Poetry Project: DP and Final Reflection

Elective Survey
Hey everyone!  Please take the survey linked above to have some input into our Humanities Electives offerings.

DP AND REFLECTION REQUIREMENTS

• Poem Grading and Reflection:  See this link for instructions for your Growth as a Poet reflection.  This is a MAJOR part of your project grade.  DUE:  Midnight, Sunday 5/10. Share with Lori.

• DP Requirements

• Final Poem
• Growth as a Poet Reflection
• Picture of your project (if it's a visual art piece)
• Video of your project (everyone- live performances will get these after Exhibition!)
• DUE:  Start of Class, Monday 5/18 (when you get back from Osprey Week)

Beautiful job at Exhibition last night- you made me proud!

Poetry Analysis Quiz

Quiz Resources:

1. List of strategies you can use for annotation
2. List of strategies you can use to help you understand the poem
3. Devices List

Take the Quiz!

If you were absent, you will need to come talk to me to schedule a re-take.  This is a long one!

When done...

1. Revise poem
2. Finish and share Process Journals 4 and 5
3. Conference Writing to prepare for conferences with Lori on Thursday and Friday (see below for details)

Project Conferences

I will be holding conferences about your project/poem starting Thursday, 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.

Critiques Continued!

Recitations!

• Ryleigh
• Reed
• Jake
• Max
• Kaleigh
• Kyla

Group Critiques

Critique poems in your small groups.

Work Time Priorities

1. Process Journals 4 and 5
2. Poem Revisions
3. Study for Analysis Quiz

HOMEWORK

Critique Poems.  Last round!

Critiques and Marisa's Survey!

Starter 17

1. What are all the steps you need to go through to make sense of a difficult poem?  List them here!
2. How confident are you in your ability to read adn write an analysis of an unfamiliar poem?  Rank yourself from 1-4 (1=not confident at all, 4=totally confident), and explain your ranking.

TURN IN STARTERS 15-17

Small Group Critiques

Critique the two poems from last night in your small groups.

Work Time

1. Revise your poem
2. Process Journals 4 and 5

Marisa's Survey

Take this survey for Marisa's senior project!

HOMEWORK

Critique Poems

Whole Class Critique

Starter 16

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:  Now is the time to get Adobe AfterEffects trial on your computer if you’re interested in this option!

Critiques

1. Whole class in large circle
2. Author offers focusing question and reads poem out loud to the group. (1-4 min)
3. Group Feedback
• What’s memorable, piercing, or true about this piece of writing?  (6-8 min)
• 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

1. Be prepared
2. Everyone participates and speaks
3. Take intellectual risks—go deep!
4. Stick to the times
5. Be specific and helpful
6. Be open to new ideas; avoid being defensive

Priorities

Revise poem!: Play with complete sentences.

Process Journals 4 and 5

HOMEWORK

Critique 2 poems for the people from your group:  Critique Instructions

1. Grant and Max
2. Emily and Camryn M.
3. Mikayla and Brynn
4. David and Coleman
5. Kyla and Izzy
6. Michaelan and Brenden

Critique Assignment and Work Time

Starter 15

1. What's your favorite part of your poem right now?  Why?
2. What problems/difficulties are you running into as you write and revise?  Be specific?
3. Talk to a person about your problems/difficulties.  Come up with 3 possible solutions for THEIR problems.  List them in your starter.

Critique Assignments

See the document linked above for your critique assignments, and an explanation of what you have to do.  For the two poems for tonight, please do the following:

1. Read and annotate carefully
2. What is the experience (intellectual and emotional!) being expressed here.
3. 2 places that are memorable, piercing, or true.  Explain why they stand out.
4. 2 specific improvements or revisions that would improve the poem.  Make sure to explain HOW to revise.
5. Address the author's focusing question.

Work Time

1. Process Journal 3 (see yesterday's post for details)
2. Process Journals 4 and 5
3. Poem Revisions

HOMEWORK

1. Process Journal 3- SHARE with Lori before class starts on Thursday!
2. Critique two poems, using the instructions above.  DUE:  Start of class, Thursday.
• AM Class:  Kyle and Camryn S.
• PM Class:  Ethan and Keegan

Poem Draft 2 Critiques and QUIZ

Devices Quiz
Take the quiz!  If you are absent, you'll need to schedule a makeup time with me.

Starter 14
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 9-14

Draft 2 Critiques

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:  Finish Process Journal 3, and share with Lori before class starts on Thursday.

Out with sick baby...here is what you should work on today.

Hey guys,

I've been up with a screaming baby all night, so I won't be coming in (believe me, I'd rather be there!).  So, lucky you, the quiz is now moved to TUESDAY when we get back from the weekend.  Here's what I'd like you to do today:

1. Starter 13:  Lost Generation

• Watch the video above
• What do you notice about this poem?
• What unique thing could you do to the form (HOW your poem is written) of your poem to emphasize the perspective you're trying to communicate?
1. Poem Draft 2- Finish it, and print a copy for critique on Tuesday.  Print before you leave class, if possible!
2. Process Journal 2- Finish it and share it with Lori.
3. Poem Memorization- Work on memorizing your poem.  People who were supposed to recite today will go on TUESDAY when we get back.
4. Process Journal 3- Get a head start on this one!  See specific prompts below.

Process Journal 3

1. 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.”
   
   
   a.       EXAMPLE: Soldiers
                                                                 i.      Simile: The soldiers were like dogs, straining against their leashes to enter the fight.
                                                               ii.      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: 

• Finish and PRINT poem draft 2.  DUE Tuesday.
• Finish and SHARE process journal 2.  DUE Tuesday.

Poem Work Time

Starter 14

1.      Trade poems with someone at your table.

2.      Read their poem, then write on their poem:

a.       What are two aspects of this poem that you really enjoy?  Be specific!

b.      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, message, etc.

3.      Get your poem back.  In your STARTER, write:

a.       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?

Poetry Process Journal 2

1. Find a specific poem with a style you would like to imitate, or would like to draw from.  Write the title and author.
•  ID all poetic devices used in that poem (just list them)
• Choose at least three poetic devices/techniques from your form inspiration that you want to emulate.
• 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.
• 
  
2. Revision challenge:
1. 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.
2. Make sure you copy and paste the original 5 lines and the revised 5 lines into your process journal.

1. 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 tomorrow!

Poetry Work Time and Quiz Study

Starter 11
Look at your list of poetic devices and do the following:

1. List the five you are most confident about being able to define and use for our quiz.
2. List the five you are least confident about being able to define and use for our quiz.
3. Study for 15 minutes!

Work Time!

Your work priorities are as follows...

1. Poem Draft 1
2. Process Journal 1
3. Study for Quiz
4. Memorize Poem

HOMEWORK

1. PRINT poem draft 1 for class tomorrow.
2. SHARE process journal with Lori before class

Poem Draft 1 and Process Journal 1

Starter 10:

1. For your final poem which of the aspects of poetry (intellectual, emotional, sensory, imaginative) do you think you will emphasize most?  Explain. 
2. Which poetic devices do you think you will need to do to communicate these things?  Why?

RD Poem Sharing

1. Everyone reads their poem aloud to their group.
2. Trade poems with one person in your group.
3. Read their poem, then write on the back, or below the poem:
• What experience (emotional AND intellectual) is the poet trying to share with you?
• What are the strongest 1-3 lines, and why?  Think about this...if you were going to throw out the entire poem except for 1-3 lines, what lines should they absolutely keep?
• What are two specific things they could to make this poem even stronger?

Poem Memorization Practice

1. Find a partner
2. Take 15 minutes, and practice OUT LOUD with your partner!
3. Give your partner feedback on body language, gestures, and fluidity.

Poem Draft 1

Time to get to it! Write a first draft of your exhibition poem.  This can build off what you wrote yesterday, or completely change topics/styles.  Don't freak out...there's still lots of time to change if your initial idea doesn't work out!

Process Journal 1

Process journals must be TYPED!

• Reflection:  What is your poem about, and what 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

• Revision Challenge:  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

• 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:

Poem Draft 1 and Process Journal 1 are due, TYPED, on Thursday.  Share the process journal with Lori, and PRINT the poem draft 1.

Poetry and Perspective

Announcements:

1. Don't forget, recitation poems start on WEDNESDAY!  Check the schedule in my room for your day, and remember that the written analysis of your poem is due, printed, the day you recite.
2. Durango Poetry Slam is Wednesday, April 22 at 7:00pm.  Put it on your calendars!  More details to come...
3. DEVICES QUIZ on FRIDAY!  Be ready!

Starter 9

You write three haikus

to capture a fleeting break.

Five, seven, and five.

Capture a moment

the sense of freedom and spring.

Summer is coming!

Poem Rough Draft

Choose a topic you might be interested in using for your Exhibition poem.  Write a rough draft poem on that topic.  Try to express something interesting, complex, evocative!

HOMEWORK:

Finish rough draft poem.  Have it ready to pull up on your computer or show tomorrow at the start of class.

PARCC Testing Week Activities

Hey students!  Below you will find the Activity List and all the resources you will need to complete the list.

Poetry Activity List
During PARCC testing week, you'll be moving through this list at your own pace.  You need to make sure to do the following:

1. Complete all REQUIRED activities before moving to any any of the enrichment activities.
2. Get Lori's signature for each of the Required Activities when they are complete (you will turn this paper in at the end of class on Friday for credit).
3. Check with Lori during class if you have questions.

Poetry Activity Resources

1. Poem Memorization Assignment
2. Recitation Poem Analysis Outline
3. Poem Recitation Rubric
4. Tredecim
5. Poetic Devices
6. Bad Poetry Activities (see Lori for actual bad poems)
7. Surrealist Poetry

If you hit Friday, and you are worried that you will not complete all the required activities because you have been in PARCC testing, please come talk to Lori to get exemptions!  There is NO HOMEWORK this week.  You should, if you use your class time well, be able to complete all the required activities in the time you are given.

Figurative Language

Starter 8- Bystanding

1. Divide the poem into 8 sections (each time there's a year, it's a new section.
2. For each section write on the poem the message/perspective of that section.
3. When you've read the whole thing, write the overall message of what you think the poet is trying to convey at the bottom of the poem (hint...look at the title!).

Then, watch the video of the artist performing:

Figurative Language

See the handout linked above, and do what it tells you!

HOMEWORK:  None!  Enjoy your weekend.

Poetry Centers

Starter 7
Based on what you've read, heard, and experienced so far...

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

Poetry Centers

Complete at least 5 of the 7 centers linked above.  Follow directions carefully, and be mindful and thorough!

• Music for Strange Fruit
• Music for Time

HOMEWORK:  None!

Dulce 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.

Dulce Seminar Questions

1. What is the tone of this poem?  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?
3. How does the turn impact the meaning of the poem?
4. What is this poem trying to communicate:  Intellectually, Emotionally, Sensory?
5. Do you agree with the poet about the lie?
6. During a time of war, should citizens be shown the horrors that soldiers experience, or should they be sheltered from those horrors?
7. Is poetry important in our social dialogue about war?  Should it be?
8. If people were more aware of the horrors of war, would there be less war?
9. Can poetry make you see war in a different way? 

Dulce Seminar Reflection

This should be at least one typed page.  Answer all questions.  DUE: Emailed to Lori on Thursday, before class.

1. Lori’s Choice:  What have you learned from this seminar process about reading and interpreting poetry? (Use specific examples to back up your ideas)

HOMEWORK:  None!  We'll work on seminar reflections in class tomorrow.

Dulce Coaching and Poetry Definitions

Starter 4: Poetry Calisthenics with Amnesty International Photos

Put out photos- 1 per table (if you were absent, see Lori for photos!)

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
4. Go back to original table, trade with someone.  Find a line or two that really stand out to you, write them on the board with the poet’s name next to them.

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
1. Walk through handout, students complete in small groups

Definitions

1. Read through this list of definitions of poetry.
2. Choose 3 of the definitions, for each, explain what you think this definition is trying to convey about poetry.
3. Choose a topic you think you might want to write your poem on (big broad topics work best).  If you're stuck, choose one of the following topics:  War, Violence, Peace, Truth, Power.  Write a series of definitions in the style of Sandburg that aims to illuminate different aspects of your chosen topic. 
4. Must have at least 5 definitions (can have more).

Homework:

1. Finish definitions.  DUE:  Start of class, Tuesday.

Dulce and Difficulty

Starter 3

1. What's the message of this piece?  Make sure to take into account the last 4 words.
2. List the devices you notice.  Choose one, and talk about the impact that device has on the experience of the poem.

Too Dumb for Complex Texts
Read one of the following sections + the conclusion (A Habit of Slow Reading):

1. A Willingness to Probe
2. The Capacity for Uninterrupted Thinking
3. A Receptivity to Deep Thinking

For the section you read:

1. Describe in your own words the strategy the author is talking about.
2. Why does the author say this is difficult for students today?
3. Discuss different strategies in your group.  Note the different strategies, and then talk about:
• How often do you use these strategies when you read?
• Which strategy comes easiest to you?  Why?
• Which one is hardest for you to put into action?  Why?
• Which one do you think will most improve your comprehension of difficult poetry?

Reading a Poem Notes

1. Reading a Poem Powerpoint
2. Get notes from a classmate if you were absent!

Dulce Et Decorum Est

1. Read and annotate poem (ID devices, vocab, message, must have at least 1 annotation for each of the 4 dimensions of language from the lecture)
2. Difficulty Journal (Must be TYPED!!!)

HOMEWORK

1. Read and annotate Dulce Et Decorum Est
2. Difficulty Journal

Poetry Notes Part 2!

Starter 2:

1. What's your favorite line?  Why?
2. What experience is this poet trying to convey?
3. Write your OWN three lines to add to this poem.  Each line should start with "Rock out like..."

Poetry Notes Part 1
Finish with poetry notes we started on Wednesday.

Poetry Notes Part 2
Look at Poems Part 2.  Then follow directions on the handout linked above.

HOMEWORK:  None, unless you haven't turned in your OpEd, Cartoon, or updated DP.

POETRY YAY!

Starter 1:  Speak With Conviction
Watch this TWICE.  The first time, just take it in.  The second time, jot down your favorite line.

1. What's your favorite line of this poem?  Why?
2. What does this poem make you think?  Explain.
3. What does this poem make you feel?  Explain.

Project Introduction

First, read the handout linked above for a brief introduction to our new project!

Project Exploration

Below are a number of different types of projects you could do.  Take a bit and explore some of these.  Then choose TWO projects, from different categories, and answer the following questions about them:

1. What stands out to you about this poem/project?
2. What message do you think they're trying to convey?
3. How does the type of  project/performance impact the meaning of the poem?
4. Any questions you have about their project

Kinetic Text

• Example 1: Bryan Bauer
• Example 2: Audrey Le

Painting + Poetry

• Example 1:  Cole Hawkins
• Example 2:  Heidi Williams
• Example 3:  Lia Henricksen

Movie

• Example 1:  Lacey Meek:  Live Performance, Stop Motion Animation Only
• Example 2:  Risa Ontiveros
• Example 3:  Araaa Aquarian
• Example 4:  D'Vaughn McCrae

Spoken Word

• Example 1:  Marley Gabel-Weaver
• Example 2:  Avra Saslow
• Example 3:  Hannah Liberman
• Example 4:  Geoy Fisher

Photo Movie

• Example 1: Riley Rifkin
• Example 2: Molly Black

Fusion

1. Example 1:  Eli Kopp-Devol
2. Example 2:  Conner Murphy

Photoshop

• Example 1:  Eonki Kim

Poetry Notes Part 1

If you were absent, come talk to Lori about what you missed for this!  

HOMEWORK:  Finish DP update and Project Reflection (see yesterday's DP post for details).  DUE:  Email link to completed DP before the start of class on Thursday.

DP Update and Project Reflection

Today's Tasks:

1. Cut posterboard
2. Print final Op-Ed
3. Mount Op-Ed and cartoon on posterboard with double-sided tape
4. Take picture of cartoon
5. Give Lori Project Feedback
6. Write project reflection (see below)
7. Update DP (see below)

DP Requirements:

1.    Project Reflection  (again, no links to documents!

2.  A picture of your political cartoon (zoom in, make it high quality!)

3. The full text of your final draft Op-Ed (no links to documents!)

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?

HOMEWORK:  Finish DP update and Project Reflection.  DUE:  Thursday, 3/5.  Email Lori a link to your DP when this is complete

Finish Cartoons and OpEds!

Finish all of your final drafts!  Below are tips and resources to help you.

Cartoons:

• Cartoon Rubric
• Put on cardstock if you choose to
• Outline with sharpie for a polished look
• Can color or not- it's your choice!

OpEds:

• Op-Ed Rubric
• Op-Ed Final Formatting Requirements
• Setting Up Quotes
• MLA Parenthetical Citations
• Remember, don't just do the easy revisions in the marginal comments!  The BIG stuff is in my final comment at the end of your document.  Make sure you really intellectually engage in the revision process!

HOMEWORK:

Finish final drafts of OpEd AND Cartoon.  Have them both ready to go at the start of class on Tuesday!

Cartoon Models and RD

HOMEWORK:  Complete a rough draft of your cartoon.  Make sure it uses at least 3 of the techniques we talked about in class today, and that it expresses the same perspective as your OpEd.  Have it ready at the start of class tomorrow for critiques. 

Peer Critique and Get It Ready For Lori!

Peer Critiques
Run two rounds of peer critiques, then make a revision plan and show it to Lori.

Get OpEd ready for Lori's feedback!
I put a tremendous amount of time into giving feedback to your writing.  Please make it as polished as possible before it comes to me.  In order to be ready for my feedback, you must fulfill the following:

1. Run WORDCOUNT, and write the total words at the bottom of your OpEd.  It's okay if you're over the 1000 word limit right now!
2. Use CHECKLIST to make sure you've done everything you need to do.  Don't skimp on this step!
3. PROOFREAD carefully!  If I find more than 3 errors that spellcheck or a careful out loud reading could catch, I will stop giving feedback.

Resources:

Here are things you might need to help you make you ready for my feedback.

1. Setting Up Quotations
2. MLA In Text Citations
3. Op Ed Checklist

HOMEWORK

Get 3rd draft to Lori for feedback (email or share it).  Follow the instructions above before you send it!  DUE:  Before class Tuesday, 2/17.

OpEd Models and Outlining

No more starters for the rest of this project!  Yay!

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

OpEd Key Features
Thesis:

• Can be its own paragraph for more emphasis
• Usually not in the first paragraph

Paragraphs:

• Paragraphs are short (usually 2-5 sentences)
• More paragraphs (usually between 8-12)
• Each paragraph has a single clear focus.  New idea?  New paragraph!
• Can split Evidence and Analysis into separate paragraphs

Organization

• Emotion --> Logic/Evidence --> Emotion.  Start and end with emotional appeals.  Use your creative writing skills here!  Choose powerful words!
• Use different kinds of evidence (stories, quotes, stats, experts, etc.)
• Use transitions to tie paragraphs together
• If possible, use your conclusion to propose a solution, or to urge the reader to a specific action.

Op Ed Rough Draft Requirements

To get credit for your rough draft, it must meet the following requirements.

1. Typed and PRINTED before class.
2. At least 750 words (don't worry about going over 1000 right now...we can cut later!)
3. Uses evidence from your sources to support your argument
4. Has a title, introduction, and conclusion
5. Has a Works Cited section

HOMEWORK:

Finish Op Ed Rough Draft.  DUE:  Start of class Thursday, 2/12.  Must be PRINTED!!!

Lori Out Sick- Movie Day!

Hi everyone,

I decided not to be a hypocrite and to stay home (as I would want you to do!) with my fevery self.  Enjoy the reprieve and the documentary.  :)

HOMEWORK:
None, unless you are behind and didn't turn in research part 2.  Have a good weekend, and be ready to work hard next week!

OpEd Thesis Statements

Take Happiness Survey
Help with student research, and take the survey linked above.

Starter 19

1. Based on the research you've done, what are two perspectives or opinions you've developed about your topic?
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 Guidelines

1. Can use a concessive if it is helpful, but you don’t have to if it doesn’t work for you.
2. Must be arguable (not a fact).  Ex: While they initially seem inhumane, in fact the use of sweatshops in the developing world is actually beneficial to the workers.
3. Must immediately catch the reader’s attention (think about word choice and drama).  Ex: The consumption habits of you and I are to blame for the suffering of poor people all over the world.
4. Must be clear and concise (avoid wordy or overly complex sentences—think short and punchy).  Ex: The WTO undermines democracy all over the world.

Write Thesis Statements

Write 3 possible thesis statements for your Op-Ed piece.  These could be variations on a theme (i.e., similar ideas, but worded differently, or three different ideas).

Thesis Critiques

Round 1: Trade with someone at table.

Round 2: Trade with someone at another table.

1. Get statement back, revise.
2. Show Lori when you feel like you have a pretty solid version.
3. Once Lori has approved it, write it on the board with your name

Evidence

1. For your statement, you need to find evidence.
2. Look through research notes.
3. You should find 6-10 facts, quotes, anecdotes, etc. that you think would go well in your op-ed, and that would help to support your thesis statement.
4. Color code or annotate for this.  Or make a list.  Number evidence so I can check it.

HOMEWORK:

Finish Thesis Statement + Evidence Gathering (see above for details).  DUE:  Start of class, Friday 2/6

Finish Research Notes!

Lori out with a sick baby (boooo!).

Your task today is to FINISH your research notes.

HOMEWORK:
Finish research notes part 2.  DUE:  Email or share with Lori BEFORE class starts on Thursday!

Research Notes, Part 2

Starter 17:  The Future of Work
See the article and handout linked above for what to do for today's starter.  Instructions are on the 2nd page!

Research Part 1 Conferences
Conference with Lori about part 1 of your research.  Get it approved by Lori.

Research Part 2
Everyone starts on part 2 of their research notes.  FOLLOW DIRECTIONS carefully!  Your goal by the start of class tomorrow is to have 2 sources with their notes completely done.  If  you do this, you're in good shape.

HOMEWORK:
Finish research notes part 2 for two sources.

Research Part 1 Continued

Starter 16

1. What's one interesting thing you've found in your research so far?  Why is it interesting to you?
2. As of right now, what's your perspective or opinion on the topic you're researching?

TURN IN STARTERS 13-16

Research Part 1

1. Keep working on this!
2. When you're done with the initial research notes, sign up for a conference with Lori.
3. After Lori approves your research question, write it on the board with your name.

HOMEWORK:

Finish Research Part 1.  DUE:  Monday, 2/2.

Research Notes, Part 1

Project/Calendar Review
Reviewed due dates for the next month, and potential project topics (found on the last page of the Project Overview).

Starter 15

1. Brainstorm!  Gut reaction- what topic or topics (try to choose 2-3) are you interested in right now?
2. Why are these topics interesting to  you?
3. What questions do you have about these topics?

Research Notes, Part 1

Use class time to work on Research Notes Part 1.

HOMEWORK

Finish Seminar Reflection.  DUE:  Friday, 1/30/15.  Proofread carefully, and email to Lori before the start of class.

Global Village Seminar Reflection

Starter 14

1. List 3 details from the this cartoon and what you think they stand for/mean.

2. What is the message of this cartoon?  What is your reaction to this message?

Global Village Seminar Reflection

Complete the seminar reflection linked above.  Resources for paragraphs 2, 4, and 5 are found below.

Paragraph 2:  Detailed Response

Seminar Questions

1. What is the global village?  Why does he use that term?  What does he mean that it has “finally” arrived?
2. What is Ayer saying about identity and how it is formed in a globalized world?
3. Is this “new world order” that he is describing ultimately a positive or a negative shift?  In what ways?
4. How are our societies going to have to change to adapt to this global village?
5. What is the role of America in this new world order?
6. P4: What does he mean that souls are mingling?  Why does he use the word choice “souls”?
7. How is the globalization happening today fundamentally different from the globalization that Iyer describes as happening in the past?
8. Would you rather live in a world that is less connected, but in which you have a strong sense of national/cultural identity, or a world that is hyper-connected, but in which your identity is diluted?
9. Is the daily revision of identity, and increased fluidity of identity ultimately positive or negative?  Why?
10. Do you think that your identity has been affected by the processes Iyer is describing?  How so/not?

Paragraph 4:  Lori's Choice

No writing here!  Draw a cartoon on an 8.5 x 11" paper that represents a clear perspective on globalization.  You could represent a perspective from the article, show a perspective you heard in seminar, or show your own perspective.  

Paragraph 5:  CHALLENGE EXTENSION!

Discuss how Iyer's view of globalization either challenges or reinforces the descriptions put forth in Friedman's "The Lexus and the Olive Tree."

IF YOU WERE ABSENT FOR SEMINAR...

If you were absent for seminar, you need to complete a seminar makeup.  To do this, you need to choose 4 of the seminar questions listed above.  Answer each question with a fully developed TEA paragraph that uses evidence from the text (set up your quotes!!!) to support your opinions.

HOMEWORK:

-Finish Seminar Reflection.  DUE:  Friday, 1/31, emailed to Lori before the start of class.

Global Village Seminar and WTO

Starter 13

1. What are your personal goals for this seminar?  What do you want to work on?
2. HOW will you accomplish these goals?  What strategies will you use?

Global Village Seminar

Class discussion- we will write the seminar reflection in class tomorrow.

WTO: Benefits and Problems

1. WTO Benefits
• Read the article (no need to annotate)
• On the back, or on a separate piece of paper, answer the two questions below.
• What do you think are the two most important benefits from this list?  Why?
• Read the Silences:  What is NOT taken into account here?  Whose voices are left out?  Why might this be important?
2. WTO Problems
• Read the article (no need to annotate)
• On the back, or on a separate piece of paper, answer the two questions below.
• What do you think are the two most important problems from this list?  Why?
• Rank the WTO on a scale of 1-4:  
• 1 = Very harmful
• 2 = Somewhat harmful
• 3 = Somewhat beneficial
• 4 = Very beneficial

HOMEWORK:

1. Finish WTO Benefits and Problems (see above for articles and instructions)
2. Bring computer to class!

Global Village Coaching

Starter 12

1.      What is the message of this piece?  Explain 3 details you see that help you to determine the message.

2.      How does this piece connect to texts, concepts, or topics weve covered in class?  Explain.

Global Village Coaching

1.  Big Picture
• What’s the thesis?  Write it on the board.
2. Paragraph By Paragraph
• What’s the most confusing/challenging part of this paragraph, and why?  Discuss in your group.
• Summarize the message of the paragraph into one or two sentences. 

1. Questions
•  Write three questions on an index card, give them to Lori.
• One question must focus on a definition, on a term that you think it will be really important for us to carefully define for a productive seminar.
• One question should focus on a deep issue, a question that will spark deep thought and discussion.
• One question should require students to make a connection.

Seminar Prewrite

TYPE 2 paragraphs.  Choose two of the following questions to respond to:

1. What are the pros and cons of the world Pico Ayer describes?  For you?  For people living in other nations/parts of the world?
2. What does he mean in his title?  Why does he say the global village has “finally” arrived
3. Would you rather live in a world that is less connected, but in which you have a strong sense of national identity, or a world that is hyper-connected, but in which your identity is diluted?

HOMEWORKFinish Seminar Prewrite if you didn't finish in class.  Have it ready to show Lori at the start of class on Monday.

The Global Village Finally Arrives

Starter 11

Starter 11:

1. Watch video: Navigating Global Future
2. What does he say are the possible benefits and downfalls of the future? (T-chart is okay)
3. What is the most interesting point he made?  Why?  Connect to yourself!

Global Village Vocab

BEFORE students start reading, they should…

1.      Choose 3 more words from the list that they use or see the least

2.      Take a guess at the definition of each word (use roots to try to figure this out!)

3.      Look at the real definition on the Global Village Vocab handout

4.      Write a sentence that uses each word that you think could be in the article.  You should end up with three sentences.

Vocabulary

1.      P1: tandoori

2.      P2: rainbow coalition, disembark, hyphenated, adage

3.      P3: polyglot, postnational

4.      P4: uniculture

5.      P5: hued

6.      P6: Calvinists, entrepreneurial

7.      P7: None

8.      P8: paradigm, eclecticism, cosmopolitanism, soigne, emigres

9.      P9: internationalism, Balkanization, transmission

10.  P10: transnational, allegiances, cadences

11.  P11: None

12.  P12: mongrels, mestizos, expats, lingua fraca, technopoles

13.  P13: None

14.  P14: psalmist

Global Village Reading

1.      Read and annotate.  At least 9 total annotations

2.      Find and label the thesis

T-Shirts

1.      Go to Planet Money Makes a T-Shirt

2.      Watch as many chapters as you can (there are 5 total)

3.      Choose one chapter, read the article below it

4.      Write:

a.       Most interesting thing you learned

b.      2 questions you have

HOMEWORK:  Finish reading and annotating The Global Village Finally Arrives.

NAFTA, continued

Starter 10:  Trade Dilemmas
See handout linked above for starter instructions.

NAFTA!

1. Finish Document Analysis (see yesterday's post for links to documents and worksheet).
2. Show Lori when done.
3. Create political cartoon about NAFTA (see the last page of the Document Analysis packet for specific instructions).  Should be 8.5 x 11", can be black and white or color.

HOMEWORK

Finish NAFTA political cartoon.  DUE:  Thursday, 1/22

All NAFTA, all the time!

Starter 9:  World Poverty Rates

Region	Percentage of people living on less than $1.25 per day[36]
	1981	2008
East Asia and Pacific	77.2%	14.3%
Europe and Central Asia	1.9%	0.5%
Latin America and the Caribbean	11.9%	6.5%
Middle East and North Africa	9.6%	2.7%
South Asia	61.1%	36%
Sub-Saharan Africa	51.5%	47.5%
World	52.2%	22.4%

1.    ^ "Regional aggregation using 2005 PPP and $1.25 per day poverty line". The World Bank. 2011.

1. What are 2 trends you notice here?  Explain.

2. You’ll notice that the global poverty rate was cut in half between 1981 and 2008.  What are at least two possible explanations for this dramatic decrease?  Explain your reasoning thoroughly!

NAFTA Background Information

• Who:  Mexico, Canada, USA (Chile added in 1997)
• When:  1994
• Why:  Increase trade between these countries
• How:
• Tariffs:  Reduces tariffs (taxes) on good shipped from one country to another.  US exports to Mexico have gone up because of this.
• Immigration and Travel:  Makes transporting of goods across borders easier, allows some immigration for work under a special kind of visa.
• Labeling:  Goods shipped into a country must have labels in the language of that country (French for Canada, English for US, Spanish for Mexico)
• Controversies:
• Job loss
• Environmental Regulations
• National Autonomy

NAFTA Documents

1. Review Historical Thinking Skills
2. Going to use some historical thinking skills to evaluate some documents about NAFTA, so that you can draw your own conclusions.  Our process will be:
1. Guided practice, where I’ll model for you how to read these documents, and we’ll analyze the first document as a class
2. Independent work, where you analyze 3 other documents on your own
3. Final Synthesis, where you come up with your final opinion on NAFTA

NAFTA Work

Work through the documents listed below using the document analysis packet. 

• NAFTA Documents
• NAFTA Document Analysis

HOMEWORK

NONE!  We'll finish up the NAFTA stuff in class tomorrow.