TPOL- Interview Preparation

Gimme Question (everyone gets asked this!):  Why should we hire you for the 11th grade?

• 5 minute group brainstorm:  What would be the qualities of a good response to this question?
• 10 minute individual work:  Prepare YOUR answer to this question.  Make sure you can provide examples/evidence!
• Practice:  Give response to table.  Table gives score (1-4), and feedback on strengths and revisions.
• Revise:  Take 5 minutes to revise your answer.
• More Practice:  Speed dating format- practice your answer 3 more times, no feedback.

Video

• List the questions students were asked.
• Were there patterns in the types of questions students were asked?  What were they?
• T-Chart strengths and weaknesses

Anticipating Interview Questions

• In Pairs:  Based on the JOB DESCRIPTION, write 5 questions you anticipate being asked.
• Individually:  Based on YOUR RESUME and COVER LETTER, write 5 questions you anticipate being asked.  Think of these as more personalized, specific to you and your experiences.
• Responses:  For the questions you wrote, write down the evidence/example you would use for each question.

Interview Practice

• Pair up with someone NOT at your table.  Swap question lists.
• You ask them a question, they answer.  Then they ask you a question, you answer.  Continue this until you've asked all the questions on their list and vice versa.

HOMEWORK:

• FINAL DRAFT COVER LETTER.  Email to Lori before 8:15 on Thursday.
• Interview Practice:  Practice responses to the Gimme question and your anticipated question at least once before class tomorrow.

TPOL- Cover Letters and Resumes!

HOMEWORK:

1. Final Draft Cover Letter.  DUE:  Emailed to Lori by the end of class on Thursday.  PLEASE NOTE: You will likely NOT have any class time to work on this during Thursday's class.
2. Resume Revisions.  If your name is listed below, you must email me your revised resume by 8:15 on Wednesday.  
• Max
• JJ
• Anish
• Will
• Al
• Lane
3. Humanities DP.  If your name is listed below, you must finish your DP and notify me via email by 8:15 on Wednesday.
• Ellie
• Mila
• JJ
• Lane

TPOL Prep- Cover Letter Drafts

Cover Letter Guidelines
See the above handout for paragraph by paragraph guidelines of how to draft your cover letter.

HOMEWORK

1. If you received an email from me, you need to revise your DP and/or Resume.  These MUST be resubmitted to me by 3:15 WEDNESDAY.
2. Cover Letter RD:  Due, PRINTED, at 8:15 on Tuesday (that's tomorrow).

Resume Critiques and Revision

Announcements

• Advisory Olympics Info:  Please read and share the information linked here with your parents!
• Project Pictures:  Make sure you have all pictures and videos of projects you need to update your Humanities DP this weekend!
• Poetry Videos:  See my YouTube Channel that is linked here!

Resume Critiques

See the handout linked above for resume critique process.

CRITICAL RESUME REMINDERS!

• Your final draft resume MUST have the non-negotiables listed in the last DP post (required categories, reverse chronological order, and descriptions starting with past tense verbs).  If it does not meet these very basic requirements, it WILL NOT meet minimum standards for TPOLS!

• If you feel that your resume is not filled out enough, add a Project Highlights section that includes 2-3 project from 9th and 10th grade that highlight your qualifications for the job description.

HOMEWORK:

• Final Draft Resume:  Emailed to Lori before 8:15 on Monday.  Check formatting and proofreading VERY carefully!
• Humanities DP:  Email the link to your completed DP before 8:15 on Monday.

TPOL- Resume Drafting and Formatting

TPOL Due Dates:

1. Resume RD- SOC Friday, 5/16.  PRINTED
2. Resume Final- SOC Monday, 5/19.  Emailed to Lori before 8:15
3. Cover Letter RD- SOC Tuesday, 5/20.  PRINTED
4. Cover Letter Final- SOC Thursday, 5/22.  Emailed to Lori before 8:15

Resume Requirements

1. Required Categories:  You must include an Objective and a category title Education.
2. Reverse Chronological Order:  Each category should be organized in reverse chronological order.  That means the most recent thing should be at the top of the category, and the one that is furthest in the past should be at the bottom of the category. 
3. Descriptions Start With Past Tense Verbs:  Each bullet point under your specific accomplishments/events must start with a past tense verb.  For example...
• Created a kinetic text using Adobe AfterEffects
• Served customers while upholding sanitation standards
• Represented Animas High School by leading tours and shadow experiences, interviewing potential teachers, and showing leadership.

Resume Work Time

Use this class time to finish your resume draft and print it.  If you finish an initial draft, show it to a classmate for feedback.  Then revise.  If you still have time, show it to Lori for feedback.

HOMEWORK:

1. Finish and PRINT Rough Draft Resume.  DUE:  Start of Class, Friday 5/16.  MUST BE PRINTED BEFORE CLASS STARTS!

TPOL Prep- Resume Introduction

TPOL Basics

• When?  Tuesday 5/27 and Wednesday 5/28.  You will ONLY need to be here for your scheduled 20 minute time slot- no paneling for you!
• What?  This TPOL is job interview style.  No physical evidence, and no prepared presentation.
• Where?  Lori's Room

Job Description

For this TPOL, you will be interviewing for a position in the 11th grade.  You should tailor your materials to speak to the job description linked above!

TPOL Rubric
Here's what the panel is going to be looking for when we are in your TPOL.  Please note that the items in the first category are non-negotiable- they are either complete or not.  If any of those items are not complete, you will not interview, and you will be asked to come back on Thursday to redo.

Resume Models
Use the models linked below as inspiration for your own resume.  You can steal categories, combine, use them for formatting guides.

1. Sample 1 (Molly)
2. Sample 2 (Lacey)
3. Sample 3 (Nano)
4. Sample 4 (Helen)

Start Writing!

Now that you've looked at some models, start writing your own resume!  Think of categories first, then start filling them in with the relevant information.

HOMEWORK:

1. Finish Growth as Poet Reflection.  DUE:  Email to Lori no later than 8:15 am on Wednesday 5/14.
2. Update Humanities DP.  DUE:  Email link to Lori no later than 8:15 am on Monday 5/19

Poetry Reflection and DP Updating

Announcments
Welcome back from Osprey Week!  We have only NINE DAYS left of regular instruction, so get ready to jump into TPOL prep!  Here are a couple of announcements...

1. Take your stuff home!  Furniture is in the commons, small stuff is on my desk.  You have until the end of this week!
2. TPOLs are Tuesday 5/27 and Wednesday 5/28.  Redos will be done on Thursday 5/29.  PLEASE let Colleen know ASAP if you have any potential scheduling issues.

Poetry Growth Reflection

See the handout linked above for guidelines on this very important reflection!  DUE:  Emailed to Lori by 8:15 am on Wednesday.

Final DP Updating

See the handout linked above for the requirements for your Humanities DP.  DUE:  Email link to Lori by 8:15 am on Monday, 5/19.

HOMEWORK:

• Finish Poetry Growth Reflection.  DUE:  Emailed to Lori by 8:15 am on Wednesday.
• Finish Updating DP.  DUE:  Email link to Lori by 8:15 am on Monday, 5/19.

Project Critiques

Announcements:

1. Bring furniture and exhibition supplies by MONDAY!  You can bring it in on Friday if that's easier!

Critiques

See linked document above for critique guidelines.

Project Work

Refine your projects- you only have 3 class days left to complete these!

Editors!  Get edited poems to Katie by the end of the day today.

Formatting Requirements:

• 12 pt. font
• Times New Roman
• Single Spaced
• Title:  20 pt, Times New Roman, Bold, Centered
• Check for typos, spelling errors, punctuation that doesn't make sense.
• Check with the poet if you have any questions!

HOMEWORK

• Get furniture/decor for exhibition
• Work on project!

Project Work, Continued

Project Goals

1. Did you make your goal from yesterday?  Why/why not?
2. Revise goals for today.
3. Lori checks all goals as students work on submitting poems.

Work Priorities

1. Final Draft Poems to Editors (no leaving the classroom until this is done)
2. Challenge Role Conferences
3. Project Work time:  Must have something SUBSTANTIAL to show for critiques tomorrow!  Project should be at least ½ done.

CHALLENGE ROLES

Editors

1. Check in during last 15 minutes of class to make sure everything is turned in to you.
2. Inform Lori at end of class of any missing Poems
3. Check poems for…
• Formatting requirements (see board for details)
• Proofreading (spelling, grammar, punctuation, etc.)
• For spelling errors  and typos, just fix them.
• If changing things in a poem (punctuation, etc.) check with poet first.

Editor in Chief

1. Set up filing system to receive submissions
2. Get familiar with Lulu.com.
3. Book should be published by Monday.

Videographers

1. Make sure you know who is bringing what equipment

Interior Design

1. Floor plan
2. Materials needed (everyone has to bring at least 1 thing to contribute)
3. Wall plan
4. Theme, decorations, etc.
5. When you think it will be best to transform the room (lunch?  after school?  what days?

Vendors

1. Food and Beverage coordinator (organizes who brings what)
2. Set up (figures out location, furniture, utensils, etc.)

HOMEWORK

Have a substantial portion of your project done and ready for tomorrow's critiques!

Project Work Time!

Announcements:

• FINAL POEM- Due on Wednesday to your editor (see list on whiteboard for email address and formatting requirements.
• BOOK COVER CONTEST- Due on Wednesday to Lori.
• Everyone must bring 1 piece of furniture (rug, lamp, chair, table, other?) to class by next Monday at the latest.  Can start bringing it ASAP!

Challenge Roles First!

• Editors:  Edited versions to Katie Austin, in the correct format, by end of class on Thursday.
• Editor In Chief:  Get familiar with Lulu.com, set up filing system to collect edited poems.
• Videographers:  We'll talk next week!  
• Interior Design Crew:  Come up with design concept for the room, with a floor plan, and a list of supplies we need.  Start gathering materials and getting a list of student contributions.
• Vendors:  Get a list of food contributions, figure out setup.

EVERYONE ELSE:

1. Get FINAL poems to editors.  See formatting requirements on the board.
2. Work on projects
3. We will do project critiques on THURSDAY, so have something substantial done by that point!

HOMEWORK:  Make your project AMAZING!

Project and Weekend Work

Hey all!  You have a 3 day weekend this week, but that doesn't mean you're off the hook for your project work!  Here are your goals for this weekend, broken down by the types of projects.  This is what you should have DONE when you walk into class on Tuesday!

Spoken Word

• Poem is finished and finalized (including checks on capitalization and punctuation
• 1/2 of your poem is memorized (this could be a little less if your poem is longer than 2 pages)
• You have a copy of your poem that is annotated with performance notes, including, but not limited to:
• Volume changes
• Pauses
• Places for gestures
• Speed changes
• Intensity changes

Visual Art Pieces + Recitation

• Poem is finished and finalized (including checks on capitalization and punctuation
• About 1/2 of your poem is memorized
• You have ALL necessary materials for your art project ready to use in class on Monday
• Your painting/sculpture/art concept is in a fairly final form that you are happy with

Video, Kinetic Text, Stop Motion, other Techy Projects

• Poem is finished and finalized (including checks on capitalization and punctuation
• You have a high quality audio recording of you reciting your poem done on Audacity, or another sound editing program
• You have a storyboard/other type of plan done for the sequence of images you are going to use
• KINETIC TEXT ONLY...You have annotated a copy of your poem by underlining all the action words (look for verbs!), and making notes about how you could animate the text to mirror the meaning of the word

Have a great weekend!

Worky Worky!

Project Work Time!

1. Email Lori by the end of today if you are interested in an Exhibition Role.
2. Finalize your poems!  They should be almost done!
3. Work on your projects- you know what you need to do.

HOMEWORK

1. Work on poem and project!

Poetry Analysis QUIZ

Poetry Analysis Quiz
You have all class to complete this quiz.  You may use the following resources:

• Computer (but no internet!)
• List of strategies for working through a poem
• Outline format (I provide this)
• Pen or Pencil
• List of poetic devices
• Dictionary

If you finish before the end of class, work on poem revisions and project ideas.

NWEA TESTING TOMORROW!

I promise...project work is coming on Wednesday and every day after that!  Promise!  Pinky swear!

Project Ideas and Quiz Preparation

Project Due Dates:

1. Rough Draft Artist Statement:  SOC, Friday 4/18
2. FINAL DRAFT Poem and Artist Statement:  EOC, Wednesday 4/24
3. Book Cover Submission:  SOC, Wednesday 4/24
4. Digital Projects to Tech Person:  EOC, Monday 4/28
5. ALL PROJECTS COMPLETE for GRADED REHEARSAL:  SOC, Tuesday 4/29
6. Final Rehearsal:  Thursday 5/1

Other Announcements:

1. QUIZ on Monday!  Bring your computer!
2. NWEA testing next week on Tuesday and Wednesday
3. Bonanza Lesson for 1 hour next Thursday

Poetry Analysis Quiz Preparation

Read over the feedback I give you CAREFULLY!  Make sure you make improvements for your quiz!

For the quiz, you may have the following items with you:

1. Computer (NO internet!)
2. List of strategies for working through a poem
3. Outline format (I will provide this)
4. Pen or pencil
5. List of devices

Project Conferences

I will be holding conferences about your project/poem starting Monday, and continuing into Friday.  You will need to complete the writing assignment on my DP before you sign up for a conference with me.  When you come to conference with me, bring the following things:

1. Most recent draft of your poem
2. Conference Writing
3. Ideas, sketches, drafts that you have for your project

Conference Writing

1. What’s the state of your poem?  What are you still working on, how close are you to being done?
2. What form do you want your project to take?  What do you want to do for Exhibition?
3. What concerns or questions do you have about your project right now?
4. List, in order, steps you will need to take over the next week for your project to come together.  Get specific, try to put those steps in the order you will need to complete them.

HOMEWORK

1. Prepare for QUIZ on MONDAY!  See list above.
2. Revise poem

Critiques and Work Time

Critiques
Final round of group critiques!

Project Work Time
-Poem Revisions
-Process Journals 4 and 5
-Project Brainstorming

HOMEWORK

1. Project Journals 4 and 5.  EMAIL to Lori before the start of class on Friday.

Critique Away!

Starter 20

1. Of all the poems we’ve read this year, which one was the most difficult for you to understand?  What made it so difficult?
2. Why do poets insist on describing things in weird and unusual ways?

Critique Groups

You know the drill!

HOMEWORK

1. Critique poems for Thursday
2. Process Journals 4 and 5.  DUE:  Friday, EMAIL to Lori before the start of class.

Critique Groups and Work Time

Starter 19

What are all the steps you need to go through to make sense of a difficult poem?  List them here!

How confident are you right now that you could successfully understand and write and analysis of a poem you’ve never seen before?  Rank on a scale of 1-4 (1 = Not at all confident, 4 = Very confident), and explain.

Critiques

1. Author offers focusing question and reads the poem out loud to the group.
2. Describe the poem style.  Try to do this without offering any judgments!
3. What’s memorable, piercing, or true about this writing?
4. Improvements and suggestions for revision.
5. Address author's focusing question.
6. Poet responds

Repeat (should take around 15 minutes/poem, maybe 20)

Project Work Priorities

1. Devices Quiz Makeups
2. Poem Revisions
3. Project Journals 4-5
4. Critique Poems for tomorrow
• Group 1:  Anish and Oli
• Group 2:  Lia, Derek, and Cathy
• Group 3:  Ellie, Raven, and Abby

HOMEWORK

1. Critique Poems for critique group tomorrow (see above for linked poems).  DUE:  Start of class, Wednesday.
2. Process Journals 4 and 5.  DUE:  EMAIL to Lori by the start of class on Friday.

Whole Class Critique and Journals 4 & 5

Starter 18

1. In the upcoming critiques, what questions or issues do you really want people to address in your poem?  (List at least 3)
2. If you had to describe each of the 2 poems you critiqued in 1-2 sentences, how would you describe them?

Announcements

1. Kinetic Text:  If you are thinking about doing this for your project, now is the time to get Adobe AfterEffects trial on your computer and start messing with it!
2. Devices/Perspective Quiz Makeups: Tuesday, 2^nd half of class.
3. Analysis Quiz on MONDAY.  Must be typed.  NO access to internet for this, only paper dictionaries.  Will get feedback on your analysis of your recitation poem by the end of the week—think of this as practice!  Graded on 3 aspects:
• Annotation
• Analysis of Message (1 paragraph)
• Analysis of Devices (2 paragraphs)

Critiques

1. Author offers focusing question and reads poem out loud to the group. (1-4 min)
2. What’s memorable, piercing, or true about this piece of writing?  (6-8 min)
3. What improvements could be made to this to make it even better?  (6-8 min)
4. Authors respond: what was helpful, what do they need to work on.  (2 min)

Total critique time per person:  15-20 min.

Critique Norms

Be prepared

Everyone participates and speaks

Take intellectual risks—go deep!

Stick to the times

Be specific and helpful

Be open to new ideas; avoid being defensive

Process Journal 4

1. Performance Inspiration:  What is your performance inspiration?  How will your poem be presented to the audience during exhibition?  Why did you choose this form, and what challenges do you anticipate?
2. Revision Challenge: Go through your poem, and change the punctuation in a fundamental way.  This could mean that you add (parenthesis), use ellipsis…, add or take away commas, add or remove exclamation points !!! or question marks???, or play                        with                  Spacing.
3. Process:  What is your next step in the process?   Why?  (Brainstorming, peer critique, research, writing, including poetic devices, working on the specific form, starting over, working with a teacher or tutor, learning after-effects, illustrating your poem…other?)

Process Journal 5

1. Poetry Learning:  What have you learned about poetry during this process?  What are your thoughts about poetry, and how have they changed in the past few weeks? 
2. Revision Challenge: Take two of the pieces of feedback you received from your critique sessions, and apply them to your poem.  Show me the revisions, and briefly explain how you think these changes impact your poem.
3. Process:  What is your next step in the process?   Why?  (Brainstorming, peer critique, research, writing, including poetic devices, working on the specific form, starting over, working with a teacher or tutor, learning after-effects, illustrating your poem…other?)

HOMEWORK:

1. Process Journals 4 and 5.  DUE:  EMAIL both to Lori before the start of class on Friday.
2. Analysis QUIZ on MONDAY, APRIL 14!
3. Critique Poems.  DUE:  Start of Class Tuesday
1. Group 1:  Critiques for Lyle, Bryce, and Mila.  (Group is Lyle, Bryce, Mila, Katie, Anish, Oli, Lane, Keenan)
2. Group 2:  Critiques for Savvy and Hannah.  (Group is Savvy, Hannah, Lia, Derek, Cathy, Ian, Al, Ben)
3. Group 3:  Critiques for JJ and Max.  (Group is JJ, Max, Ellie, Will, Raven, Devin, Bekah, Abby)

Remember, to critique the poems, do the following:

1. Read and annotate carefully
2. What is the perspective being expressed here?
3. At least 2 specific places in the poem that are memorable, piercing, true, and why you liked them.
4. At least 2 specific places the poem could be improved, with specific suggestions for how to improve them
5. Address the author’s focusing question.

Devices Quiz and Critique Prep

Devices Quiz

When students are done, they can independently move to the Starter and Process Journal.

Starter 17

What are you thinking about doing with your poem for exhibition?  Talk through some of your ideas for how you would like to present your poem, and any thoughts you’re having about possible ideas and difficulties.

TURN IN STARTERS 13-17

Poems for Critique

For each of the poems, please do the following, either on the text of the poem, or on a separate piece of paper.

• Write your name.
• Read and annotate carefully- react to the poem!
• What is the perspective being expressed here?
• Label at least 2 specific places in the poem that are powerful, and explain why you liked them.
• Label at least 2 specific places the poem could be improved, with specific suggestions for how to improve them.
• Answer the author’s focusing question.

Project Work Time

• Conferences with Lori
• Poem Draft 3
• Process Journal 3
• Critique poems for Monday

Process Journal 3

1. Poem Difficulties:  What has been the most difficult thing about this process for you so far?  How did you (or how are you, if the difficulty is ongoing) work through your difficulty?
2. Revision Challenge: Choose the three most important ideas or objects in your poem (example: war, peace, dead soldiers, bombs, etc.).  Describe them using a simile AND a metaphor.  You cannot use things that you’ve already used a simile or metaphor to describe!  Be creative…T.S. Eliot once described the evening in a simile that compared the evening to “a patient etherized upon a table.”
• EXAMPLE: Soldiers
• Simile: The soldiers were like dogs, straining against their leashes to enter the fight.
• Metaphor: The soldiers were ants, marching without purpose towards their death.
3. Next Steps:  What is your next step in the process?   Why?  (Brainstorming, peer critique, research, writing, including poetic devices, working on the specific form, starting over, working with a teacher or tutor, learning after-effects, illustrating your poem…other?)

HOMEWORK

1. Critique Devin's Poem and Katie's Poem for Monday.  See above for specific instructions!  DUE:  Start of class, Monday.
2. Process Journal 3:  EMAIL to Lori before the start of class on Monday.

Critique 2 and Work Time

Recitations:  Raven, Rebekah, Devin, Lia

Whole Class Critique Sign Ups

Whole class critiques of 2 poems Monday to learn the protocol.  Please sign up on the whiteboard for a critique day, then write it in your planner!  Your poem will be due the day before your critique, to give me time to copy it for other students.  Homework will be to critique the poems (you will have 2-3 to critique each night.  More details on that tomorrow!

Starter 16:

• What is your favorite concept or part of your poem right now?
• What problems are you running into while writing your poem?  Be as specific as possible!
• Talk to a person about their problems, brainstorm 3 possible solutions for their problem, and list them here.  Share solutions with them.

Critiques

1. On your own poem, write a focusing question you would like feedback on.
2. Trade with a person who is not at your table, and who has not seen your poem yet.
3. On the poem you received, please write:
• Your name
• What is your favorite part of this poem?  Why?  Star it
• What poetic device are they using most effectively?  Explain how it affects you as a reader.
• What are two specific things they could do to make this poem more powerful?  Think about form, devices, word choice, layout, perspective, cuts, additions…
• Address their focusing question

Project Work Time

1. Conference with Lori (everyone has to conference with me today or Friday)
2. Poem Draft 3
3. Process Journal 3 (see below)
4. Memorization and Written Analysis

Process Journal 3

1. What has been the most difficult thing about this process for you so far?  How did you (or how are you, if the difficulty is ongoing) work through your difficulty?
2. Revision Challenge: Choose the three most important ideas or objects in your poem (example: war, peace, dead soldiers, bombs, etc.).  Describe them using a simile AND a metaphor.  You cannot use things that you’ve already used a simile or metaphor to describe!  Be creative…T.S. Eliot once described the evening in a simile that compared the evening to “a patient etherized upon a table.”
• EXAMPLE: Soldiers
• Simile: The soldiers were like dogs, straining against their leashes to enter the fight.
• Metaphor: The soldiers were ants, marching without purpose towards their death.
3. What is your next step in the process?   Why?  (Brainstorming, peer critique, research, writing, including poetic devices, working on the specific form, starting over, working with a teacher or tutor, learning after-effects, illustrating your poem…other?)

HOMEWORK

1. Poem Draft 3:  DUE the day before you are being critiqued.
2. Process Journal 3:  EMAIL to Lori before the start of class Monday.
3. Study for QUIZ on Friday

Process Journal 2 and Work Time

Recitations

AM: Devin, Anish, Savvy

Starter 15

Open freewrite 2:00

Circle one thing from the first freewrite and use it as your topic 2:00

How do things in a classroom relate to war? 2:00

How do things in the bathroom relate to peace?  2:00

How do things on the ski mountain relate to truth?  2:00

Quiz Study

Take 30 minutes and study devices with your flashcards for the quiz on Friday!

Poem Draft 2 and Process Journal 2

Finish them!  Remember to EMAIL your Process Journal to Lori, and PRINT your poem draft for class!

Work Time

Poem Draft 2

Process Journal 2

Poem Memorization and Written Analysis

HOMEWORK

1. PRINT Poem Draft 2 before class on Thursday
2. EMAIL Process Journal 2 to Lori before class on Thursday
3. Study for QUIZ on Friday!

Mini-Critiques and Poem Draft 2

Quiz Study Time

Finish making flashcards for poetic devices, and study for the quiz with a partner!

Starter 14

1. Trade poems with someone at your table.
2. Read their poem, then write on their poem:
• What are two aspects of this poem that you really enjoy?  Explain what they are, star examples of them on the text of the poem, and explain why they are effective.
• What are two specific revisions they should make to this poem?  Be specific!  Think about…poetic devices, cutting, adding, rewriting, making the language more powerful, clarity of the message, etc.
3. Get your poem back.  In your STARTER, write:  Based on the feedback you received and your own instincts, what are three revisions you want to make to your poem before your next round of feedback?  Why?

Project Work Time

1. Poem Draft 2:  Rewrite and Revise!
2. Process Journal 2 (see instructions below)
3. Recitation Poem:  Memorize, and finish your written analysis
4. Study for Quiz

Poetry Process Journal 2

Form Inspiration!

1. Explain what your form inspiration is. 
2. Find a specific poem that you are using for your form inspiration
3. ID all poetic devices used in that poem (just list them)
4. Choose at least three poetic devices/techniques from your form inspiration that you want to emulate.
5. For each device:
• Explain WHY you’re drawn to that device…what do you like about how that device is used in your inspiration?
• Explain how that device will help you to develop the message and perspective of your poem.

Revision challenge:  Rewrite a chunk of your poem (at least 5 lines) in a completely different form. (Examples:  If you are doing spoken word, do a sonnet, if your poem is formal, try to write like ee cummings, if it’s formal, write like spoken word, etc.).  Make sure for this section you copy and paste your original 5 lines AND the revised lines!

Next Steps:  What is your next step in the process?   Why?  (Brainstorming, peer critique, research, writing, including poetic devices, working on the specific form, starting over, working with a teacher or tutor, learning after-effects, illustrating your poem…other?)

HOMEWORK:

• Study for Devices Quiz on FRIDAY!
• Work on memorizing and reciting your poem, finish your written analysis.

Poem: Draft 1, and Process Journal Journal 1

Announcements!

• Devices Quiz on FRIDAY this week!  Be ready!
• Define what the device is (can be in your own words)
• Use the device in an example of your own devising
• State the perspective (intellectual and emotional) of a poem we’ve looked at in class during Starters, centers, or notes time.
• Recitations start on Wednesday.  Be ready! 
• Check rubric on board
• Day of recitation, need to give Lori a PRINTED copy of written analysis BEFORE class starts.  It will be late if you give it to me after 8:15.

Starter 14

• Write an amazing metaphor or simile that captures something about your Spring Break!
• Look at your devices notes, and the list of poetic devices I gave you.
• What 5 devices are you most confident about being able to define and use on the quiz?
• What 5 devices do you need to study the most?
• Take 10 minutes to make flashcards or study! 

In Class Priorities

• Poem Draft 1  (
• Process Journal 1
• Recitation Poem: Memorization and Analysis
• Study for Devices Quiz

Process Journal 1  (MUST BE TYPED)

1. What is your poem about, and what piece of class content (text, movie, activity, concept) inspired you to write your poem about this?
• What about this inspires you? (images, words, symbols, phrases…)
• What do you want to say about this?   What perspective are you trying to develop?
2. Take two lines from your current draft and write them here.  Now rewrite those two lines so that they communicate the same message, but don’t use any of the same words.
3. What is your next step in the process?   Why?  (Brainstorming, peer critique, research, writing, including poetic devices, working on the specific form, starting over, working with a teacher or tutor, learning after-effects, illustrating your poem…other?)

Conferences

I am available for conferences about your rough draft poems!  I will give you feedback, and point you in new possible directions.  If you want a conference with me, sign up on the board.

HOMEWORK

1. Finish poem draft and process journal 1.  DUE:  Start of Class, Tuesday
2. Study for Quiz on FRIDAY
3. Memorize poem and finish written analysis

Poetic Forms

Starter 11

1. What's your reaction to this poem (intellectual and emotional)?  You can react to the form of the poem and/or the content of the poem.
2. What kind of style or form are you interested in using for your poem?  What kind of poetry do you want to write?

Content Poem Activity

1. Read your poem out loud to your group.
2. Trade with one person in your group.
3. On their poem, write the following:
1. What is the intellectual message of this poem?
2. What is the emotional impact of this poem?
3. Underline or highlight the two strongest lines of the this poem.  What makes them so strong?
4. What are two specific things they could revise or change to make this poem even stronger?

Review Poetic Forms

See this website for more information!  Poetic Forms

Form Poems

Choose a form from the list on the board, or from the website linked above.  Write a poem on the theme of war, violence, peace, power, or truth using one of the forms.  Challenge yourself to try something new!

At the bottom of the poem, write:

1. Why did you choose this form?  What drew you to it?
2. What difficulties did you have in writing in this form?

HOMEWORK:  Finish Form Poem (see above for details).  DUE: Start of Class, Friday.  No need to print, just have it ready to pull up on your computer.

Perspectives and Content Inspiration Poems

Starter 10

1. For your exhibition poem, which dimension(s) of poetry do you think you'll emphasize most?  Explain why.  (Intellectual, Emotional, Sensory, Imaginative)
2. Which poetic devices will you need to use to help you highlight this dimension?  Explain.

Perspective and Poetry

Turn each of the following "duh" perspectives into a more complex, specific, and interesting perspective.  One sentence each!

1. War is bad.
2. Peace is good.
3. Violence hurts people.
4. Power corrupts people.
5. The truth is hidden from us.

Now, write 3 possible perspectives you might want to use for your exhibition poem.  Remember, they must connect somehow to war, peace, violence, power, or truth.  No "duh" perspectives, please!

Content Inspiration Poem

Choose one of the texts, topics, activities, or movies from the board as your inspiration.  Now write a poem based on that inspiration.  At the bottom of the poem, answer the following questions:

1. What was your inspiration?
2. How did this topic, text, activity, or movie inspire you?  What did you take from it (image, specific language, concept, connection, other?)?

HOMEWORK

1. Work on memorizing your poem and writing your analysis!  DUE:  See Recitation Schedule
2. Content Inspiration Poem (see above for details and specifics).  DUE:  Start of class, Thursday.  No need to print or email, just have it ready to pull up.

Tredecim and Poetry Analysis

Starter 9

• Choose your favorite piece of figurative language from the board, and write it down.
• Chart it out like we did in the figurative language activity yesterday.  Subject, what it's compared to, and a list of similarities.  Then write 2-3 sentences about what the poet is trying to convey about their subject.
• Draw the image this creates in your mind!

Tredecim

Write me a tredecim about peace, war, violence, truth, or power, using the format of the poem linked above.  Email it to me before the end of class.

Recitation Poem Analysis

• Finish the Analysis Outline
• Write your analysis (must be typed!)
• Sign up for your recitation date before the end of class

Kaylee's Senior Project Survey

If you would like to, please take the survey linked above to help Kaylee with her senior project research.  All surveys are anonymous and confidential, and you do NOT have to take this survey if you don't want to.

HOMEWORK:  Work on memorizing your poem!

Figurative Language

Starter 8
If you were absent...
Write two 8-12 line poems about different objects in the room you are sitting in.  Make them as good as you can!  In the first poem, focus on using rich and detailed imagery.  In the second poem, make sure you include a turn.

Figurative Language
See the handout linked above.  Read the directions carefully, and try to complete it.  Don't forget the last page!  If you were absent, come see Lori for a full explanation.  This is one of the most important lessons, so you need to come talk to me to make sure you understand it!

HOMEWORK
None!

Recitation Poem Analysis

Starter 7

• You will need the text of this poem:  Bystanding- The Beginning of an American Lifetime
• Divide into 8 sections (1st section, and every time there's a new year listed)
• Write down in 1-2 sentences the message/perspective of each section.  
• Write down the OVERALL message/perspective.  Make sure to look at the title and the last few lines!  No "duh" perspectives!
• What is the most powerful part, and why?
• NOW...watch the video below.  After watching it, answer, "How does the video change/deepen/add to the experience of the poem?"  Try to reference specific things about the video!

Recitation Poem:  Read and Annotate

Now that you've chosen the poem you're going to memorize and recite, it's time to start!  First, read and annotate your poem, following the steps below:

• Print your poem
• Read and annotate
• Look up and define vocabulary words
• Identify ALL the poetic devices used, and label them on the poem
• Figure out the message and perspective of the poem (remember, this may shift over the course of the poem!)

Recitation Poem:  Analysis Outline

Now that you've read your poem, use the outline linked above to create an outline for your 3-paragraph written analysis.  

HOMEWORK:  Dulce Seminar Reflection.  DUE:  Monday, 3/17, emailed to Lori BEFORE class starts.

Poetry Centers and Seminar Reflection

Starter 6

Based on what you’ve read and experienced so far…

1. What kind of poetry or aspects of poetry do you like the most?  Why?
2. What types of poetry do you dislike, or find it hard to connect to?  Why?

Poetry Center Guidelines

1. Follow directions
2. Work with your group members, support each other
3. Participate actively
4. Take intellectual risks
5. Take as long as you need: be mindful and thorough
6. Must do at least 5
7. Move to table with poem (don’t move poem to table)

Links to Music for Centers:

Strange Fruit: http://www.youtube.com/watch?v=h4ZyuULy9zs

Time: http://www.youtube.com/watch?v=Z-OytmtYoOI

Choose the best 3 centers you did, staple them, and turn them in to Lori.

HOMEWORK:  Dulce Seminar Reflection

See your handout for details!  This will be DUE on Monday, 3/17.  This gives you the entire week and two weekends to get it done!  I suggest not waiting too long, or it will be harder.

Seminar Questions:

1. What is the tone of this poem, and how does the author achieve it?
2. How would the meaning or impact of this poem be different if the author just told you about these experiences in a straightforward way?
3. What is this poem trying to communicate...intellectually?  Emotionally?  Sensory?
4. Is it ever sweet and right to fight and die for your country? 
5. During a time of war, should citizens of a country at war be shown the horrors that soldiers experience, or should they be sheltered from this?
6. What role does poetry play in our social dialogue about war?
7. Can poetry make you see war in a different way?

Dulce Seminar

WHEN OUT OF SEMINAR:

Starter 5:

1. Read someone else’s list of definitions.  Write down their name, and the topic they chose.
2. What is the most powerful/interesting definition?  What makes it powerful (this should be a substantial discussion, not just a sentence or two!)?
3. What definition would you add to this topic?  Write it, then explain why you chose the comparison you did, and what you were trying to illuminate with that comparison.

Poem Memorization Assignment

1. Read carefully over the assignment.
2. Find a partner, meet with them, and explain the assignment to them.  Clarify the assignment for each other.  If you have any remaining questions about the assignment, write them down!
3. Find a poem you would like to memorize!  Flip through the books, look on the internet, read poems until you find one that speaks to you.  If you find a poem that’s not on the list, jot down the title and the author to get Lori’s approval later.  Spend some time just exploring and looking at different poems!
4. If you choose one, start memorizing it!

Poetry Calisthenics and Dulce Coaching

Starter 4: Poetry Calisthenics with Amnesty International Photos

If you were absent for this, you'll need to get the photos from Lori to make up this starter- I don't have digital copies of them!

1. Find a table with a picture that interests or intrigues you (for the first round, this can’t be your original table!)
2. Take a minute and closely examine the picture- look at setting, expression, details, and emotion.
3. Take 5 minutes, and write 4-8 lines that capture something about this person’s experience of world
1. Round 1:  Focus on creating a specific tone, or emotional mood
2. Round 2:  Focus on creating vivid sensory impressions
3. Round 3:  Focus on using interesting metaphors or similes

Coaching Steps:

1. Fluid Reading: Make sure each group member is clear on pronunciation of words.  Each student reads poem out loud to the group.
2. Close Reading: Go line by line until every group member can summarize every line of the poem.  Remember to ask questions, address every issue from D/C journals.
3. Coaching Handout:  Complete coaching handout with your group.

Poetry Definitions

1. Read through this list of definitions of poetry.
2. Start your three favorite definitions.  For each, explain what you think this definition is trying to convey about poetry.
3. Choose one of the following topics:  War, Violence, Peace, Truth, or Power.  Write a series of at least 6 definitions in the style of Sandburg that aims to illuminate different aspects of your chosen topic.  Make your metaphors and comparisons unexpected!  Get really creative with them!
4. So, if you chose War, one of your definitions might  be:  "War is a glittering shard of metal, forged long ago, and left to rust."
5. Must have at least 6 definitions (can have more).

HOMEWORK:  Finish definitions (see instructions above).  DUE: Start of Class, Thursday

Dulce Et Decorum Est

Starter 3

You will probably need to watch this more than once to catch what is going on here and to be able to answer the questions!

1. What is the message or perspective of this poem?
2. What's your favorite part?  Why?  Really dig deep here!
3. List all the devices you see/hear in this poem.  You can use the list or your notes if that helps.  Then, choose one device to define, and talk about why it's important for the impact of this poem.

Poem #1 Share
Swap poems with a classmate, read it, share the best lines and why you liked them.

Reading a Poem Notes

• Reading a Poem Lecture Notes
• Reading a Poem Slides

Dulce Et Decorum Est

Read and annotate thoroughly.  Remember to annotate for devices, vocabulary, message, questions, parts that stand out to you!

Difficulty Journal

Complete the assignment linked above.  It must be TYPED!  Make sure you are completing all parts of the assignment- read the directions carefully!

HOMEWORK:

• Finish Difficulty Journal.  Have it typed and ready at the start of class on WEDS.

Poetry Notes, Part 2

Starter 2:  Rock Out! (watch first poem only for starter)

1. What's the message of this poem?  Sum it up in a few lines!
2. What's your favorite line?  Why?
3. Add 3 lines to the poem that capture your moments of joy.  Each line should start with "Rock out like..."

Finish Poetry Notes 1

Add the following devices to Shakespeare Sonnet from Friday:

1. Sonnet rules:  14 lines, iambic pentameter, rhyme scheme, 4 quatrains + couplet
2. Turn:  Sudden shift in emotional mood or perspective of a poem
3. Enjambment:  Line break in the middle of a sentence or phrase

Poetry Notes 2

In groups follow the Poetry Notes Directions linked here to analyze 3 of the poems linked in the Poetry Notes Packet.

Poetic Devices

See handout linked above for even MORE devices you can use!

Poem #1

1. Choose 3 poetic devices from your notes or from the list above.
2. Choose a topic (don't choose something that you don't have anything to say about!)
3. Write a poem of at least 12 lines about your topic that uses all 3 devices, and that communicates an experience.  Try to make it good!  Play with language!  Take risks!

BONUS POEM:  I Want to Buy a Sloth With You  (hilarious)

HOMEWORK:  Finish poem #1 (see directions above).  DUE:  Start of class, Tuesday.  May be handwritten or typed.  If handwritten, it must be legible!

POETRY! YAY!

Binder Clean Out
Clean everything out of your binder!

Starter 2

1. What is your favorite line or phrase from this poem?  Why?

2. What does this poem make you think?  Explain.

3. What does this poem make you feel?  Explain.

Poetry Project!

See the handout linked above for a brief description of what you'll need to do.  

Poetry Notes, Part 1

See the packet linked above, then follow the directions below.  When you come back to school, get poetic devices notes from a classmate.

Stopping By the Woods on a Snowy Evening

1. Read the poem, and circle 5 words that really establish the emotional mood of the poem.
2. What is this poem about?  What experience is it trying to convey?
3. What do you notice about the way this poem is written?  What techniques and patterns do you see?

The Walrus and the Carpenter

1. Read this poem aloud.  Make it silly!  Emphasize the sing-songy rhythm!
2. Annotate the poem to mark what makes it unique!  What is this author doing?

Sonnet 116- Get notes for this from a classmate

HOMEWORK:  None!  Enjoy the snow this weekend!

Final Project and DP Update

Turn In Your Project!

1. Mount Op-Ed and Cartoon on posterboard
2. Email copy of the Op-Ed to lori.fisher@animashighschool.com

Photograph:  Take a picture of your final cartoon.  Zoom in!

Project Reflection

Answer all questions in complete paragraphs.  You should have four full paragraphs of reflection.  This must be finished and posted to your DP by the end of class on Thursday.  You will not receive any other time to work on this.  Please SPELLCHECK and PROOFREAD before posting!

1. Project Description:  What did you do for this project?  Describe it so that people who don’t know about this project will understand it.
2. Learning Reflection:  What new understanding do you have about globalization after completing this project?  What are your big takeaways?
3. Cartoon Reflection:  Look back at your first draft of your cartoon.  How have you grown as a cartoonist?  Be specific, and address some specific techniques you learned or changes you made between drafts.
4. Op-Ed Reflection:  How was the writing you did for this assignment different from writing you’ve done in the past?  What did you learn from doing this type of writing that you could apply to future writing assignments?

DP Requirements:

1. A picture of your political cartoon (zoom in, make it high quality!)
2. The full text of your final draft Op-Ed
3. Project Reflection

End of Project Survey

Take the survey linked above.  When it asks for the project name, call it: Globalization.

HOMEWORK:  None!  Enjoy a well-deserved night off.  :)

Finish Op-Eds and Cartoons!

SLC Practice
Practice your full SLC in preparation for tonight!

Finish Op-Eds and Cartoons!

• Double check formatting (see yesterday's post for details)
• Make sure parenthetical citations are correct
• Do a final proofread and word count!

To Turn in:

• Email Lori 1 copy of your Op-Ed
• Mount Op-Ed and Cartoon on posterboard, stack in front of class

Project Reflection

Answer all questions in complete paragraphs.  You should have four full paragraphs of reflection.  This must be finished and posted to your DP by the end of class on Thursday.  You will not receive any other time to work on this.  Please SPELLCHECK and PROOFREAD before posting!

• Project Description:  What did you do for this project?  Describe it so that people who don’t know about this project will understand it.
• Learning Reflection:  What new understanding do you have about globalization after completing this project?  What are your big takeaways?
• Cartoon Reflection:  Look back at your first draft of your cartoon.  How have you grown as a cartoonist?  Be specific, and address some specific techniques you learned or changes you made between drafts.
• Op-Ed Reflection:  How was the writing you did for this assignment different from writing you’ve done in the past?  What did you learn from doing this type of writing that you could apply to future writing assignments?

DP Requirements:

• A picture of your political cartoon (zoom in, make it high quality!)
• The full text of your final draft Op-Ed
• Project Reflection

HOMEWORK:  Finish Op-Ed and Cartoon.  Have a printed copy ready at the start of class, and a copy emailed to Lori by the start of class.  YAY!  DUE:  TOMORROW!!!

SLC Prep and Project Work Time

SLC Freewrite
What do you most need to improve to succeed in Humanities?  Choose ONE thing from either the academic skill list or the behavior list that we brainstormed yesterday.

• Why is this skill or behavior hard for you?
• Why haven't you improved at this?  What's holding you back?
• Why is it important to master this skill or behavior (think BEYOND just your grade!)?

21st Century Skills

Read the list of 21st Century Skills and definitions.  Choose the one that you think would best help you to improve your skill or behavior in Humanities.

SMART Goals

Now write a SMART goal that will help you to improve your skill or behavior.  See the handout linked above for guidance on what needs to be included

SLC Notecards

Finish SLC notecards, and show Lori!

Work Time

Keep working on your Op-Eds and political cartoons.  See below for important information you'll need to finalize your cartoons!

OP-ED FINAL FORMATTING:

• Margins:  1"
• Font:  12 point Times New Roman
• Title:  20 point, bold, Times New Roman, centered
• Name:  Upper right corner, above the title
• Spacing:  Single-spaced (not 1.15!)
• Paragraphs:  No indent at the start of the paragraph, space between paragraphs
• In-Text Citations:  Correctly cited using parenthetical citations (see examples on board)
• Works Cited:
• Follows same font and spacing guidelines above
• At bottom of paper
• Contains full and correct MLA style citations
• All websites include full url
• In alphabetical order by author's last name.  If there is no author, use the title

HOMEWORK:  Up to you.  If you think an hour in class tomorrow is enough to finalize your cartoon and op-ed, no homework!  If you don't think that will be enough, work on them!

SLC Prep and Project Work Time

SLC Opening Brainstorm:
We brainstormed academic skills and non-academic behaviors that we have been working on this year in Humanities.  I will keep the list up on my board for reference tomorrow!

Humanities Strength

1. Choose ONE thing from the list that you think you are really strong in this semester.  It can be either an academic skill or a behavior that helps you to succeed.  
2. Then list two possible pieces of evidence you can use to show that skill or behavior.  This could be a piece of work, a critique you received, feedback from peers or your teacher, or an anecdote about a time you used a particular behavior.

Strength Notecard

See the document linked above for how to format your notecard (I think it's on the 3rd page).  You are ONLY doing the strength notecard today!  Make sure you hit ALL FOUR of the bullet point topics on your notecard.  Then SHOW IT TO LORI!

Project Work Time

Work on your op-ed and cartoon.  Remember, FINAL DRAFTS ARE DUE THURSDAY at the START OF CLASS!!!

HOMEWORK

Work on op-eds and cartoons!  FINAL DRAFTS ARE DUE THURSDAY at the START OF CLASS!!!

Worky Work Time

Op-Ed Revisions

• Keep working on these!  Remember, you need to address marginal comments AND the big stuff at the end.
• Check out the OP-ED RUBRIC to check and make sure you're on the right track.

Cartoon Final Drafts

• Conference with Lori if possible!  This is your chance to see what I'm looking for, and to get feedback from me before it's too late!
• Think about...using space, neat lettering, spelling/proofreading, visual balance, color, clarity of message!
• Check out the POLITICAL CARTOON RUBRIC to check and make sure you're on the right track.

HOMEWORK:

Keep working on revisions and your cartoon.  You will have some class time to work on them next week as well.  FINAL DRAFTS DUE: Start of class, Thursday.

Cartoon Critiques and Work Time

Announcements

1. Office hours TODAY at lunch and after school!  Now is the time to get questions answered about Op-Ed feedback, as I will be GONE on Friday!
2. SLCs are next Wednesday- Colleen will be scheduling you in her class.

DUE DATE CHANGE!!!

Because we'll be spending time next week on SLC prep, I am changing the due date of your projects.  All final drafts will be due (printed, mounted, and ready to hang) by the end of class on Thursday, 2/27.  We will also be working on DP updates and reflections in class on Thursday.

Cartoon Critiques

Follow the protocol on the board to run group critiques of your 2nd draft cartoons.

Work Time

1. Op-Ed Revisions:  Make sure you look over my feedback during class to see if you have any questions!
2. Final Draft Cartoons:  Make them amazing!
3. Conferences With Lori:  I'm available to give feedback on cartoons, answer questions about op-eds, etc.  Come see me!

HOMEWORK

Work on Op-Ed Revisions and Cartoon Final Drafts

RD Cartoon Critiques

Self Critique

• Which of the 6 cartooning elements did you use most effectively in your draft?  Explain what you were trying to communicate with this element.
• What do you think is the biggest weakness in your cartoon right now?  What are two strategies you could use to overcome this weakness?

Rough Draft Critique

Students leave cartoon and a blank piece of paper on desk, move to different cartoons for critique.  

• What is the perspective of this cartoon?  State it in one sentence.
• List all the different devices you see in this cartoon. 
• Which device do you think is most effective? 
• Which device could they use better, and how?
• What is your favorite thing about this cartoon.  Be specific, and explain why you think it’s effective.
• Give at least one other suggestion for revision.  Be SPECIFIC! 

Revision Plan

• List 3 revisions you plan to make to your cartoon after critique.
• How are you going to improve your drawing/quality?

Revise Cartoon

• Do 2^nd draft of cartoon.  Work hard on making this one high quality in both ideas AND execution.  Now is the time to play with outlining, color, shading, etc.!

HOMEWORK

• Revise Op-Eds (when you get them back from me).  FINAL DRAFT DUE:  Monday, 2/24
• 2nd Draft Cartoon.  Work on improving quality and clarity, and play with things like color and shading.  DUE: Start of class, Wednesday 2/19

Cartoon Techniques and RD

Cartoon Techniques

• Symbolism: Using an object to stand for an idea. 
• Captions/Labels:  Use these for clarity and emphasis.
• Analogy:  A comparison between two unlike things.  This can emphasize certain shared characteristics, or it can make a more complex issue seem familiar and easier to understand.
• Irony:  The difference between the way things are, and the way things are expected to be.
• Exaggeration:  Overdoing the physical aspects of something or someone.  This can make a point about that person or thing, or it can make them easy to identify. 

Cartoon Models and Cartoon Analysis

Use the handouts linked above to analyze different cartoon examples.  When you finish, do the cartoon brainstorm (instructions are in the packet linked above), and the rough draft of your cartoon.

Cartoon Rough Draft

You need to have a rough draft cartoon ready for class tomorrow!  Make sure you are using some of the cartoon techniques listed above.  Try to make your perspective clear!

HOMEWORK:  Finish Rough Draft Cartoon.  DUE: Start of Class, Friday.

Op Ed Revision and Checklist

Op-Ed Checklist Review
AKA, Lori sarcastically reminds you how to use a checklist.  Helpful hint...if you haven't done the thing on the list, DON'T CHECK IT OFF!  Do it first, THEN check it off!

Revise and Refine
Revise and refine your op-ed draft to get it ready for Lori's feedback.  The Op-Ed Checklist should be a big part of this process!  You may also want this:  Setting Up Quotes.  Remember to address any feedback I gave you on citations from your research notes!

Email Op-Ed Draft to Lori

• lori.fisher@animashighschool.com
• Subject:  ___(your first name)___ Op Ed Draft
• If you have a specific issue, question, or concern you'd like me to address, put it in the email!

Cartoon Draft

Once you've emailed your wonderful revised draft to Lori, work on a draft of your cartoon.

HOMEWORK:  None!  Take the night off.  :)

Op Ed Peer Critique

Peer Critique
Complete two rounds of peer critique, using the instructions linked above.  For Round 1, trade with someone at your table.  For Round 2, trade with someone outside your table.  Take your time, and do this right!

Revise, Revise!
Revise, using the feedback from peer critique.

HOMEWORK
None, unless you were absent, in which case you should find someone to critique your Op-Ed Draft.

Op-Ed Self Critique

Op-Ed Self Critique
Use the handout I linked above to do a first critique of your Op-Ed draft.  You should use this critique as a revision plan.  When you finish the self-critique, come show it to Lori so she can check in with your progress!

Op-Ed Revisions
Use the rest of class to work on revising your Op-Ed to make it more amazing!

HOMEWORK:  Finish revisions, and PRINT BEFORE CLASS!  You need 2 copies of your Op-Ed 2nd draft at the start of class Tuesday for peer critique.  PRINT BEFORE CLASS!

Op-Ed Rough Drafts and DEADLINES

No Starter!

Op-Ed Deadlines:

• Rough Draft:  Start of Class, Monday 2/10  (1 printed copy)
• 2nd Draft:  Start of Class, Tuesday 2/11  (2 printed copies)
• Draft for Lori:  End of Class, Wednesday 2/12  (Emailed to Lori)
• FINAL DRAFT:  End of Class, Monday, 2/24

Political Cartoon Deadlines:

• Rough Draft:  Start of Class, Friday 2/14
• 2nd Draft:  Start of Class, Wednesday, 2/19
• FINAL DRAFT:  End of Class, Monday 2/24

Op-Ed Rough Draft Requirements:

• Typed and PRINTED before class on Monday
• 750-1000 words
• Uses evidence
• Has title, intro, and conclusion
• Has a Works Cited section

HOMEWORK:  Finish Op-Ed Rough Draft (see above for details).  DUE: Start of Class, Monday.  PRINT!  PRINT!

Op-Ed Examples, Tips, Tricks, and Features

Starter 19

1. Draw a rough rough draft of a cartoon that expresses the same perspective that is expressed in your Op-Ed thesis statement.
2. What do you think will be the hurdle to your success in the cartooning process?  How might you overcome this difficulty?

Op-Ed Examples

Follow the instructions in the document linked here:  Op-Ed Example Analysis, to analyze and identify key features of ONE of the Op-Ed Examples.

Op-Ed Key Features

• Thesis can stand alone in its own paragraph
• Thesis doesn't have to be in the first paragraph
• Many short paragraphs, rather than a few long ones
• Each paragraph has a single clear focus
• Use transitions to link one paragraph to the next
• Start and end your op-ed with emotion, to pull your reader in.  Use stories, anecdotes, vivid imagery.
• Logic and evidence in the middle
• Address and refute opposing argument
• Use different types of evidence:  stories, quotes, statistics, experts, etc.
• Use strong language in complex sentences
• Have a recommendation for action, or a solution

What Can I Do In Body Paragraphs?

After you've written a catchy hook to get your reader emotionally invested, and presented your thesis, now what?  Here's a list of possible things you can do in your short and punchy body paragraphs!

• Set context
• Define key terms
• Give concrete or real-world examples of abstract concepts or ideas
• Address counter-arguments
• Present evidence for your thesis, and explain that evidence
• Define a problem
• Propose or defend a solution or course of action

Op Ed Outline and Rough Draft Requirements:

• Typed and PRINTED before class
• 750-1000 words
• Uses evidence
• Has title, intro, and conclusion
• Has a Works Cited section

HOMEWORK:  Rough Draft of your Op-Ed.  DUE:  Start of class, MONDAY.  Don't forget to PRINT!

Op-Ed Thesis Statements and Critiques

Starter 18

1. Based on the research you've done, what are two new or revised opinions or perspectives you have about your issue?
2. What do you think is the most important thing you can communicate to other people about your issue?  Why should other people care about this?

Thesis Statement Criteria

• Must be arguable (not a statement of fact).
• Example: The use of sweatshops in the developing world is beneficial to the workers.
• Must immediately catch the readers' attention (think word choice and drama!).
• Example: Our habit of greedily consuming is to blame for the hideous suffering of 3rd world workers.
• Must be clear and concise.  Avoid wordy and complex sentences- think short and punchy!
• Ex: The WTO undermines democracy all over the world.

Thesis Writing

Write THREE possible versions of your thesis statement.  These could be 3 different ideas or perspectives you're thinking about, or they could be the same perspective worded in three different ways.

Thesis Critiques

Have your thesis statements critiqued by two different people, using the critique form above.

Thesis Revision

1. Revise and finalize your thesis statement.
2. Show Lori your final version.
3. List evidence.  Find 5-10 facts, quotes, statistics, or anecdotes from your research that you could use to support the perspective of your thesis.  List these in a document (typed or handwritten).

HOMEWORK:  Finalize thesis and finish evidence gathering.  DUE: Start of class, Thursday.

Finish Research! FINISH IT!

Starter:
Please take the Yearbook Survey!

Announcements:

1. We will be doing NWEA testing on Wednesday and Thursday (if needed).  Meet in my classroom first!
2. Remember, coffee sales are DUE!  Turn in to the front office.

Work Time!

1. Finish your Research Notes
2. If you finish early, you can...
1. Find 1-2 more sources that could be helpful
2. Start thinking about and writing a thesis statement
3. Do a draft of two of ideas you have for your political cartoon
3. Email completed notes as ONE DOCUMENT to Lori by the start of class on Tuesday
4. Conference with Lori as needed

HOMEWORK

Finish Research Notes!  Email to Lori as ONE DOCUMENT when completed.  DUE: Start of class, Tuesday 2/4/14.

Globalization Research, Day 3!

Starter 17
Take 15 minutes and draw a political cartoon about your research topic.  Make sure it has a clear perspective.  Remember, you can use symbols and text (labels, captions, dialogue) to help make your point clear!

TURN IN STARTERS 11-17

Work Time: Research Notes Part 2

1. Work on research notes.  Your goal for the end of class should be to have at least 4 sources completely typed up, and have the rest of your sources found.
2. Conference with Lori as needed.

HOMEWORK

Unless you were absent and are behind (see your daily goal above), NONE!  Enjoy the snow!

Globalization Research: Part 2

Starter 16

1. Look at the research questions on the board.  Other than your own, which question do you find most intriguing?  Why?  What does it make you think about?
2. What type of information do you need to find in order to answer your research question.  Graphs?  Charts?  Interviews?  Analysis?  Polls?  Other?  Where do you think you might be able to find these?

Research Notes, Part 2

Time to start researching!  Make sure that you have read CAREFULLY through the directions for part 2 of the research notes.  Let's avoid a repeat of the disastrous Jihad vs. McWorld paragraph.  :)  Then, to the internet with you!  Conference with me if you get stuck, need help, or find that you need to revise your questions!  

HOMEWORK

None!  Thank you for working so hard today!  IF YOU WERE ABSENT...you should try to get research notes done for at least 2 sources to make sure that you are caught up with where you need to be.