POL CRITIQUE

If you are absent today. please practice your POL for friends or family using the Critique Rubric.

CRITIQUE
1.  Rotation:  groups of 3 or 4
2.  Time each other!
3.  Written and verbal feedback
4.  When finished, refinement time!!

Reminders
1.  DP
2.  Dress
3.  Green Room Behavior
4.  Take home your stuff!
5.  Roxy's Room

Schedule

Last minute logistical questions?

GOOD LUCK, EVERYONE!!

POL Super Prep Mode!!

STORIES DUE!!!!  Everyone gets the benefit of the doubt.  After today, the story is late and will be graded accordingly.

Goal for the day:  Get your entire presentation together by the end of the day today.  Make sure all your notecards are prepared, your evidence is gathered, and you are ready for a rehearsal/critique tomorrow!


Emily:  Critique
1. Follow along on the rubric:  Does she include all necessary elements?
2. What does she do well?
3. What could be improved upon?


If you did not get my email or check my DP, scroll down to Friday's post and do the work for the reflective questions.  Remember T, E, A!!!  If you worked on your POL over the weekend, go ahead and finish up the remaining notecards for the intro and conclusion (below).


Introduction/Hook Options:
What do you like about Animas?
How do you feel you are growing overall?
Is there an anecdote that you could tell that demonstrates the significance of your experience as a student here?


Conclusion:
Now that you have prepared your notecards, what is the best way to end your presentation?
Where do you want to leave your audience?
Are there a few impactful sentences that could sum it all up for your panel?
Where are you going next as an Animas student?
How have you changed overall as a result of your experience here?


If your presentation is ready, feel free to partner up or group up and practice with each other.  Time each other.  Tomorrow is the official critique, but meanwhile, practice makes perfect!

On Your Snow Day...

Dear Freshmen,
Happy Snow Day!  As exciting as a snow day is, it does not change your POL schedule.  As such, in order to stay on track, I recommend that you do the following POL preparation at home this weekend.  Additionally, your final stories are still due to my email by 11:59 PM tonight unless you have already arranged an extension.

OBJECTIVES
1.  Reflective Question Notecards
2.  DP update


POL Freewrite #2:  Reflective Questions 
1.  How is the work you are doing at AHS relevant to you personally or to your larger goals?
2.  What topic have you engaged with this year that has caused the most personal or intellectual growth for you?

Brainstorm
What evidence can you include to back up the claims you are making in the answers to the reflective questions?

Notecards
Create notecards for the two reflective questions.  If you do not have index cards at home, write it out on paper and transfer it to notecards at school on Monday.
For each notecard, remember all the TEA!
1.  (Topic) Answer the question
2.  (Evidence)  DP, physical, and/or anecdotal evidence
3.  (Analysis)  Explain your answer and your evidence in depth


DP update
1.  JPG Image of your book cover
2.  Revised Story (Don't upload until your story is polished!!!)
3.  Write a brief summary of the story.  Try to write a suspenseful preview, like the one you would find on the back cover.  Proofread your summary; it will be published to the web!


Have an excellent day off!  Don't forget to turn in your story!

POL Prep

21st Century Skills Brainstorm


POL model:  Marley

As you watch  Marley, follow along the rubric.  Jot down your observations on the following:
1.  What does she identify as her strength?  What evidence does she offer?
2.  What does she identify as her goal?  What evidence does she offer?
3.  What does Marley do well?
4.  What could she have improved upon?



NOTECARD EXPECTATIONS
1. Only Talking Points!
2. Only write on the front of the card
3. Number of cards:

• One card for introduction
• 1-2 cards for strength
• 1-2 notecards for goal
• 1-2 notecards  for each reflective question
• One card for conclusion

Content: Strength Notecards

1.  Define the habit or skill that is your strength and explain what it means to you. 

2.  List the specific evidence you will be showing.

3.  Analyze how that evidence shows your strength.

Content: Goal Notecards

1.  Define the habit or skill you want to improve upon. Explain why it your goal.

2.  Show specific evidence that shows that you need to work on that habit/skill. 

3.  Describe a specific plan of action you will take in order to improve upon it.  

WORK TIME
1.  Create notecards for strengths and goals.  Show them to me when you are finished.
2.  Finish your story!  Due tomorrow!

POL PREP

POL Freewrite 1
1.  What are my strengths as a student?
2.  What areas do I want to improve in?

Review The Habits of Heart and Mind

AHS Habits of Mind

1.      Perspective

2.      Advocacy

3.      Perseverance

4.      Evidence

5.      Refinement

Discussion:  How do the Habits of Heart and Mind manifest in our school work and daily lives at AHS?

The Seven Survival Skills for the 21st Century 

1.      Critical Thinking and Problem Solving

2.      Collaboration

3.      Adaptability

4.      Initiative

5.      Effective Communication

6.      Independent Research and Learning

7.      Curiosity and Imagination 

GROUP WORK 
For each of the 21st century skills:
a) Define the term
b) Brainstorm 2-3 concrete examples of how that skill can manifest in school. (specific actions/behaviors)

Example (from the HABITS)
a)  ADVOCACY:  speaking up for yourself and your needs, for others, for your community, for your planet
b)  i. going to office hours to get extra help with Math
     ii. communicating with your teachers about your difficulties
    iii. speaking up when you see people being mean to others

Share 21st century skills examples on the board


WORK TIME
Brainstorm the "Strength" and "Goal" portion of the POL.

• Which habits and skills are you strongest in?  Which do you need to improve upon most?
• What evidence could you provide of your strengths and goals?

-OR-

Work on your story.  If you choose to work on your story during class, you should do the brainstorm as HOMEWORK.

Story Refinement/POL details

Mini-lesson:  Verbal Phrases

POL TIME!!!  Guidelines and Rubric

The details:
1.  Exhibition Dress
2.  Required to Pass
3.  Attendance (your day, all day!)
4.  Student Panels
5.  Updated DP
6.  Capstone of the semester:  POL's set us apart!

What are your questions?

Please sign-up for a POL time!

REFINEMENT!!

Punctuation:  a courtesy you must afford your reader.

Fanboys and Comma Splices

Purdue OWL:  Resource on Comma Splices/Run-ons

Run-on sentence practice worksheet


REFINE DRAFTS!!   Final draft is due Friday, Dec 14!


Tomorrow, POL prep...

Finishing Touches

Who was Ray Bradbury?

The Veldt

Proofreading Checklist

Submission of Draft
1.  Turn in all of your peer critique materials to the box.  If you missed the self-critique on Monday, please finish it today and put it in the inbox.
2.  Send me your draft by 8am tomorrow morning electronically  (jessicaahs9@gmail.com).
3.  In the body of the email, communicate with me about your draft and your process.  What are you struggling with?  Is there anything that you would like me to focus on in my feedback?

Feel free to turn your draft in today if you are finished.  (electronically please)

Peer Critique

On the top of your draft, communicate with your reader in a  few sentences.  Let your reader know what you are struggling with most or what you would like them to give you feedback about.  Pose a question if possible.

Examples:

• I am struggling with making my characters come to life.  They still feel flat to me.  How do they come across to you?  How can I make them more believable?  
• I am not sure if my resolution makes sense to the reader.  How did you read my twist ending?  Does it seem appropriate for the story?
• I can't figure out a title!  Any suggestions?

Guidelines for Critique
1.  Feel free to comment in the margins of the draft itself.  "Annotate" it, if you will.
2.  Don't get bogged down in proofreading, although you may mark glaring errors if you see them.  Limit proofreading to 5 or fewer corrections.
3.  SIDE ONE:  Analyze the fiction briefly so that the author can see if his or her story is doing what it intends to do.
4.  SIDE TWO:  Give the author CONCRETE, SPECIFIC feedback.  At least 2 positives.  At least 2 suggestions for improvement.  If you have more feedback, give it.  If possible, respond to the communication at the top of the draft.
5.  Everyone will critique at least two stories.  Some of you may do more.  Everyone should get at least two sets of feedback.  Some of you will have more.  Please get/give more feedback during work time if you so choose.

Story Work/Self Critique

Self-Critique

1.  Do a short story analysis of your own story.

2.  Look carefully through the rubric categories. Determine which areas you are strong in and which areas you still need to work on.  On a separate sheet of paper labeled EVALUATION, note the following:

• Of the narrative elements indicated on the rubric, which two are you strongest in?  Explain why you believe yourself to be strong in these areas.  Give evidence!
• Which two areas need the most improvement?  What can you do to improve these areas?
• What are you struggling with most about this assignment?
• What is your plan of action moving forward to make your story the best it can possibly be?

3.  Staple the analysis to evaluation and turn in to the box.

Where can you add more figurative language to bring your story to life?

VIDEO:  Will Ferrell and Figurative Language

1.  Look through your story for "dead" phrases.  Where does your writing need more description, more "paint."

2.  Try to create more vivid descriptions by using figurative language such as simile, metaphor, personification, and imagery.


HOMEWORK:  Come tomorrow with a draft printed for peer critique!

FIGURATIVE LANGUAGE CHALLENGE!
Who can  craft the most impressive figurative language about your beloved physics teacher, Mr. Heerschap?
Example:  Heerschap is like a turtle on steroids.  (D. Etz)
Remember the purpose is to bring Heerschap to life through your vivid description!

Narrative Technique

Story Time:  "2 B R 0 2 B" by Kurt Vonnegut, Jr.

Snapshots and thoughtshots

JOURNAL 5:  Draft a colorful snapshot or thoughtshot that could go into your story.

Punctuating Dialogue

HOMEWORK:  Draft your story!

Self-Critique:  Monday Dec 3

Peer Critique:  Tuesday Dec 4

To Jessica:  by 8am Friday Dec 7

Characterization

JOURNAL #4:  How will you reveal your character(s)?
Answer some or all of the following questions.
1.  ACTIONS:  What will your character do that reveals who he/she is?
2.  DIALOGUE:  What will your character say?  How will they talk?
3.  PHYSICAL DESCRIPTION:  What does your character look like?
4.  IDIOSYNCRASIES:  Does your character have any peculiar characteristics?
5.  OBJECTS/POSSESSIONS:  Does your character possess anything that reveals his/her character?
6.  REACTIONS:  How will your character react to the events of the plot?
7.  THOUGHTS:  What does your character think about?
8.  BACKGROUND INFORMATION:  What background info could you give your audience about your character?


SHORT STORY LEADS:  How will you begin your story?
Try to write (or re-write) the beginning of your story so that it is engaging to your reader.  See the handout in your packet for ideas on how to start your story.


Homework:  Keep drafting your story...

I love fiction, you guys...

TED Talk:  Phil Kaye, "Why We Tell Stories"

SETTING (JOURNAL #2)

Describe the story world in detail.  Consider these questions.
1.  Where does your story take place?

2.  When does it take place (past, present, future)?  What time of year is it?

3.  Describe the social environment that your character(s) live in.

4.  Describe the cultural context that your character(s) live in.

PLOT BRAINSTORM (JOURNAL #3)

Put a man up a tree. 

·         1. What is the conflict/problem that your main character is immersed in?

Throw rocks at him.

·         2. How does the problem get complicated?  What are the events that unfold?

Get him down.

·         3. How does the conflict or problem get resolved (or fail to)?

Today:  Map/Outline you story's plot.  If you do not finish in class, do so as HOMEWORK.

Let's Write Fiction!

Welcome Back!

TED Talk:  Sarah Kay, Storyteller

John Steinbeck's Advice to Beginning Writers

WRITER'S JOURNAL #1 (in comp books):
Free-write about any story ideas you have so far and/or consider the following questions:
What do you have to say to the world?
What theme would you like to reflect in your story?
What subject matter do you want to tackle?
What genre are you interested in writing in?
Where do you want to take the reader?


Story Ideas:

It is always a good idea to focus your story on a topic and/or theme that you can relate to.  Think of lessons you have learned, experiences you have had, people you have known.  A story you can personally connect with will likely be easier for you to write!  

The internet has a wealth of information and ideas that may help you get started!  Here are some resources; feel free to search on your own!

• Story Idea Generator:  http://shortstoryideas.herb.me.uk/index.html
• Short Story Ideas and Creative Writing Prompts: http://www.creative-writing-now.com/short-story-ideas.html
• Short Story Topics:  http://www.storyinstitute.com/category/storygestions/short-story-topics/

Homework:  Come to class tomorrow with a working story idea!
Brainstorm CSEPS:
Characters
Setting
Events
Problem
Solution

The Cask of Amontillado

Story Map Activity

Story Time!  "Light is Like Water" by Gabriel Garcia Marquez
What are the characteristics of magical realism?

Selections from Sherman Alexie's The Lone Ranger and Tonto Fistfight in Heaven
1.  This is What it Means to Say Phoenix, Arizona (p. 59)
2.  The Trail of Thomas Builds-the-Fire (p. 93)
Write a one-paragraph reaction to Alexie's stories.  Discuss his use of any of the elements of fiction that we have been discussing.  Turn in the box.


Have a wonderful Thanksgiving holiday!

"Sweat"

Zora Neale Hurston

Characterization in "Sweat"

Discuss:  What is the effect of Hurston's use of dialect?

Characterization Activity

Edgar Allan Poe  "The Tell Tale Heart"

Homework:  Read "The Cask of Amontillado"

Complete Short Story Analysis

"The Yellow Wallpaper"

Questions for Group Discussion

1.  Describe the setting of “The Yellow Wallpaper.”  Identify examples in the text where the setting is particularly well-developed.  Why is the setting significant to the story?

2.  What is the narrative style of the story?  Why is this significant?

3.  How does the narrative voice change throughout the story?  Why is this significant?

4.  How is the narrator’s husband characterized?  Identify specific examples from the text that give you clues about him.  (What does he say and do?)  Why is the husband’s character significant?

5.  What is the significance of the woman in the wallpaper?

6.  How do you interpret the ending of the story?

7.  What do you think is the author’s message?

8.  Discuss:  Did you like this story?  Why or why not?

Homework:  "Sweat" by Zora Neale Hurston

Complete Short Story Analysis

"To Build a Fire"

Internal vs. External Conflict

• Internal:  competing forces within protagonist
• External: outside forces confronting the protagonist
• Often a story deals with both:  “To Build a Fire” is both

Group Activity

External: Man vs the cold

•  Make a list of phrases that establish this conflict

Internal: Man vs his own ignorance/arrogance

• Find textual evidence that establishes this conflict

       Homework:  "The Yellow Wallpaper" by Charlotte Perkins Gilman

       Complete Short Story Analysis

"Harrison Bergeron"

Group Analysis:  "Harrison Bergeron"
1.  Go over your answers to the analysis worksheet.  Ensure that each member of your group understands all of the elements.  If you don't understand, get clarification.
2.  Discuss in-depth the "theme" and "message."  What do you think Vonnegut was trying to say with this story?

Watch the short film version: "2081"

Homework:  Read "To Build A Fire" by Jack London.  Complete a short story analysis.

Elements of Fiction

Handout:  Elements of Fiction

Sample Analysis of "The Lottery"


Homework:  Read and Complete Short Story Analysis for "Harrison Bergeron" by Kurt Vonnegut Jr.

Informed Citizen Project Wrap
1. Edmodo Self-Assess
2. President Obama's speech (clip).  To watch the whole speech, click here.  To watch Mitt Romney's concession speech, click here.
3. Final thoughts?


Story Time!!

"The Lottery" by Shirley Jackson

Tomorrow is Election Day!

Edmodo seminar extended through the election.  See Edmodo rubric here.

The Electoral College:  Real Clear Politics Electoral College Map

Informed Citizen Project Work Time
1. Edmodo Seminar:  all election discussion is fair game.
2. Check out electoral college and other resources on RCP.
3. Prepare for tomorrow's in-class essay.  Prewrite/Outline Today!
4.  Read The Quill and/or other news coverage of election politics.



Reflection:  My Emerging Political Identity
Write a 5-paragraph reflective essay that examines one of the following:
1)  What is your emerging political identity?  Do you tend to be liberal or conservative?  Why? In the body of your essay, explain the reasons that you are finding yourself where you do on the political spectrum (using TEA paragraphs).

2) If you could vote in this presidential election, who would you vote for and why?  In the body of your essay, explain the reasons for your decision (using TEA paragraphs).

Before you begin to write, please outline your essay!  The intro paragraph should contain a thesis statement (that answers the question), and each body paragraph should have TEA!   We will be writing the essay in class tomorrow (Tuesday).  Please get a proofread before you turn it in!  Due Wednesday at the beginning of the hour.

SLC Practice/Critique

Gather all of your notecards and evidence!

SLC Practice/Critique
1.  In groups of three, practice your entire SLC with all of your notecards and evidence.
2.  Critiquers should follow along on the rubric and "score" the presenter.  Jot down feedback on the back side of your rubric.  When the presenter is done, give them feedback verbally.  What is missing?  Where do they need more depth?  More evidence?
3.  Also, time the SLC.  If it falls very short, where could they add more to the presentation to give it more depth?


Use your extra time today to email me your self-evaluation of the Informed Citizen project and to participate in the seminar on Edmodo!

SLC Prep

Starter #17:  Brainstorm a list of specific actions that one can take in order to succeed in Humanities.


SLC PREP:  Humanities Notecard

Bring all notecards from all of your classes tomorrow for Practice/Critique!


Finish Informed Citizen Presentations

SLC Prep

PERSPECTIVE
ADVOCACY
PERSEVERANCE
EVIDENCE
REFINEMENT

Starter #16:
a.  Which of the Habits of Heart and Mind are you strongest in?  Explain.  What are some examples of how you have displayed this Habit in your school work?
b.  Which of the Habits of Heart and Mind do you need to work on most?  Explain.  What are some examples that show how you need to improve in this area?

SLC prep:  Make notecards that answer the two prompts on the top of your rubric.  Use your starter for content!  Brainstorm what evidence you will use in the SLC.


Finished Informed Citizen Presentations.

Ongoing homework:  EDMODO SEMINAR!

Informed Citizen Project

1.  SELF-EVALUATION:  Send me an email evaluating yourself and your partner on the presentation and handout.  Include an explanation of the work each of you did and how the process went for you. GIVE YOURSELF A GRADE!

2.  SEMINAR on EDMODO

• Post discussion questions for your topic.
• Respond to Q's with your perspective on multiple topics.  Carry on intellectual conversations.
• USE EVIDENCE!  (Links, videos, data, expert quotes)  As you participate in the seminar, get more informed.

Project Work

1.  Get with your partner to pull together your presentation and handout.
2. Your handout should be PROOFREAD and turned in by 8am Monday.
3. Everyone should be ready to present on Monday!
4.  Please submit to me a list of URL's that you used as sources.
5.  Discussion questions should be posted to Edmodo on Monday.


Check  out the STAC campaign videos here.

RESEARCH!!

SLC SIGN-UP!!!!!

Quiz:  On the Issues

IMPORTANT:  Change the setting to "Political Philosophy" before beginning the quiz.  

Be sure to click on each issue in order to fully understand how to answer. 

Freewrite #7:  What were the results of the quiz?  Were you surprised by them or did it turn out how you thought it would? Would it change your answer to the starter?

PROJECT PLANNING
1. Get together with your group to make a plan for your research.
2. Write questions that you are trying to answer with your research.
3. Who will research which questions?
4. Exchange emails so that you can communicate and share notes.
5. Set goals for your research so that you can regroup on Friday to work on your presentations and handouts.

Begin research
Take great notes that answer your research questions.
Please keep a log of the URL's of the websites you got your information from.  You should be checking the validity of each website you use, using these criteria.

The Political Spectrum

Starter #15:  If you could vote in this election, who would you vote for and why?  List all of the reasons you can think of to support why you lean toward that candidate.  If you are entirely unsure, discuss your impression of election politics in general.

Informed Citizen Project

Pair share:  What does the government do?  What is the purpose of government?  

Jot down your ideas!

Lesson:  The Political Spectrum

Mean Girls Sociology Final

Take home final:  Due Monday, October 22
1.  Draw an annotated identity mask sketch for one of the characters in Mean Girls.  Make sure your annotations explain how the mask would represent how that character's identity/socialization.

Write a well-developed TEA paragraph for each of the following questions.  (Each paragraph should have a clear topic sentence, evidence from the film, and your own analysis)

2. Choose one character from the film and write a well-developed TEA paragraph that discusses how the concept of the looking-glass self manifests in his or her identity.

3. Write a well-developed TEA paragraph that discusses how we see the "cycle of socialization" in Mean Girls.

EXHALE! You did it!!!

Clean-up!!!!!

Project Reflection
Write a detailed paragraph about each question.  Be sure to be specific and go into depth with each answer.  Don't number your answers; rather, write it up in five-paragraph essay format. 
1.  Give a detailed description of the project AND an explanation of the sociology content.
2.  What are the most important lessons you learned about human society and the world you are living in?
3.  What did you learn about yourself from this project?
4.  What were you most proud of about your mask and essay?
5.  How can you improve moving forward as a "projecteer"?  What will you do differently and/or better? Mention the Habits of Heart and Mind that you will need in order to get better at projects.
Due tomorrow by email!!

Files to save for your digital portfolio
1.  Mask Essay  (Call it "Your Name Mask Essay")
2.  JPG of Mask
3.  Project Reflection (Call it "Your Name Mask Project Reflection")
These files should be saved on a flash drive and transferred to your computer in Roxy's class.
EMAIL ME THE FINAL ESSAY AND REFLECTION BY TOMORROW!!

EXHIBITION TONIGHT!!

Starter #14:  Freewrite on any or all of the following questions.

1. What was this project about and why did we study Sociology?

2. What is the most interesting thing you learned during this project about content?

3. What is the most interesting thing you learned during this project about yourself as a person?

4. What are you most proud of about this project?  

EXHIBITON PREP AND "REHEARSAL"

Remember to be there at least 10-15 minutes earlier.  If you can come earlier to help set up, please do!!

One Day Until Exhibition!!!!

Last Class Day for Project Work!!!!!

Your essay is due at the beginning of class tomorrow, printed out and in compliance with the guidelines below.  Your mask is also due at the beginning of class tomorrow.  THERE WILL BE NO PROJECT WORK TIME TOMORROW!!!



Exhibition Logistics

Essay for Exhibition
1.  Standard Font, 11 or 12 point.
2.  Single-spaced
3.  Title:  centered, bold or underlined, 14 or 16 pt. font
4.  Name as header, right justified
5.  Backed by black construction paper

YOU for exhibition
1.  Professional dress
2.  10-15 minutes early at Fairgrounds
3.  You are responsible for transporting your entire project
4.  Exhibition is 5-7 pm.  You must stay the whole time.
5.  You ditch, you fail.

Two days until exhibition!

Starter #13:  POP QUIZ:  What is exhibition dress?  What are you going to wear to exhibition?


Essay Drafting/Writing Conferences


Final Mask Refinements


John Fisher's Amazing Sentence Focus Lesson!

DRAFT DUE TODAY!!!

Your draft is due electronically by 8 pm tonight!!!  Please send it to jessicaahs9@gmail.com as a word document!!!

Turn in to the inbox:  Peer-critiqued first draft AND completed Self-check Rubric.

PROJECT WORK

Mini-lesson:  Setting up Quotations


PROJECT WORK
1.  Mask work
2.  Essay revision
3.  Further critique

PROJECT WORK

Mini-lesson:  Noun Phrase Appositives

Narwhals, the magical unicorns of the sea, do not actually exist.

Add one or more NPA's to your essay!



Draft due to me on Thursday by 5 pm!  Please review my rough draft policy:

Rough Draft Policy

With major writing assignments and essays, I spend a great deal of time giving feedback on your writing.  However, this feedback is not helpful if students do not put serious effort into the draft that I receive for feedback purposes.  The following is a list of minimum standards you must meet to receive my feedback.

Minimum Standards for Feedback:

1.      The essay must have a title, 12 point font, and 1inch margins.

2.      The essay must be at least the minimum page limit.

3.      The essay must be double-spaced.

4.      At least 2 different sources of information are quoted or paraphrased (for essays/research papers).

5.      The author has attempted to set-up every quotation.

6.      The author has cited each piece of evidence in the correct format.

7.      The essay must be spellchecked and free of typos (If I find more than 3 typos I stop giving feedback).

8.      The essay must be free of slang and IM speak (Spell ‘you’ as ‘u’ even once and you get no feedback).

9.      Significant changes must have been made to peer-revised draft.

Mask Essay Critique

On the top of your draft, write a question that you want your critiquer to focus on as they read your essay.  (Something you are struggling with or wondering about your essay...)

FEEL FREE TO COMMENT ON ADDITIONAL OBSERVATIONS BEYOND WHAT IS INDICATED BELOW!!! COMMENT ON THE DRAFT ITSELF OR A SEPARATE SHEET.

Round 1
1.  Comment on the intro.  Does it hook the reader's attention with a personal anecdote or commentary on the sociology content?  Does it articulate the essay's perspective?  What could the reader do to improve it?
2.  For each body paragraph, underline the topic sentence.  Then, check to see that everything in that paragraph relates to the topic sentence.  Let the writer know if a detail doesn't belong by indicating so on the draft.
3.  For each body paragraph, comment on the use of evidence and personal examples.  Mark places in the essay that could use more evidence/examples.  Is the writer showing or merely telling?  Give them feedback about where they need to "show" their points more.
4.  On the bottom or back of the draft (or on a separate sheet of paper), answer the following...

• What do you like about the draft?
• What could the writer do to improve the draft?
• Answer the writer's question.

Round 2
1.  As you read the essay, feel free to comment on some of the same elements from Round 1.
2.  For each body paragraph, comment on the essay's development.  Mark places on the draft that are underdeveloped (need more evidence and/or analysis) or could benefit from more personal narrative/anecdote.
3.  Evaluate the use of sociology content.  Mark places on the draft that could use more sociology content.  Indicate places where the writer might benefit from including a quote from one of the readings.  Indicate places that the sociology content could be beefed up.
4.  On the bottom or back of the draft (or on a separate sheet of paper), answer the following...

• What do you like about the draft?
• What could the writer do to improve the draft?
• Answer the writer's question.

Rounds 3&4

Proofread for surface errors!!!!!

PROJECT WORK TIME

1.  Mask Work

2.  Essay Revision

3.  Additional Critique??

PROJECT WORK

Project Model Robin's essay and mask

Essay Drafting
1.  TEA Paragraphs?
2.  Could you use any quotes from any of the readings?
3.  Are you showing or just merely telling?


Due Monday:  Draft of essay due for critique!!  Please come to class with your essay printed out!  There are now two printer kiosks set up for student use.  You only need your flash drive to use them.  If you arrive to class still needing to print, your draft will be considered late, and you will lose the points.


Mask Refinement/Painting

PROJECT WORK

Showing vs. Telling


Project Model:  Riley's mask and essay

Mask Refinement
1.  Sanding
2.  Mod Podge


Essay Drafting:  Make sure you are showing, not just telling. Use examples and anecdotes to make your essay come to life.

Project Work

Project Model:  Zoe's Mask and Essay

Mask Refinement:
1.  Reinforcement with additional plaster
2.  Adding texture:  Should it feel rough or smooth?
3.  Trimming and cutting
4.  Plaster of Paris

Essay Drafting

Essay Drafting

Starter #12:  WRITE ME A NOTE!  How are things going for you in my class right now?  What are you excited about?  What are you struggling with?

Review Essay Rubric

Project Model:  Martina's Mask and Essay

Essay Prewriting

Project Work

Project Rubric


Mask Sketch Critique


Mask critique directions:
1. Each person in the group explains their mask and answers any questions.
2. Critiquers critique silently, in writing
3. Give oral feedback
4. Rotate until your whole group has gotten a critique
5. Turn in for a grade – Graded on specificity of suggestions and engagement with the activity



TEA paragraphs


Write one TEA paragraph that could appear in your essay.
(Graphic Organizer for TEA paragraphs)

Weekend Homework: Design your mask!!!

Low-stakes seminar:  Does education create class mobility or reproduce social inequality?

Weekend Homework:  Come Monday with an annotated sketch of your mask.

PLASTER!

Mask-making:  Part 1


Freewrite #6:  What's on your mask?   Brainstorm your mask design.
How will you represent your identity/socialization?
What symbols will you use?
How will you integrate the mask's elements so that it works as one cohesive piece of art?
How will you innnovate?  What's original, interesting, unique about your mask?
Do you need any outside materials?

Social Class and The Outsiders

Starter #11:  What does it mean to be an outsider?

IN GROUPS-
1. Put on your sociology lens to analyze the story.  Let's get intellectually critical.
2. Discuss your answers to the film questions.
3. Write down 7-10 connections you made between The Outsiders and sociology.  These should be interesting, striking connections, not just:  "Ponyboy lives in society."
4. Write your best five on the back board.

Social Class Norms and Stereotypes Grid

Homework:  Read and annotate the assigned excerpts from "Savage Inequalities."  Complete the Reverse Outline.  Due Thursday.

Come tomorrow ready to plaster!!!

The Outsiders

Starter #10:  How has your social class played a role in determining  your identity?  How would your life be different if you belonged to another social class?

Film Questions:  due tomorrow!

1. Discuss the conflict between the Greasers and the Socs and relate it to social class identity.  What influence do class differences have on the young people in the story? 

2. Can you relate The Outsiders to the groups/cliques you have experienced or observed?

3.  How are the characters in the story socialized into their identities?  Choose

4.  What is the message of The Outsiders?  Use evidence from the film to back up your perspective!  What can we learn from the experiences of Ponyboy and the others?

Starter #9:  What does tolerance mean to you?  Why is it important for society?

Extreme Intolerance:  The Westboro Baptist Church
How do we see the cycle of socialization in the Westboro Baptist Church?

Freewrite #5:  How has your thinking about identity changed or expanded this week in our discussion of gender?  What are your takeaways?


Intro to Social Class Identity

Social Class Identity Survey

Group Brainstorms:  Social Class Norms and Stereotypes

The Gender Identity Spectrum

Low-stakes Seminar:  Gender Identity and Ma Vie en Rose

Mini-lesson:  Sex, Gender, and Sexuality

Two Spirits

Homework:  Read article on Fred Martinez

Ma Vie en Rose

Starter #8:  Do you have any part of your identity that you are in conflict with?   Why is it a conflict for you?  If you do not have a conflict, reflect about why you think identity conflicts occur.  Consider the sociological concepts we have discussed thus far.  

Film Screening:  Ma Vie en Rose

Complete Film Questions:
1.  When does Ludovic's identity come into conflict for him?
2.   How does Ludovic’s conception of his identity change as he comes into contact with his “looking glass self”?
3.  What are some of the social repercussions of Ludo’s identity crisis?
4.  Discuss how Ma Vie en Rose relates to socialization.  (Give evidence for your perspective!)

Gender continued

Starter #7:  To what degree do you agree with the article you read last night?  Are the claims the author made about the teenage social groups of your gender true in your experience?

Discuss the article with members of your own sex.  Do the claims that the article make ring true?

FOUR CORNERS

Gender Norms and Stereotypes

The Good Wife’s Guide (1955) and The Insult that Made Mac a Man (1972)

1.      What are the messages about gender norms?

2.      Have things changed?

3.      What is still the same?

In groups:  Brainstorm gender norms and stereotypes for each gender.

“Act Like a Man”	“Be Ladylike”

Dove Real Beauty



HOMEWORK:  Freewrite #4:  How have you been socialized into the norms of your gender?  What are some of the influences that have “taught” you how to be your gender, both explicitly and implicitly?  What are some examples in your daily life of how you conform to these roles or break away from them?

TAKE THE CONVERSATION TO EDMODO!!

Gender Identity

Mini-lesson:  Extended Metaphors

"Slip of the Tongue" by Adriel Luis

SOLO: Read and Annotate.  Talk to the text.  Ask it questions.  Comments.  Make personal connections.  Underline or circle confusing things.  Underline or highlight memorable and important things.  Annotate for the following elements:

·      1. What did you find striking or beautiful?

·      2. Confusing?

·      3. Metaphors?

·      4. What is the extended metaphor in the girl’s response?  Identify subsidiaries of this metaphor.

IN GROUPS:  One person should scribe your group's answers.

·      1. Does the poem take a perspective on race?  Explain.

·      2. What can we infer about the male in the poem?

·      3. What can we infer about the female in the poem?

·      4. What is the message about identity?

Four corners:  Gender

Homework:  Read and annotate the assigned article for your gender.  Girls read "Cliques and Popularity." Boys read "Boy World."

Precious Knowledge

Starter #6:  “If we just begin to appreciate differences, and treat each other with respect, then everything will be alright, and there will be no oppression.”  Respond to this statement.  Do you agree or disagree? Why or why not?

 

Freewrite #3:  React to the film.  Give your perspective on the ethnic studies program.  Can you relate this film to the concepts we have been discussing in class (identity, culture, the cycle of socialization)?

Optional Weekend Homework: Take your reactions to Edmodo and drop some intellectual dialogue.

Seminar: American Born Chinese

Turn in your seminar prep to my inbox!

Homework:
Seminar Reflection!!!  Don't forget to give yourself a grade!

NWEA's

Seminar Tomorrow!

Please come to class tomorrow ready to seminar on American Born Chinese.  You are responsible for answering the prep questions in writing before the seminar (scroll down to find them!).  If you are having trouble with the plot, please come to a plot coaching session @ lunch or during my office hours 315-5 TODAY!

Starter #5:  A Girl Like Me
How does the video relate to the concept of the looking-glass self?

Discuss:  "The Complexity of Identity" and "The Cycle of Socialization"

What are the daily effects of white privilege?

Unpacking "The Invisible Knapsack"

American Born Chinese:  
Seminar Thursday!


Please come to seminar prepared, having read American Born Chinese.  Answer the following questions in writing.



Seminar Prep Questions (due Thursday at the beginning of seminar)

1.  What is the main message of this book?  Support your answer with examples from the text.

2.  How does the story connect to identity and/or socialization.  (Again, examples from the text...)

3.  Even if you are not Chinese, how can you relate to this story?

The Cycle of Socialization

Starter #4:  Complete this sentence in as many ways as you can think of:  "I am ______________." Make a list in your comp book.

"The Cycle of Socialization":  Application Activity

Homework:  "The Complexity of Identity."

Reading:

• Read the text.
• Annotate!!  Underline or highlight main ideas.  Mark lines that stand out to you.  In the margins, agree or disagree with the text.  If you’re not sure what the author is trying to say, mark it with a “?”.
• Write at least two questions at the end of the reading (NOT questions about what words mean!)

Questions:

1.      Does your “I am” exercise match the conclusions reached by Tatum in her article?  Describe how it does or does not, and give an explanation for why.  (hint: look at pages 20 and 21)

2.      In what ways are you dominant?  In what ways are you subordinate?  (hint: look at page 22, first paragraph) 

1. Example: I am dominant because I am white and heterosexual, but I am subordinate because I am a woman.

3.      How have you experienced your dominance in your life?  Your subordinance?

1. Example:  I have experienced my dominance because as a white person, I am never followed in stores or pulled over because of my race.  I generally feel like I “fit in” when I go places.
2. Example:  I have experienced subordinance because as a woman I am sometimes afraid to walk alone at night, and I fear male violence.  Also, people expect me to be skinny.