CHECK STEPHEN'S DP FOR THE REST OF SEMESTER 1

Stephen is officially taking over!  From now until his student teaching is over, please check his blog at the link below!

STEPHEN'S WEBSITE

DP Updating and SLC Prep

Starter 5
If I teach this project again...

1. What should I keep, or do the same?
2. What should I change, or do differently?

DP Updating!

See the handout above for guidelines and requirements.

SLC Prep

1. Get outlines checked by Lori
2. Create notecards
3. Gather evidence

End of Project Survey

Take the survey linked above!

DEADLINES AND HOMEWORK

• SLC Outlines:  End of Class
• End of Class Survey:  End of Class
• SLC Notecards and Evidence (for ALL classes):  Start of Class, Wednesday
• Humanities DP:  Start of Class, Wednesday.  EMAIL the link to Lori!

Nanking and Exhibition PREP!

Exhibition Prep:

• EXHIBITION SCHEDULE HERE!
• Practice with a microphone!
• Remember, EXHIBITION DRESS TONIGHT!
• Eye contact!  Eye contact!

Starter 4

1. Why might textbooks from different countries offer different versions of the same historical events?

Nanking Documents + TEA Paragraphs

See Stephen's DP that is linked above.  If you were absent, you will need to complete this activity and paragraph, and turn it into Stephen when you get back.

SLC Prep and Project Reflection

Work time!

HOMEWORK

1. Exhibition Tonight!  Be on time.  If you're in the first group, be at the library at 4:30.  If you're in the second group, be there at 5:15.
2. WWI Project Reflection:  Finish it!  DUE: Start of class, Friday.

Urban Warfare in WWII

Exhibition Prep:  Print and mark up your passage and intro.  Practice reading!

Starter 3

1. List 5-8 adjectives you could use to describe urban warfare.
2. How might urban warfare differ from the more traditional tactics used in WWI?  Think about strategy, tactics, weapons, soldiers' experiences...

Siege of Stalingrad

1. Take notes on background of Siege of Stalingrad
2. Watch first 25 minutes of Enemy at the Gates, looking for differences between WWI and WWII warfare.
3. Create a diagram (venn diagram, 3 columns, other?) that compares and contrasts the types of warfare used in these two wars.

Dr. Seuss Cartoon Matching

1. Matching:  Match each cartoon to an event from this list: Appeasement, Munich Conference, Lend/Lease Act, Operation Barbarossa, Non-Aggression Pact (hint...look at your notes from yesterday!)
2. For each matched cartoon, write one sentence describing the event and why it was important, and one sentence that summarizes the main message of the cartoon.

SLC Prep

Work on Humanities outlines (see yesterday's post for linked documents).  Show Lori when they are complete!

HOMEWORK

Work on WWI Project Reflection.  DUE: Start of Class, Friday.

WWII Overview and SLC Prep

Exhibition Prep
Practice reading with emotion and eye-contact!

Starter 2
Based on what you learned yesterday, what factors or conditions make it more likely that people will support a dictator?  Explain your responses!

WWII Overview Lecture
See attached lecture notes if you were absent!

SLC Preparation Materials

• SLC Rubric:  Give you the questions you will be responding to for each class.
• SLC Notecards:  Gives you the outline for Humanities notecards on the front, and the instructions for preparing on the back.

SLC Preparation

• Brainstorm list of academic skills and types of academic work we do in Humanities.
• Write your outlines for Humanities!  Lori must check them off before you are allowed to transfer to notecards.

HOMEWORK

1. Exhibition Preparation:  Bring to class a copy of your introduction and story passage.  They should be in 16 pt. font, printed, and marked with pauses, words to emphasize, speed changes, etc.  DUE: Start of class, Wednesday.
2. WWI Project Reflection:  Write paragraph 2.  Complete reflection is DUE at the start of class, Friday.

WWII: Rise of Dictators

Exhibition Preparation
In groups of 4, practice your introduction and story reading, and get feedback from your group.

Starter 1: WWII Death Stats

1. What number on this chart is most surprising to you?  Why?
2. What are two other numbers, patterns, or trends that stand out to you?  Explain.

Political Ideologies

Students work in groups to define and develop symbols for each political or economic system.  Symbols may be existing symbols, or may be symbols that students make up to help them remember the ideology:

• Socialism
• Communism
• Facism
• Totalitarianism
• Nazism
• Capitalism
• Democracy

Example:

Ideology and Definition Communism No Social Classes People in a society own the means of producing food, etc. No private property Never actually existed

Symbol (students would draw it here) Hammer and Sickle

Explain Symbol Hammer stands for workers, Sickle stands for farmers.  Used as the flag for USSR.

Economic Context

See powerpoint linked above, and Lecture Notes linked here.

Rise of the Dictators

Watch the movie clips listed below.  As you watch, take notes on the following three things:

1. What was Germany like after WWI?  List at least 3 details from the movie to help you remember.
2. List 3 promises Hitler made, or goals he set.
3. List 3 things Hitler did to make himself an attractive leader, or to maintain his power.

Movie Clip 1: Watch from 4:20-9:55

Movie Clip 2: Watch from 11:28-13:45

HOMEWORK

1. Creative Historians Project Reflection:  Write paragraph 1.  The complete reflection is due on Friday- if you write 1 paragraph each night, you should be able to finish by Friday.

Exhibition Preparation

Exhibition Preparation Process
The handout linked above is your guide to our Exhibition preparation.  Follow the directions on it carefully, and do everything it tells you to do!  All the resources you need to complete it are listed below.

Model Author Reading Videos
Both of these videos are reading from Tim O'Brien's book, "The Things They Carried," which you will be reading during our Vietnam project.  In the first reading, the excerpt is about a solider who does drugs to cope with war.  In the second, the excerpt is from the title story, where the author is describing the physical objects the soldiers carry to give the reader insight into their lives.  Enjoy!

Final Story Formatting

• Single spaced (not 2, not 1.5, not 1.15)
• 1 inch margins
• 11 or 12 pt font (whatever the default font size is for the font you're using...but NO BIGGER than 12!)
• Name in top left corner (normal font size, please)
• Title:  Centered, 20 pt, Bold

HOMEWORK: Final Draft Short Story

• Finish all revisions
• Proofread carefully, paying special attention to FANBOYS punctuation and dialogue!
• Check formatting (see list above)
• Print one copy
• Email to lori.fisher@animashighschool.com AND stephen.sellers@animashighschool.com
• Make sure that it is PRINTED and EMAILED BEFORE CLASS ON MONDAY!!!

Explicit Proofreading

Implicit Proofreading
Spend 30 minutes finishing up the Implicit Proofreading activity we started yesterday.  If you have finished already, then revise what you found!

Explicit Proofreading:  FANBOYS (aka, Coordinating Conjunctions)
Review these using the handout linked above.  Make sure to remember:

• These are used to logically connect two complete sentences.
• Make sure to remember the punctuation; when joining 2 complete sentences with a FANBOY, you ALWAYS need a comma before the FANBOY.

Explicit Proofreading:  Dialogue

Review the rules for dialogue using the handout linked above.  Pay special attention to:

• Paragraph rules (new speaker = new paragraph)
• Punctuation rules (punctuation marks go inside the quotation marks, and use commas to separate descriptors from dialogue)

Explicit Proofreading Process

Step 1:  FANBOYS

• Read through your paper, circle every FANBOY (for, and, nor, but, or, yet, so).
• Once they are circled, start at the beginning of your paper.
• For each FANBOY, do the following:
• Is this joining 2 complete sentences?  If NO, move on to the next FANBOY.  If YES…
• Is it punctuated with a comma before the FANBOY?  If YES, move to the next FANBOY!  If NO, fix it!

Step 2: Punctuating Dialogue

• Go through your story carefully.  For each piece of dialogue, check the following things:
• Do you have new paragraph every time you have a new speaker?  If not, fix it!
• Is your punctuation inside the quotation marks?  If not, Lori says, “Fix it!  Fix it NOW!”
• Is your dialogue joined to the description of the dialogue with a comma?  If not, do it.  Stephen said, “If you don’t put a comma to join these things, I will cut you!"

Story Formatting Guidelines

• Single spaced (not 2, not 1.5, not 1.15)
• 11 or 12 pt font (whatever the default font size is for the font you're using...but NO BIGGER that 12!)
• Name in top left corner
• Title:  Centered, 20 pt, Bold

HOMEWORK: Short Story

1. Finish revisions
2. Proofread CAREFULLY.  If possible have another person do a final proofread for you when you have done all that you are capable of.
3. Check formatting (see above for guidelines).
4. FINAL DRAFT DUE:  Monday, Start of Class.  Printed and emailed BEFORE CLASS STARTS.

Implicit Proofreading

Implicit vs. Explicit Proofreading

1. Explicit Proofreading:  Using the rules of writing to find errors and fix them in your own writing.  For example, looking for apostrophe possession errors.  Good for specific errors you know you make frequently, things that you can’t catch with hearing (apostrophes, homophones, etc.)
2. Implicit Proofreading:  Using your natural knowledge of the English language to find errors.  Especially good for sentence flow and punctuation.

Implicit Proofreading Exercise #1

• Trade stories with someone.
• Have your partner read your story out loud to you.
• If you hear a place where it sounds off, have your partner highlight it.
• They should also highlight any other proofreading errors they catch as they read out loud.
• Switch, you do the same for them
• Revise!
• Fix the proofreading errors your partner found.  If you are unsure how to fix them, come check with Lori or Stephen.  Don’t forget to use the helpful posters on apostrophes, semi-colons, and common mis-spellings!  We’ll do some specific Explicit Proofreading tomorrow.

HOMEWORK

Revise and Finalize Story:  Final Draft Story DUE: Monday, start of class.  You will need a printed copy, and a digital copy sent to both Lori and Stephen.

Revise and Write!

Announcements:

1. Durango Connect is tomorrow!  All class periods will only be 30 minutes long.
2. Remember, our Exhibition is next Thursday, from 5-6:30 at the library.

Revision Priorities

1. Look through the feedback you received from your peer critiques, from Lori, and from Stephen.  
2. Make a list of all the revisions you need to make.
3. Now number that list in order of priority. 1 = most important.
4. Share top three priorities with your group, and why you think those are the most important things to accomplish.

Revise and Write!

Use your class time effectively to revise your story.  Make sure that you are addressing all the feedback you received.  Remember, if Lori or Stephen emailed you a document, you CANNOT see their comments by hitting "view".  You must download the document!

HOMEWORK

1. Revise and Finalize Story:  Final Draft Story DUE: Friday, start of class.  You will need a printed copy, and a digital copy sent to both Lori and Stephen.

Final Critique!

Next Week Schedule:

1. Monday- NO SCHOOL
2. Tuesday- Revise and Write
3. Wednesday- Proofreading and Revision
4. Thursday- PROJECT DUE at start of class, Exhibition Preparation
5. Friday- DP and Reflection, Exhibition Preparation

Challenge Extension Reminders:

• Themed Sticky Notes:  On a piece of paper, write at the top what theme you annotated for in AQotWF.  Then, IN ORDER, remove the sticky notes for that theme and stick them to that page.  Next to the sticky notes, write the page number from the book.  This is due on Tuesday.

• For WRITING part of Challenge Extension:  You only need to do ONE of the options for the challenge extension, rather than two.  If you want to do more, that's fine, but only ONE is required.

• Literary Devices is linked here!

Critique:

Complete critique for Sentence Craft.

Write and Revise!

I will get my feedback to you no later than the end of the day on Saturday.

HOMEWORK

• TAKE FRIDAY AND SATURDAY OFF!  Do not work on your story, think about your story, read your story...take a break so you can come back to it with fresh eyes.

• REVISE: On Sunday and Monday, spend some time revising and finishing your story.  This is especially important if you haven't finished it yet, or if you have major revisions to do.

• CHALLENGE EXTENSIONS:  Complete theme annotations turn in process (see notes above for how to do this).  DUE: Tuesday, 10/1, start of class.

More Critiques!

Critique: Round Characters
Do ALL the subsections of the round character portion.  Make sure you format them correctly, and that your feedback gives specific and concrete suggestions for improvement!  If you need to resubmit your critique for a higher grade, please email it to lori.fisher@animashighschool.com and stephen.sellers@animashighschool.com.

Revise and Write!
Use the feedback you have received to revise your story.  Make it more amazing!

HOMEWORK:
Spend 20-30 minutes revising the characters of your story.

Historical Fiction Critique

Review:

1. Short Story Rubric:  This is what you'll be graded on for your short story.  None of this should be a surprise!  We'll be critiquing for all these elements over the next four days, and we will spend time next week on proofreading.
2. Critique Rubric:  That's right, I'm grading your critiques.  You will email your finished critique to Lori AND Stephen when finished.  We'll grade it using this rubric, and get it back to you.  If you get an A or a B on your Critique, you're done!  You don't have to resubmit.  If you receive less than a B, you will need to submit another critique from this week to Lori and Stephen.
3. Critique Structure:  Every day, you will be critiquing one story.  I will assign you 1-2 categories from the handout that you MUST do.  If you have time remaining before break, you will do a 3rd aspect of your choice.  In the second half of class, you will revise and write!

Critique For:

See Critique handout linked above for details on exactly what you need to do for this.

1. Plot
2. Showing vs. Telling

Revise and Write!

Transitions in Fiction

Transitions
Review the handout above for help and strategies in tackling transitions in space, time, and point of view!

Writing Time
Write, write, write!  Get your rough draft finished!

HOMEWORK
Finish Rough Draft of short story.  DUE: Start of class, Tuesday 9/24.  DO NOT PRINT!

Verbal Phrases and Writing Time

Starter 19
Choose an occupation, then, brainstorm a list of verbs specific to the occupation.

Verbal Phrases

1. Review Verbal Phrases handout
2. Guided Practice:  Write 3 sentences using Verbal Phrases, check with Stephen or Lori
3. Write 3 verbal phrases into your story, show Stephen or Lori

Writing Time

Type type type!  Get those stories written!

HOMEWORK:

Write your short story!  Remember, you must have a draft of AT LEAST 5 pages by Tuesday at the start of class.  I suggest that you have your story at least 75% done when you come to class on Monday.  RD STORY DUE: Start of class, Tuesday.

Take Mid-Project Survey!
Survey is linked above.  In the question where it asks you "What project are you currently working on?"  Please write: WWI Historical Fiction.  Write it EXACTLY like this!

Show, Don't Tell!
See essay and instructions linked above for guidelines!  If you were absent, read the instructions carefully, and do ALL the steps of the activity.

Write, write, write!

HOMEWORK:  Write at least 1/2 page more than what you had at the end of class.  Focus on SHOWING!  DUE:  Start of class, Friday.

Story Sketch and Writing

Turn in Research Notes: Email or hard copy is okay.

Story Sketch
Complete the handout linked above to help you brainstorm for your story.

Writing Time!
Start writing your rough draft of your story.  Don't worry too much right now about making it good- just get it on paper.  We will spend lots of time revising and perfecting these next week!

HOMEWORK
Write one page of your short story.  Have it ready to pull up on your computer tomorrow!

Research Notes!

Primary vs. Secondary Sources

Primary Sources  (http://www.princeton.edu/~refdesk/primary2.html)

Document, object, photograph that was created during the time that is being studied

1. ORIGINAL DOCUMENTS (excerpts or translations acceptable): Diaries, speeches, manuscripts, letters, interviews, news film footage, autobiographies, official records, propaganda posters, treaties and government documents.
2. CREATIVE WORKS: Poetry, drama, novels, music, art, song lyrics, photographs
3. RELICS OR ARTIFACTS: Pottery, furniture, clothing, buildings

Secondary Sources:  A secondary source interprets and analyzes primary sources. These sources are one or more steps removed from the event. Secondary sources may have pictures, quotes or graphics of primary sources in them.

1. PUBLICATIONS: Textbooks, magazine articles, histories, criticisms, commentaries, websites, interviews with historians or experts, documentaries, academic journal articles.

Research Notes

Finish them!  

HOMEWORK

Finish Research Notes.  Remember, they must be TYPED!  DUE: Start of class, Wednesday 9/18.  Emailed to lori.fisher@animashighschool.com.

Story Brainstorm and Research Notes

Starter 16

1. How might the urge to tell a good story distort historical truth?
2. Use your AQotWF book to find 2-3 examples of Remarque using historical detail.  How do these details make the the story more believable?
3. What are your concerns or worries about writing historical fiction?

Story Brainstorm

See handout linked above.  It will guide you through an initial brainstorm for your story!

Research Notes

See handout linked above.  It tells you how to format your research notes for this project.

HOMEWORK

1. AQotWF Seminar Reflection:  See yesterday's blog post for details.  DUE: Friday, start of class.  Email to lori.fisher@animashighschool.com.
2. AQotWF Seminar Make Up:  ONLY DO THIS IF YOU WERE ABSENT FOR SEMINAR!  See yesterday's post for details.  DUE: Friday, start of class.  Email to lori.fisher@animashighschool.com.
3. Creative Historians Research Notes:  See handout for instructions, and Student Resources page for links of places to start.  DUE:  Wednesday, start of class.  TYPED and PRINTED.

WWI Quiz and Seminar Reflection

Starter 15

1. Write down 1-2 things you need help with for the quiz.
2. Write down 1-2 things you think you are an expert on for the quiz.
3. Turn and talk to each other, help each other out!

WWI Quiz

Take a quiz on WWI!  If you were absent, I will be doing makeups on WEDNESDAY, 9/18 after school.

Seminar Reflection

See the handout linked above for instructions on completing your seminar reflection.  Necessary information is linked below.

Major Seminar Questions:

• What is the truth of war the author is trying to communicate in AQotWF?
• Does the truth of war change over the course of this novel?
• Is this an anti-war novel?  Why/why not?
• In chapter 2, why do the men react so strongly to the deaths of the horses, and ignore the deaths of men?  What does this say to you about the effects of war?
• Chapter 9 is a turning point in the book.  What crucial realization does Paul have in this chapter?  How does this change his "truth?"
• Why does Paul react so negatively to going on leave?
• How has reading this book changed your perception of war?  Explain.

Lori's Choice Question:

Write a 1 paragraph description of the death scene in chapter 9 through the eyes of Gerard.  Write the same scene, from the French man's perspective.  Use your creative writing talents here!

Challenge Extension Question:

Choose one of the themes you annotated in your book.  In one paragraph, discuss what the theme is, and how it is developed over the course of the book.

SEMINAR MAKEUP

ONLY DO THIS IF YOU WERE ABSENT!  Choose two questions from the list of Major Seminar Questions above.  Write two paragraphs in response to each of the questions.  Make sure you are supporting your responses with evidence and quotes from the text of AQotWF.

HOMEWORK

1. Bring Computer!  You will need a computer in class EVERY DAY from this point on.  Make sure you have yours!
2. Seminar Reflection:  Type it, proofread it, turn it in!  DUE: Start of class, Friday.  Email the final draft to lori.fisher@animashighschool.com.

AQotWF Seminar

Starter 14

1. How do you demonstrate active listening in seminar?
2. What kinds of questions lead to fruitful seminars?
3. List two things that you want to work on in seminar today.

Review Seminar Norms and Grading

Review seminar grading categories and norms.

Seminar!!!

Study for WWI Quiz TOMORROW

HOMEWORK

1. Study for WWI Quiz:  Quiz is TOMORROW!  

AQotWF: Seminar Coaching

Starter 13

1. What did you do this weekend?
2. What is ironic, or dramatically unexpected, about the ending of AQotWF?
3. In Paul's opinion, the war has ruined those who survived the war almost as much as those who died.  Do you agree or disagree?  Why?

AQotWF Seminar Coaching

Review coaching expectations.  Use Coaching Handout to work through the text in a small group.  

AQotWF Seminar Prewrite

Answer any two of the following questions in well thought out paragraphs.  These may be handwritten or typed.  This is your ticket to participate in seminar tomorrow.  Without this, you will not be allowed to participate, and you will receive a 0 for the seminar.  If typed, they MUST be printed BEFORE CLASS STARTS.

1. What is the truth of war the author is trying to convey in this book?
2. Is this an anti-war novel?  Why/why not?
3. What do you think is the passage in this book that best expresses the truth of war?  Quote it, and explain why you chose it.
4. When Paul goes on leave, why does he react so negatively to being home?  Why does he say, on page 185, that he should never have gone on leave?
5. Chapter 9 is a turning point in the book.  What crucial realization does Paul have in this chapter?

Study Time!

If you have any time left at the end of class, use it to study for your WWI Quiz on Wednesday!

HOMEWORK

1. AQotWF Seminar Prewrite:  See above for specific instructions.  DUE: Tuesday, Start of Class.
2. Study for WWI QUIZ:  Quiz on Wednesday!!! 

WWI Quiz Study Session!

Starter 12:

1. Pick a conflict from the past five years.  Describe how this conflict has changed you for better or worse.
2. What is a central conflict Paul encounters in AQotWF?  How does it change him psychologically?
3. How does this novel change your view of warfare?

Study for WWI Quiz

1. Set study priorities based on self assessment from Thursday
2. Review Study Strategies Handout, and decide on a study strategy for each bullet point in the "Got It" column
3. STUDY!

HOMEWORK

1. Finish AQotWF, reading and annotating.  DUE: Monday, 9/9/13
2. Finish AQotWF Choice Activities (see Student Resources page for handouts and instructions).  DUE: Monday, 9/9/13

Treaty of Versailles Simulation

Starter 11

1. Which one of the following weapons do you think had the greatest psychological impact on soldiers in the trenches?  Why?  (Tanks, mustard gas, artillery, airplanes, grenades, machine guns, flame-thrower, others?)
2. Vividly describe two images from the novel that linger in your mind.

Treaty of Versailles Simulation

Participate in a simulation that recreates the Treaty of Versailles, then compare your results to the actual Treaty.

HWK:  NOTE CHANGED DEADLINES

1. AQotWF Reading:  Finish reading and annotating the book!  DUE: Monday, 9/9/13
2. AQotWF Choice Activities:  Finish all 3 choice activities.  Remember, all necessary handouts and instructions are linked on the Student Resources page on this DP!  DUE: Monday, 9/9/13

AQotWF Choice Activities

Starter 10: WWI Death Stats
See the attached document with starter questions at the bottom!

AQotWF Choice Activities
Work on reading, annotating, and choice activities

HWK:  NOTE CHANGED DEADLINES

1. AQotWF Reading:  Finish reading and annotating the book!  DUE: Monday, 9/9/13
2. AQotWF Choice Activities:  Finish all 3 choice activities.  DUE: Monday, 9/9/13

Fronts of WWI

Starter 9

1. How does Middlestadt taunt and humiliate Kantorek?  Why?  Is this treatment of Kantorek justified?  Why/why not?
2. Why does Paul say at the end of chapter 7, "I ought never have come on leave"?  
3. Does it help or hurt to talk about traumatic experiences?  Explain your reasoning.

WWI: Fronts and Battles

Take notes on annotated map.  Lecture notes are linked above!  If you were absent, review the notes, and get the annotated map notes from a classmate.

AQotWF Choice Activities

1. Continue working on choice activities.
2. Read and annotate.

HOMEWORK

1. AQOTWF:  Read and annotate through the end of the book.  DUE: Monday, 9/9, start of class.
2. AQotWF Choice Activities:  Finish 3 choice activities from the handout that is linked on the Student Resources page.  DUE: Monday, 9/9, start of class.

WWI: Trench Warfare

Starter
Watch 15 minutes of A Very Long Engagement, starting at scene 28.

1. What weapons do you see during this film clip?  List them.
2. What do you notice about this kind of war?
3. How is this kind of war different from other types of war you may have seen portrayed in the news, movies, etc.?

Post Video Discussion and Trench Warfare Assessment

Use the handout linked above to guide your small group discussion.  Then complete one of the two options on the handout for your trench warfare assessment.

TURN IN:  STARTERS 4-8, AND TRENCH WARFARE ASSESSMENT

AQotWF

Read and annotate, work on choice activities (see Student Resources page for details and instructions).

HOMEWORK

1. Read and annotate to the end of chapter 8.  DUE: Tuesday, 9/3
2. AQotWF Choice Activities.  DUE: Friday, 9/6
3. Trench Warfare:  If you didn't finish this in class (see the linked handout above), finish it and email it to Lori ASAP!

Causes of WWI: Imperialism and Assassination

Starter 7:

1. List 3 details that you think are important for understanding this cartoon.

2. For each detail, explain what you think it could mean.

3. In 1-2 sentences, what is the main message of the cartoon?

Imperialism

Take notes on Imperialism, using the powerpoint linked above.  If you were absent, check with Lori to fill in gaps in your understanding!

Assassination

Watch the video linked above about the assassination of Archduke Franz Ferdinand.

Powder Keg Update

Fill in the last two spots on your Powder Keg notes.

AQotWF

• Read and annotate
• Work on choice activities (see Student Resources page on this website for all handouts and instructions).

HOMEWORK

• AQotWF:  Read and annotate to the end of Chapter 8.  DUE: Tuesday, 9/3
• AQotWF Choice Activities:  Complete 3 activities.  DUE: Friday, 9/6

Causes of WWI: Nationalism

Starter 6

1. What do you see here?  What details do you notice?

2. What kind of group do you think would have this as their image?  Explain your reasoning!

Nationalism Predictor:  The Black Hand

Complete the handout linked above.  Then use the Constitution of the Black Hand to compare your brainstorm with the actual rules of the organization.

If absent, get Nationalism Notes from a classmate, and fill out the N on your Powder Keg.

AQotWF

1. Finish your Character Portrait/Attributes Map.  DUE: Start of class, Thursday
2. Read and annotate
3. Start on AQotWF Choice Activities.  See the Student Resources page of this DP for further instructions and guidance in these!

HOMEWORK

1. Finish Character Portrait/Attributes Map.  DUE: Start of class, Thursday
2. Read and annotate to the end of chapter 8 in AQotWF.  DUE: Start of class, Tuesday, 9/3

Causes of WWI: Alliances

Starter 5:

1. What do you see in this cartoon?  Describe important details!

2. List 3 symbols being used in this cartoon, and what you think they mean (take a guess!).

3. What is the overall message of this cartoon?  1-2 sentences only!

Alliances Simulation

Complete alliances simulation.  If you were absent, come talk to Lori!

Powder Keg:  Alliances

Fill in the Powder Keg notes with Alliances information.

Alliances Map

Create a list of the countries in the three alliances of WWI: Allied Powers, Central Powers, and Neutral, using the map linked above.

Character Portraits and Reading Time

Work on your AQotWF Character Portrait.  If you finish, read and annotate!

HOMEWORK

Read and annotate to the end of chapter 5 in AQotWF.  DUE: Wednesday.  

Causes of WWI: Militarism

Binder Set Up
Organize your binders into the following categories, and put work in the appropriate categories.  Remember, all my handouts will have the category they should go in on the upper right had corner!

1. Starters:  Pretty self-explanatory
2. Classwork:  Most work you do in class, and most handouts, will go in this section.
3. Project Work:  This is for project drafts, revisions, and critiques
4. Notes:  For lecture and movie notes
5. Library:  Put texts and reference sheets in here. 

Starter 4

1. What do you see here?  What are the details that stand out to you that you think are important?

2. What questions do you have about this image?  Try to be more specific than "who are these guys?" or "what's going on here?"

3. What do you think is happening here?  Take a guess, based on what you see!

Powder Keg:  MANIA

Get powder keg notes handout from Lori, fill out the first M with Militarism notes.  If you're absent, get these notes from a friend!

Militarism Activities

Complete one of the two activities below:

1. Germany and the Next War Text and Germany and the Next War Instructions  OR...
2. Militarism: Images, Stats, Quotes and Militarism Instructions

Show Lori when you're finished!

AQotWF Character Analysis

Get started on one of the two activities linked above (look towards the bottom of the first page).  You will have time to finish these in class tomorrow- do NOT do them as homework!

HOMEWORK

Read and annotate through the end of chapter 4 in AQotWF. 

AQotWF and Multiple Intelligences

TURN IN SIGNED SYLLABUS TO MAILBOX!

Starter 3

1. In chapter 1 of AQotWF, the men all use the toilet together in a field for HOURS (pages 8-9).  What is the author trying to say about the experience of war by describing this event?  Look closely at the text!
2. What do you notice so far about Remarque's writing style?  What stands out to you about how he writes?

TURN IN STARTERS 1-3.  If handwritten, staple together and put in the mailbox.  If typed, email to lori.fisher@animashighschool.com.

Multiple Intelligences

Watch the following videos, and think about, What does it mean to be smart?

• Millionaire Fail:  What happens here?  What does it mean to be smart?  Does this video mean the woman in the 
• What does it mean to be smart?  What are your reactions to this video?  Do you think IQ has a big influence on your life?
• History of Multiple Intelligences  

Now, take the quiz online!  Multiple Intelligences Quiz.  After you take the quiz, write an informal note that does the following:

• Lists your three strongest intelligences
• Lists two concrete strategies or approaches that you would like to use while reading AQotWF

AQotWF Reading Time

Read and annotate!

Debrief and Discussion

Debrief reading and MI with Stephen

War 4 Corners

Respond verbally to statements about war.

HOMEWORK

1. Class Supplies:  Have all supplies in the syllabus with you on Monday.  DUE: Monday, 8/26
2. AQotWF:  Read and annotate through Chapter 3.  DUE: Monday, 8/26

WWIII Brainstorm and AQotWF Intro

Starter 1: WWIII?
What would start WWIII?

1. Who would have to be assassinated?  Would assassination actually be a cause?  Why/why not?
2. What countries would likely be involved?  why?
3. What would warfare look like?  Think about weapons, victims, speed...
4. Would civilians be targeted?  Why/why not?

Our Stories

Stephen led activity about the differences and similarities between history and story.

Creative Historians Project

See handout linked above for details on the project.

All Quiet on the Western Front (AQotWF)

1. Read that sucka!  Annotate as you go.

HOMEWORK

1. Signed Syllabus:  Return the last page of the syllabus signed by you and your parents.  DUE: Friday, 8/23.
2. Class Supplies:  Bring all the supplies from the syllabus to class.  DUE: Monday, 8/26.

First Day! Welcome to AHS and 10th Grade!

Welcome Back!
Hi everyone!  I am super excited to be teaching you guys for 10th grade humanities this year.  We are going to have an amazing year together!

Introductions
Meet new people and form groups!

Class Procedures

1. Read over the Class Procedures rubric.
2. Stage a picture for a 1 on the rubric- have Lori take a picture.
3. Stage a picture for a 3 on the rubric- have Lori take a picture.

Starter 1: Truth of War

Freewrite on the following question.  No more than one page!  What is the truth of war?

1. Swap papers with the person sitting next to you.  Write your favorite sentence from theirs on the side board, with their name next to it.
2. In your starter, under your freewrite, write the sentence from the board that is your favorite, and what it makes you think.

Syllabus and Debrief

1. Read the syllabus
2. Highlight the 5 most important things in the syllabus.  NO MORE THAN 5!
3. Write a question the syllabus brings up for you on the question board.
4. Debrief with Lori.

Required Activities

See activities on the second page of the handout linked above.

HOMEWORK:

1. Signed Syllabus:  Have your parents fill out and sign the last page of the syllabus after they've read it.  DUE: Friday, 8/23/13
2. Class Supplies:  Buy all class supplies needed for this class, have them ready to go on Monday!  DUE: Monday, 8/26/13

TPOL Reminders!!!

1. Professional Dress:  Please remember to dress professionally.  Gentlemen, that means slacks or chinos with a collared shirt and tie (jackets are optional).  NO sneakers!  Ladies, dresses or skirt/blouses, or dress pants are fine.  Please remember that what is appropriate for a dance is often not appropriate for a job interview!

2. Practice! Practice! Practice!  This weekend, please your time to practice your interview questions with you parents, your friends, your dog, your reflection in the mirror.  Use the QUESTION BANK to help you practice and prepare.

3. Concrete Examples and Evidence:  Remember that you need some type of concrete example or piece of evidence for every question.  Give us specifics and details.

4. When to be here:  You only need to be at school for your 15 minute time slot.  Please do not hang out at the school before or after your presentation!

You guys are going to be fantastic!  Can't wait to see you all in your interviews next week.  :)

TPOL Prep: Practice Makes Perfect!

TURN IN 

• Final Draft Cover Letters
• DP link (emailed to Lori)

Questions and Evidence

• 10 minutes to finish brainstorming questions and come up with evidence/examples for each question.
• Get question bank on board

Example

• Get 1-2 volunteers to come up and answer 2 questions each
• Whole class critique

Practice and Critique Questions

• Start with gimme question, then ask 2-3 follow-up questions.  Should be at least one about cover letter/resume.
• Give feedback, score on rubric
• Groups of 4

Homework

Practice!  Practice!  Practice!  Use the QUESTION BANK to help you practice, but remember that we can ask you about anything on your cover letter and resume as well.

TPOL Prep: Interview Practice

Gimme Question: Why are you ready for 11^th grade?  EVERYONE will be asked this question!

• 5 minutes: What would be the qualities of a good response to this question?  What do you think we're looking for in your responses to this question?
• 10 minutes to prepare an answer (make sure you can give examples/evidence!)
• Give response to table, table gives you verbal feedback on strengths and revisions
• 5 minutes to revise answer
• Speed dating format- practice 3 more times, no feedback

Watch Video 1 (Chris)

1. List the questions the students were asked by the panel (during video)
2. Were there patterns in the types of questions students were asked?  What were they?
3. T-chart strengths and weaknesses
4. Debrief as a class 

Anticipating Interview Questions

1. Based on the job description, write 5 questions you anticipate. (in pairs)Think of these as more general questions.
2. Based on your cover letter/resume, write 5 questions you anticipate.  Think of these as more personalized questions, specific to you.

Responses

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

Interview Practice

Pairs

Give them your list of questions

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

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

Homework:

Final Draft Cover Letter:  DUE start of class Thursday.  PRINT BEFORE CLASS!!!

Finish brainstorming evidence (if not done in class)

Humanities DP: DUE start of class, Thursday.  Email Lori the link before class!

TPOL Prep: Cover Letter Critiques

Announcements:

1. Videos are UP!  All of your spoken word and digital projects have been uploaded to YouTube.  They are titled AHS 2013- Your Poem Title.  Click on the link to check them out, embed them on your DP, etc.
2. TAKE YOUR STUFF HOME!!!  Rugs, couches, stools, etc. must be gone by the end of the day on THURSDAY.

Cover Letter Critiques

1. Descriptions: 1 sentence about what each paragraph is trying to do/communicate
2. Find a TEA paragraph and highlight the T, E, and A in that paragraph
3. Find a place in this letter where they are not selling themselves as well as they could be.  Explain how they could sell themselves better in this section.
4. 2 things they could improve.  Mark with a check, explain HOW.
5. 3 things they did well.  Mark with a star, explain.
6. Give feedback verbally

Cover Letter Revisions

1. Revise your cover letter.
2. If you want, get another round of feedback from someone (you could even ask me!).
3. Have someone proofread your final letter very carefully for spelling, punctuation, grammar, etc.

Humanities DP Updates

1. Get your DP completely updated.  Use the list I've given you to make sure everything is there!
2. When you are CERTAIN that you have everything there, email the link to me at lori.teacher@gmail.com so I can check it.

HOMEWORK

1. Revise and refine cover letter.  FINAL DRAFT DUE: Start of class, Thursday.  Must be printed.
2. Finish Humanities DP.  LINK DUE: Start of class, Thursday.

TPOL Prep: Cover Letters

TURN IN:

1. Resume- Printed copy turned in to Lori.
2. Poetry Growth Reflection- Email to lori.teacher@gmail.com.
3. Humanities DP- Email link to lori.teacher@gmail.com when complete.  Remember, I will only check it twice, so make sure it's complete!  DPs must be totally updated by the start of class on Thursday.

Announcements

1. Poetry books are here, and they look great!  Come get your copy!
2. TAKE YOUR STUFF HOME.  If it's not gone by the end of the day on Thursday, it will be placed in the loving home of a faculty member.

Cover Letter Purpose:

1. Show how you fit job qualifications
2. Show employer you can write professionally and clearly
3. Give employer context and evidence for some of the things you’ve listed on your resume
4. Talk about things that don’t fit on your resume, but show you’re qualified for the job

Reverse Outline- Model Cover Letter

Use the cover letter linked above to complete this activity.

1. Descriptions: 1 sentence about what each paragraph is trying to do/communicate
2. Find a TEA paragraph and highlight the T, E, and A in that paragraph
3. What do you notice about how this letter is written?  What about this letter do you want to emulate?  List at least 3 things.

Cover Letter Guidelines

Review as a class

Cover Letter Drafting Process

1. Look at the 11th Grade Job Description
2. Choose 3-4 of the qualifications from the job description you think you can best speak to, and provide evidence for.
3. Choose 1-2 pieces of evidence for each qualification you chose.
4. Write cover letter, using TEA paragraphs and following the guidelines

Homework:

Finish rough draft of cover letter.  Bring printed copy to class tomorrow.

Finish DP

Homework over Project Week

Hey all!  As I said on Friday, normally I would not be giving you homework over Osprey Week.  Unfortunately, given the timing of Exhibition and Osprey Week, I don't really have a choice!

All of assignments listed below are DUE the Monday you return from Osprey Week!

If you have any questions about these assignments, please email Lori to ask for clarification.  However, I would recommend not waiting until Sunday night to do this.  :)

1. Final Draft Resume:  Please have a printed copy of your final draft resume ready to give to Lori on Monday.  Proofread carefully, and make sure that your formatting is clear, and that each bullet point starts with an active verb!

2. Poetry Growth Reflection:  See the linked document for details.  This is a 4 paragraph piece of writing.  Please remember that this will account for 1/3 of your final grade for this project, so follow the directions closely and proofread carefully!  When you are finished, please email it to lori.teacher@gmail.com.

3. Humanities DP Updating:  Again, see the linked document for details and instructions.  If you are missing photos or elements, get everything updated that you can, and then you can get any missing photos from Lori when you return on Monday.  I will be putting up videos of digital projects and spoken word performance on my YouTube channel, TheLoriTeacher, over Osprey Week.

Thank you all for your hard work- you make me so proud to be your teacher!  See you in a week...

Our book is published!

The 10th grader poetry book, "Fabric of Words," has been published on Lulu.com!  Follow the link to order additional copies!

Last day of project work!

For my Video and Kinetic Text Slackers...
If you didn't get your project done by the end of class (grrrrr), you need to get it to Josh Davoust at  jdavou9@gmail.com as soon as possible!

FINISH IT!  By the end of the day, you should...

1. Introduction:  Develop an introduction to your poem!  Your name, the title, and a sentence or two that will help the audience to connect to your poem.
2. Spoken Word:  Be memorized, with a polished and performance ready performance.
3. Kinetic Text/Video/Slideshow:  Turn in your final draft project to Zach or Josh.
4. Visual Art:  Have your poem memorized and ready to recite.  Painting is hung on the wall, and a photograph has been given to Zach or Josh.

Done?  Start on this!

1. Update Humanities DP.  See the link for a list of specific requirements for your 10th grade Humanities DP.
2. Growth as Poet Reflection.  I need this to complete grading of your poems!  Please follow the directions carefully, as this is worth 1/2 of your final poem grade!

HOMEWORK

Be ready for our graded rehearsal tomorrow!

NEED EXHIBITION SUPPLIES!

BRING YO' STUFF
Please, please bring your furniture!  We have many people right now who committed to bringing chairs and couches, yet we only have one couch in the classroom right now.  Please bring what you committed to, or this exhibition will not meet our vision!

DEADLINES APPROACHING!
Remember, we have a graded rehearsal on Wednesday!  This means that...

1. Final Draft Videos and Kinetic Texts are DUE to the tech people on TUESDAY, by the end of class.
2. Paintings and Visual Art pieces are DUE on TUESDAY, by the end of class.
3. Spoken Word, be ready to perform for WEDNESDAY!

Room Set Up:

MOST of this will happen after school today—people are still working their projects, so we need to make sure they have the classroom space to do that!

• List of Furniture and Other: Check off names of people who brought in exhibition supplies.  This is for a participation grade, so please keep accurate records!
• Clean Up!:
• Sweep the classroom floor, get all painting supplies neatly put away in a cabinet, so we are ready to move furniture in. 
• Move any supplies over to the supply corner (with the metal shelves), including whiteboards, bookshelves, etc. 
• Organize the supply corner so it’s ready to be sheeted off. 
• Get extra tables moved into the hallway, and extra chairs stacked neatly in the hallway.
• Gather Supplies
• Get sheets and lights from Jessica’s room.  Try not to use more than 6 sheetss
• We will probably only need 2 lights, to create a spotlight on the performers.
• Move Furniture:  Move all tables and other furniture into the hallway, stack neatly.
• Furniture Set Up: Get the following furniture from the school:  Colleen’s armchair, chairs (and maybe futon) from the office, rugs from Colleen and Ashley.
• Sheets: Hang up any sheets/tapestries.
• Clean Room: Vacuum couches and furniture
• Furniture Set Up: Get all furniture set up
• Hang Art: Get art pieces hung up in the classroom if there are any finished.
• Lighting: Set up lighting and lamps (don’t forget to put a spotlight on the stage!)

Tech:

• Set up Play List: As projects start trickling in, set up a play list, get them in the order they need to be in for Exhibition.  Check to make sure each project will play.
• Location and Setup:  Coordinate with interior design to figure out where you are going to be operating from.  Get your workspace set up.
• Equipment:  Make sure your computer works with the SmartBoard.  If possible, find a microphone and amp for making announcements.

Vendors:

• Menu: Finalize menu, double-check with everyone to confirm what they are bringing.  Create and price a menu with suggested donations.
• Furniture: Locate and set up furniture, tablecloths, etc.  Get your space set up.

Editor-in-Chief:

• Finish Book: Make table of contents, upload and order everything, double and triple check.  Make sure pages are numbered correctly!
• Deadline:  Book should be completed by the end of the day on today.  Show to Lori when you’re done!

EVERYONE

• Develop an Introduction for Your Poem: The night of Exhibition, you will need to have a brief (a few sentences only) introduction that you say before your project.  This should include your name, the title of your poem, and something that will help the audience to connect your poem.  You could talk about your inspiration for your poem, what you hope to achieve with the poem, why you wrote it, etc. 

Spoken Word (including those of you performing to music):

• Practice Performance: Go into a room with a few other spoken word people, and practice performing.  Remember to think about body-language, verbal inflection, emotion, pacing, etc.
• Critiques: Get critique sheets from Lori.  Perform poem for two separate people, or groups of people.  Have them fill out the critique sheet for you.  You should do the same for them.  Show Lori.
• By the End of the Day: Poem should be memorized and performance should be polished.  Should have 2 critiques completed.

Kinetic Text/Video/Slideshow:

• Proofread: Find an editor to proofread the text in your kinetic text/video.   Errors will not be looked upon kindly in final drafts!  DO NOT RENDER/EXPORT UNTIL YOU HAVE DONE THIS!!!
• Rendering/Exporting: This process takes LOTS of time.  This should be done Monday or Tuesday.  See the list on the back of this page for acceptable formats.  MP4 format ONLY!
• By the End of the Day: You should be done with your project, and ready to render/export tomorrow.

Art Pieces:

• Paint!: Work on your painting. 
• Memorize Your Poem: Remember, you have to recite your poem verbally at Exhibition as well. 
• Practice Reciting: Practice reciting your poem.
• Photograph Painting: You should take a photograph of your painting when it is finished, so that it can be projected on the screen during your recital of the poem.  See Lori for a camera.  You will need to get that jpeg to Josh or Zach.
• Hang Painting: Work with room set-up crew to figure out where and how your painting will be hung in the classroom.
• By the End of the Day: Painting should be finished, or very close to it.  Poem should be memorized.

Bring Furniture!

BRING FURNITURE AND SUPPLIES!
Please bring whatever furniture, supplies, etc. that you committed to bring for Exhibition on MONDAY.  You can pull around in the alleyway behind my classroom to drop off large items before or after school.

Project Work and Critiques

Announcements:

1. Furniture and Materials:  Please have all furniture and materials for class transformation NO LATER than Monday.  If you are bringing furniture, please pull around back to the alley.  I am generally at school from 7:30 on.
2. Art for Walls:  If you have any themed art for our room, please bring it no later than Tuesday.
3. Painting on Friday!  Interior design will be painting the room after school on Friday from 3:15-5:30.  If you're interested in helping them, please talk to a member of the design crew.

Project Work Time

1. Critiques:  Get together with 2-3 other people doing similar projects (video, kinetic text, spoken word, art piece + recitation).
• One person shows what they have done on their project so far, and shares any concerns or questions they have with the group.
• Group discusses the strengths of the projects, pieces they really liked, and why.
• Group gives specific suggestions for improving the REFINEMENT of the project, and improving the RELATIONSHIP between the text of the poem and the project.
• Repeat until all in group have been critiqued.

1. Work on Project!  Get stuff done!

Challenge Roles

1. Editors:  You should be done!  Huzzah!
2. Editor in Chief:  Now your work starts.  :)  Get poems and Artist Statements laid out in a way that makes sense (see last year's book for how this should work).  As you do this, do a quick check on formatting and proofreading.
3. Interior Design:  Finish taping and moving things that will obstruct painting.  
4. Tech: Talk to Elliott or Elijah about program used for exhibition.
5. Videography:  Get equipment reserved, figure out what you want (for example, do you want a boom mike?).
6. Vendors:  Start getting a list of food donations together from students in your classes (see me for a roster of the class).  Get list of furniture and supplies together.

Class Needs and Project Work

Announcements

• Art: If you have art that is related to our themes, please bring it to the design crew by Tuesday, May 7 so we can create a gallery in the room.

• Furniture/Other Needs:  The interior design crew will be contacting you about what you plan to contribute to transform our room.  EVERY student is required to bring something!

• A Friendly Suggestion...Do NOT WAIT UNTIL YOUR PROJECT IS FINISHED TO GET FEEDBACK!  This will often end in tears and a hastily revised project.  Seek out feedback from Lori and peers early and often.

• Exhibition Schedule:  See the linked document.  Let Lori know by Thursday if you have any conflicts.

Challenge Roles

By the end of the day, you should have completed the following...

• Editors:  All edited poems and artist statements should be emailed to Avra by the end of class.  Her email is avranator@gmail.com.  
• Editor in Chief:  Create a Table of Contents page, start organizing and double-checking submissions.
• Interior Design:  Meet with Lori for final approval of your floor plan.  Make necessary modifications, and finalize schedule for room transformation.  Weekends are OFF the table!
• Vendors:  Have a list made of what different people are going to contribute.  Have a list made of the supplies and furniture you need.
• Tech:  Know what program/format you're going to use to put together our exhibition.
• Videographers:  Have equipment reserved.

Project Work Time

Work on your project!  You should be out of brainstorming mode at this point, and well into project creation.  You are hitting the point of no return as far as what format you are using to present, so make sure you are on track.  Use Lori, your peers, and other resources to give you feedback during the process.

Challenge Conferences and Poems Due

Announcements:

1. Project Rubrics for...
• Visual Arts and Recitations
• Spoken Word Performances
• Kinetic Text/Videos/Audio Recordings
2. Equipment Needs:  Talk to Lori during class today if you need anything specific!
3. Book Cover Submissions DUE to Lori by the end of class tomorrow!

Work Priorities

1. Final Draft Poems and Artist Statements: Email them to your editor by the end of class today.  Please make sure that you follow the directions on the board to submit your poem.  This is a hard deadline!
2. Challenge Role Conferences:  All challenge roles will be meeting with Lori today to discuss their plans and requirements for this week.  See the linked document for specifics.
3. Project Work Time
• Audio Tracks
• Sketches
• Memorization
• Critiques (organize these yourself!)

HOMEWORK

Work on your project!  

Friday Project Work Day!

Hey guys!  I'm gone with my lovely mother, so first of all, please be nice to Stephen.

Work Priorities

1. Revise Poem:  You should be working towards your final draft.  Use your classmates to help you make any final decisions!
2. Revise Artist Statements:  Remember, these are due the same day as the final poem (Monday).  Look back at the Artist Statement assignment, and make sure that you've hit ALL the main priorities.
3. Send Final Drafts to Editors:  See the whiteboard for EXACTLY how to do this.  Read the directions!!!
4. Review Rubrics: Review the rubrics on the front board.  Think carefully about your project and how you will fulfill all the criteria.
5. WORKY WORKY!:  Work harder than a tuna trying to climb a tree.  Harder than a teacher trying to calm freshman.  Harder than a no-handed man trying to play rock/paper/scissors.  Harder than a senior trying to avoid work.  DO IT!  :)

HOMEWORK

• Finalize poems and artist statements.  DUE: To editors by the end of class on Monday.
• Work on your project!

Exhibition Planning and Challenge Roles

Reminders:

1. DHS Poetry Slam, Wednesday, 6-8, Durango Arts Center.  Be there at 5:30 if you want to perform.  You'll need 3-4 poems ready to go (don't have to be memorized)!
2. Library Contest submissions must be in by Wednesday!  See the poster in my room or the Durango Library website for details on how to submit work.

Coffee Shop Field Trip!

Exhibition planning- complete the worksheet!

Exhibition Challenge Roles

All of these roles involve substantial extra work, and extra credit.  If there are multiple people who are interested in one role, the final decision is made by Lori, and will be based on your previous performance in the class and the specific skills involved.

Look over the list, and see if there is anything here that appeals to you.  If you are interested, please send Lori an email by Wednesday, 4/24 with the following information:

• Your name
• The role you’re interested in (choose ONE only!)
• A few sentences about why you think you’d be a good fit for that role

Editors (4-5 per class) – Compile all of the poems and artist’s statements from your class.  Review them for typos or proofreading errors, and deliver them to the Editor in Chief.

Editor in Chief (1) – Compile all of the work from the editors into the correct format for Lulu books (they have a template…this should be fairly easy).  Save documents as PDF files and upload. 

Videographers (1 per class) – Make sure our entire exhibition is captured on video tape.  Edit video (minimal), and give final copy to Lori.

Scheduler (1 per class) – Create a schedule for the exhibition that is workable technically and that provides variety (i.e., not all the kinetic texts should be grouped together).  Communicate with tech and hospitality crews as needed.

Interior Decorators (3 per class) – Develop floor plan, gather all materials and furniture, plan art displays (for visual art pieces), and enlist other students to help you put together the room.  Also responsible for working the doors during exhibition, and for any publicity (posters, etc.).

Vendors (1 per class) - Coordinate and distribute any refreshments during our exhibition. 

 

Tech Geniuses (1 per class) – Coordinate technology, get all recordings and kinetic texts on hard drive of one computer, manage tech during the show and announce name of next poet.

HOMEWORK

Rough Draft Artist Statements.  DUE: Start of class, Thursday.

Project Conferences

Announcements:

1. FIELD TRIP MONDAY!  Please be on time (or a little early) to class!
2. Practice for DHS poetry slam next Wednesday!

Project Conferences

Conferences with Lori about your project ideas and the state of your poem.  Everyone should be signed up by the end of class.

HOMEWORK:

Work on poem and project ideas!

Poetry Analysis Quiz

Poem Strategies Review
Make a list of strategies to use during the poem.

• What strategies can you use for annotation?
• What strategies can you use to analyze the message of a poem?
• What strategies can you use to analyze the devices in a poem?  What are you looking for here?

Poetry Analysis Quiz

If you were absent, please come see Lori about a make-up time.

Work Time

• AM Class:  Take this SURVEY for the Bonanza on Tuesday
• Revise poems
• Conference Writing
• Conference with Lori

HOMEWORK

• If you're thinking about doing KINETIC TEXT, you should have Adobe AfterEffects trial version by now, and be playing with it every night!
• Everyone else, work on finalizing your poems!

Deadlines and Project Planning

Calendar Review

• RD Artist Statement: Thursday, 4/25
• Final Poems and Artist Statements: Monday, 4/29
• Book Cover Submissions: Tuesday, 4/30
• Poems and Artist Statements to Editor in Chief: Wednesday, 5/1
• Digital Projects to Tech Person: Monday, 5/6
• ALL PROJECTS COMPLETE: Tuesday, 5/7
• Graded Rehearsal: Tuesday, 5/7
• Final Rehearsal: Thursday, 5/9

Project Conferences

I will be holding conferences about your project/poem starting today, 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:

• Most recent draft of your poem
• Conference Writing
• 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.

Project Work Time

• Revise Poem
• Conference Writing
• Conference with Lori
• Artist Statement RD (if you've finished everything else above...talk to Lori!)

HOMEWORK

Bring your computer for the poem analysis quiz tomorrow!