Omelas Posters and Coaching

Starter 8

1. Quote the line in this story that most makes you think.
2. Freewrite 1/3 to 1/2 of a page on this line, and what it makes you think.

Literary Devices Posters

Choose one of the following literary devices:

1. Allegory (challenge option)
2. Alliteration
3. Climax
4. Simile
5. Metaphor
6. Personification
7. Sensory Details

Now, create a poster that includes the following elements:

1. Title (name of literary device)
2. Definition (define it in your own words...use pages 233-243 of Writer's Inc)
3. Quote from Omelas (find a place in the story that uses your device)
4. Effect of Device (What effect does your device have on the reader?  Why do you think the author used it?)
5. Illustration (Illustrate it!  Make sure the illustration is related to the quote you chose.)

Omelas Coaching

Paragraph by Paragraph

1. Address questions and confusions
2. What's the main idea or purpose of this paragraph?

Literary Devices

1. Teach your group your device, using your poster
2. Show them where it is in your story
3. Have a group discussion about why the author would use these devices, and how the devices affect the meaning and impact of the story.

Discuss

1. What does the story mean?  What's the message?
2. Make a connection between this story and at least two other texts we've read (could be texts from this year or last year).

Omelas Seminar Prewrite

Choose ONE of the following.  Write a paragraph about the question you chose.  Have this ready to show Lori at the start of class on Friday.

1. Why does the author think the readers don’t believe her description of the city of Omelas?  (middle of page 2, starting with "O miracle!", and paragraph 7)
2. Choose two literary devices and talk about how those devices affect you as a reader, and influence how you read the story.  Make sure you give at least one specific example.
3. Why do some people walk away?  Where do they go?  Check out the last paragraph for clues and inspiration!

HOMEWORK

Finish Omelas Seminar Prewrite (see above).  

SLC Practice + Omelas Reading

SLC Practice

1. Groups of 3
2. 10 minutes to gather evidence
3. Practice and feedback

The Ones Who Walk Away from Omelas

1. Read
2. Annotate (minimum = at least 2 substantial annotations per page)
3. Context Inference Vocabulary (at least 6 words)

HOMEWORK

Finish annotations and vocabulary for Omelas.  DUE: Start of class, Thursday.

SLC Prep- Notecard 2

Starter 7
Describe a time when you set a goal for yourself and achieved your goal.  What was the goal?  Why did you want to achieve it?  Why were you successful?

SLC Rubric
Review HOHAM and 21st Century Skills on the back of the handout linked above.

SMART Goals
You will need to create a SMART goal for each class that addresses the weakness on Notecard 1.  I've written an example below so you can see what should be included:

1. S = Specific Goal and HOW you will achieve it.  EX: I want to get all student work returned within 1 week of when I collect it.  I will do this by figuring out how many I have to grade each day to meet this goal, and sticking to a schedule.
2. M = How you will MEASURE your success.  Ex:  I will write a list of assignments with the dates I collected them, and the dates I returned them to students.
3. A = How ACHIEVABLE is your goal?  Ex:  This will be easy for small assignments, but for larger assignments I will need to change my work habits and be more disciplined.
4. R = Why is your goal RELEVANT?  Ex:  This will help me because it will keep work from piling up and stressing me out, and it will help my students because they will be more up to date.
5. T = What's your TIMEFRAME?  Ex:  I will start doing this the week after TCAP testing, and will continue through the end of the school year.

Notecard 2

Complete notecard 2 for each class.  The notecard should have the following 3 parts:

1. What HOHAM or 21st Century Skill will be most helpful in addressing your weakness for this class?
2. Define the HOHAM or Skill you chose.
3. SMART Goal for that class

HOMEWORK

ALL notecards for all classes must be completed.  DUE: Start of class, Wednesday.

SLC Preparation: Notecard 1

Starter 6
For the class assigned to your table:

1. List all academic activities, assignments, and skills that you regularly do or use in this class.
2. List 3-5 non-academic behaviors that are important for this class.
3. Put the lists on the board.
4. Using the lists as a resource, write down one thing you are best at for each class, and one thing you need to improve on for each class.  Try to have a mix of academic skills and non-academic behaviors.

SLC Notecards

Complete SLC Notecard 1 for class tomorrow.  This means you should have four total notecards completed.  Each notecard should be about a different class, and each one should have the strength for the class on the front, and the weakness for the class on the back.

See SLC Notecard Handout for more specifics on the notecards.

HOMEWORK

Finish SLC Notecard 1 for each class.  DUE: Start of class, Tuesday.

Global Village Seminar

Review

1. Socratic Seminar Rubric

Global Village Seminar Reflection

See handout linked above for instructions.  See below for seminar questions and Lori's choice.

Main Seminar Questions:

1. What is Ayer trying to say about identity in a globalized world?
2. Is this "new world order" he is describing ultimately positive or negative?  In what ways?
3. Can we have a globalized world without losing our unique national and cultural identities?
4. In a world where we are exposed to many different cultures, and where values are "traveling around the world by speed of fax," how are we supposed to determine our identity?
5. Do you think Pico Ayer's vision of the world is accurate?  This was written in 1993.  Has what he has predicted come to pass?  To what extent?

Lori's Choice Question

You have two choices for this one!  Choose ONE of the following options:

1. Option 1:  Create a metaphor about the process of globalization.  Illustrate that metaphor, and write a paragraph explaining it.
2. Option 2:  Draw a political cartoon that focuses on globalization.  Remember, it needs to have a clear perspective, and to use the techniques!  Write a paragraph explaining your cartoon.

IF YOU WERE ABSENT FOR SEMINAR COMPLETE THE ASSIGNMENT BELOW

1. Choose two of the seminar questions above, and write two paragraphs for each question.  You should have a total of 4 paragraphs at the end of this.
2. Complete the Lori's Choice Question above.

HOMEWORK

None!  You will have all class on Friday to finish your reflection.

Global Village Coaching

Starter 5

1.  What is the message of this piece?  Explain, using at least 3 details from the piece that helped you figure out the message.

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

Global Village Coaching

Big Picture

• What’s the thesis?  Write it on the board.

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.  Write these summaries on a separate piece of paper.

Questioning

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.

Global Village Seminar Prewrite

TYPE 2 paragraphs total.  Choose two of the following questions to respond to, and write one paragraph for each question:

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?  What does he mean by a global village?  Why does he say it 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?

HOMEWORK

Finish Seminar Prewrite (see above for instructions).  DUE: Start of class, Thursday.

The Global Village

Goats Yelling Like Humans.
Because it's Friday.  And because I can.

Starter 4

1. Set up a T-Chart.  On one side, keep track of all the possible good things in the future he describes.  On the other side, keep track of all the possible bad things about the future he describes.

2. What's the most interesting point he made?  Why?

Pennies a Day
Watch the movie!

The Global Village Finally Arrives
This is the text we will have a seminar about next week.  To prepare for the seminar, you should do the following:

1. Read
2. Annotate.  At least 3 annotations per page.  All annotations must have substance!
3. Context Inference for at least 5 words you are unsure of in this piece

HOMEWORK

1. Transnational Capital Auction Writing.  See yesterday's blog post for details.  DUE: Wednesday, 2/20.  PRINTED.
2. The Global Village Finally Arrives.  Read, annotate, vocab.  DUE: Wednesday, 2/20.

Cultural Hegemony

Starter 3

1. List one cartooning technique this artist uses.  Explain how they use the technique, and the effect is has on the viewer.

2.  What's the message of this cartoon?

3. Do you agree or disagree with this message?  Why?

Cultural Hegemony Lecture

See notes linked above if you were absent.  Talk to Lori if you are confused or have any questions.

Transnational Capital Auction Writing

Time to finish the 6 questions reflecting on our simulation.  See the linked document above if you don't have your handout!

HOMEWORK

1. Transnational Capital Auction Writing:  DUE, Wednesday, 2/20, PRINTED.
2. Revise Op-Ed.

Transnational Capital Auction

Starter 2

1. Look at three items you have, list what it is, where it’s made (clothing tags, electronics, etc.)
2. Why are so many things made globally, not locally? 
3. How would your life change if you could only shop for goods that were made in CO? What would you have to give up? What benefits would there be?

Galtung Jigsaw

1. Get in a group of 6
2. You should have one person from each expert group represented in your group
3. Present your type of violence, answer questions from group
4. When done, you should have in your notes:
• Name of violence distinction
• Definitions
• Examples

Transnational Capital Auction Simulation

This is not an activity you can make up!  If you were absent, please complete the following assignment:  Transnational Capital Auction Makeup.

Transnational Capital Auction Writing

See handout linked above for instructions.  Again, if you were absent, you will be completing the makeup assignment linked above.

HOMEWORK

1. Revise OpEd.  Remember to keep track of your due date!
2. Transnational Capital Auction Writing.  DUE: Wednesday, 2/20.

Definitions of Violence

Binder Clean Out
Clean out old work from your binder.  Save anything you might want for SLCs and TPOLs.

Starter 1

• Fill out "If the world were a village of 100 people" with your best guesses.
• Check answers with Lori
• On the back, write 2 conclusions you can draw from this data, and explain how you arrived at those conclusions.

Peace Notes

See attached notes if you were absent.  Let Lori know if you have any questions.

Galtung Activity

For your assigned section on page 214-216 of your reader, create a poster that includes the following:

1. Both types of violence from your section
2. A definition for each type of violence
3. A visual illustration of a real life example of each type of violence (silliness and stick figures encouraged!)
4. 1-2 sentences for each explaining how your example fits the definition of that type of violence.

HOMEWORK

• Revise OpEd
• Finish Galtung posters.  DUE: Start of class, Wednesday.

DP Updating and OpEd Revision

Introduction

Hey guys.  I'm still out with the flu (ugh), so here are your instructions for today.

By the end of class, you should have...

1. Completed your project reflection
2. Taken a picture of your final cartoon
3. Posted the cartoon and project reflection to your DP
4. Worked on revising your op-ed

Hopefully in that order!

Project Reflection Instructions

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

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. Cartoon Reflection:  Look back at your first Rwanda cartoon (on the whiteboard, or in the black tray on Lori's desk), OR at the first draft of your final cartoon.  How have you grown as a cartoonist?  Be specific, and make sure you address some specific techniques/changes.
3. 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?

Pictures

Take a high quality photo (you can use your phone for this if necessary) of your political cartoon.  Post that photo on your DP.

Revise your Op-Ed

Please note that this is the ONLY class time you will get to do this.  All other revisions will need to happen outside of class.  You have a week to do them, which is ample time.

1. In-Text Citations.  See the handy guidelines linked here.
2. Sources Cited Section.  Make sure you have one, and make sure it is in alphabetical order.
3. Address all feedback given to you.  For some of you, this will mean substantial re-writing!
4. USE THE CHECKLIST!!!  Seriously.  Use it.  
5. If you finish all of your revisions, email a copy of your final draft to Lori.  Then print a copy and mount it to the posterboard with your cartoon using double-sided tape.

HOMEWORK

Revise your Op-Ed piece.  Keep track of your deadline- remember, it's due a week after I emailed it to you.  The email I sent you with my feedback has your due date listed.

Final Cartoon Work

Finish Final Cartoon
Due at the end of class.  Make sure that by the end of class it is neatly mounted on posterboard and signed.

Revise Op-Ed
If you finish your cartoon, work on revising your op-ed.

Use the CHECKLIST linked here before turning it in!

To turn in:

1. Mount one hard-copy with your cartoon
2. Email one digital copy to Lori

DP and Reflection

If you finish your cartoon AND your op-ed, work on adding this project to your DP.  You will need:

1. Picture or scan of your final cartoon
2. Final draft of Op-Ed
3. Project Reflection

Remember, NO LINKING to word docs!  All text should be on the page of the website.

Project Reflection

Answer all questions in complete paragraphs.

1. Project Description:  What did you have to do for this project?  Describe it so that people who don't know about the project will understand it.
2. Cartoon Reflection:  Look back at your first Rwanda cartoon (see Lori for these!).  How have you grown as a political cartoonist?  Be specific, and talk about techniques and perspective!
3. Op-Ed Reflection:  How was this type of writing different from writing you've done in the past?  What did you learn from doing this Op-Ed that could apply to future writing assignments?

HOMEWORK

Revise Op-Ed.

Cartoon Work Time

Final Draft Cartoon

Work on the final draft of your cartoon.

Op Ed Revision

If you finish your cartoon, work on your op-ed revision.

2nd Draft Critique

Starter 4

1. Brainstorm 2 categories you think should be on the cartoon rubric.  What should I be looking for in each of those categories?
2. What’s one thing you would like feedback on in your critique today?

Critique Roles

1. Timekeeper: Responsible for moving group on.  Give a 1 minute warning before the end of every section.
2. Facilitator: Keeps the group on track, moves discussion when necessary.

Critiques

Divide class into groups of 4 students

Follow critique protocol:

1. Author offers focusing question, perspective, specific areas where they would like feedback (2 min)
2. Group discusses: devices, strengths, areas for revision (6 min)
3. Poet responds (2 min)

Repeat 4 times (should take at least 40 minutes)

Final Draft Cartoon

Start work on final draft cartoon.  DUE: End of class, Friday.

Must be mounted and complete (outlined, shaded, etc.) by then.

HOMEWORK

Revise OpEd

Cartoon RD Critique

Starter 3

1. Which of the 6 cartoon techniques did you use most effectively in your RD cartoon?  Explain what you were trying to communicate by using that device.
2. What is the biggest weakness of your cartoon right now?  List 2 specific strategies you could use to overcome this weakness.

RD Peer Critique

3 rounds!  For each round, move to a new cartoon and answer the following for that cartoon.

1. State the perspective of the cartoon in one sentence.
2. List all the techniques used.
• Which device is most effective or important in this cartoon?  Explain why it is effective/important, and what it communicates.
• What device could be used better?  How?
3. What's your favorite thing about this cartoon?  Explain.
4. Give one more specific suggestion for revision.

Revision Plan

After critique, answer the following questions:

1. List at least 3 specific refinements you plan to make to your next draft.

Cartoon 2nd Draft

Create your second draft of your cartoon.  Focus on quality of execution and ideas this time.  Now is the time to play with shading, drawing techniques, and coloring.

HOMEWORK

Finish 2nd Draft of Cartoon.  DUE: Start of class, Wednesday.

Cartoon Techniques and Models

Cartoon Techniques Notes
Take notes on the cartoon techniques listed on the handout linked above.  If you were absent, please get these notes from a classmate!

Cartoon Model Analysis
The instructions and steps for the analysis are linked above (look at page 2).  You must do all of these steps for the following three cartoons:

Cartoon Brainstorm and Draft
See the handout linked above (look at page 3) for instructions on brainstorming, and for the requirements for your initial cartoon draft.

HOMEWORK
Finish Rough Draft Cartoon.  DUE: Start of class, Tuesday.

Peer Critique and Revision

Peer Critique
See the handout linked above for guidelines.  If you were absent, you might try to bribe a classmate to give you at least one round of peer critique!

In class, do two rounds of peer critique.

Common Op-Ed Features

1. Shorter paragraphs
2. Each paragraph has only one idea/focus
3. Each paragraph supports the thesis
4. Sentences engage the reader with careful word choice
5. Sentences are concise
6. All evidence supports the thesis
7. A variety of types of evidence is used
8. Introduction has a hook that grabs the reader's attention
9. Conclusion drives the main point home

Revise

Revise, based on the feedback you got from your peer critiques.

Final Checklist

Use the checklist linked above to get your writing ready for Lori's feedback.  Take your time, check it carefully!

HOMEWORK

Get your 3rd draft revised and checked.  DUE:  Email it to Lori by the start of class, Monday, 2/4.