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.