ticket to participate in seminar tomorrow.  Without this, you will not be allowed to participate, and you will receive a 0 for the seminar.  If you were absent, make sure to do this!

1.      What is the truth of war the author is trying to convey in this book?

2.      Is this an anti-war novel?  Why/why not?

3.      What do you think is the passage in this book that best expresses the truth of war?  Quote it, and explain why you chose it.

4.      When Paul goes on leave, why does he react so negatively to being home?  Why does he say, on page 185, that he should never have gone on leave?

5.      Chapter 9 is a turning point in the book.  What crucial realization does Paul have in this chapter?

Propaganda!

In Class:

1. Verbal Phrases mini-lesson and review.
2. Propaganda Techniques: Finish matching if you didn't finish yesterday
3. Propaganda Analysis: Complete and TURN IN before the end of class
4. Literary Technique Analysis: Should complete by the end of class
5. Your choice- work on choice activities, or read and annotate.

Homework:

1. AQotWF:  Read THROUGH Chapter 9 by tomorrow.  If you cannot read this far, please at least read chapter 9 before class tomorrow (you can always go back and fill in the gaps later).  You will need to know the characters from chapter 9 to do an activity in class tomorrow.

Reminders:

1. Quiz Review:  I will be holding two quiz review sessions before our quiz next one.  Thursday, 9/8, from 3:30-4:30, and Tuesday, 9/13, from 3:30-4:30.  If you cannot attend these sessions, don't worry!  I will be giving you a list of study strategies you can use on your own to study.
2. Binders and Dividers: Make sure you bring binders and dividers on Monday.  If you want to bring them earlier so you don't forget, you can bring them in and put them in my room for now.

Week Overview and Reminders

Activities:

• The activity list for the week is linked in Student Resources.
• Please put your NAME and the ACTIVITY TITLE at the top of all completed work
• Remember, annotating as you read is NOT optional!  At the very least, try to do 2 annotations per chapter.

Deadlines:

• By the end of the week, you need to finish ALL required activities and THREE choice activities.
• AQotWF must be totally finished by Monday, September 12.

Deadlines Coming Up!

The end of the week is quickly approaching!  Please remember, you have ALL of the required activities for week one due at the end of class on Friday.  The only thing that could carry into the weekend is the reading and annotating.

I will have your TEA paragraphs back to you with feedback tomorrow.

Truth of War: WWI

1. Started Activities for WWI.  The central concepts for this week are the Causes of WWI, Technology of War, and Fronts of WWI.

2. Activity List and Content Rubric are linked on the Student Resources page

3. Deadlines: To chapter 6 in AQotWF (read and annotated) by Tuesday, 9/6.  All other week 1 activities finished by the end of class on Friday.

Welcome Post!

Hello everyone!  Welcome to Humanities 10.

In your comment tell me:

1. 1 unique or interesting thing about yourself.  This could be a talent you have, something you're interested in, or a strange quirk.
2. 1 thing you think I should know about you in order to teach you effectively.

Testing Comments

This post is to test the comment function.

Interview Practice

Questions and Evidence

1.      10 minutes to finish brainstorming questions and come up with evidence/examples for each question.

2.      Get question bank on board

Example

1.      Get 1-2 volunteers to come up and answer 2 questions each

2.      Whole class critique

Practice and Critique Questions

1.      Start with gimme question, then ask 2-3 follow-up questions.  Should be at least one about cover letter/resume.

2.      Give feedback, score on rubric

3.      Groups of 4

Homework

1.      Practice!  Practice!  Practice!  Be ready for your TPOL next week!

Interview Preparation and Practice

Gimme Question: Why are you ready for 11^th grade? (EVERYONE will be asked this question to start)

1.      5 minute brainstorm: What would be the qualities of a good response to this question?

2.      10 minutes to prepare an answer (make sure you can give examples/evidence!)

3.      Give response to table

a.       Table gives feedback: Score, + strengths and revisions

4.      5 minutes to revise answer

5.      Speed dating format- practice 3 more times, no feedback

(60 minutes)

Watch Video 1 (Chris)

1.      List the questions the students were asked by the panel (during video)

2.      Were there patterns in the types of questions students were asked?  What were they?

3.      T-chart strengths and weaknesses

4.      During debrief talk about using evidence in interviews.  How is it different from presentations?

Anticipating Interview Questions

1.      Based on the job description, write 5 questions you anticipate.

a.       Think of these as more general questions

2.      Based on your cover letter/resume, write 5 questions you anticipate.

a.       Think of these as more personalized questions, specific to you

Responses

1.      For the questions you anticipated, write down the evidence/example you would use for each question.

Interview Practice

1.      Pairs

a.       Give them your list of questions

b.      Ask back and forth (they ask, then you ask)

c.       Make sure to balance job description questions with cover letter/resume questions

Homework:

1.      Final Draft Cover Letter

2.      Finish brainstorming evidence (if not done in class)

3.      Practice responding to all of your anticipated questions