IF YOU ARE ABSENT IN THE MONTH OF MARCH…

You will need to keep up with the required reading and journal entries. Refer to the calendar and required prompts provided to you in class on March 2nd… if you lost those, find the March 2nd post below and download the document. No excuses. 

This is a highly independent unit. It is your job to make sure your work is completed on time.

Thurs. 5 Mar. 2015

Writing Conferences and Independent Reading Today

Target: I can select text evidence to support my interpretation of what is implied or left unstated within the text.

To be on track…you should finish chapter 10 by the end of the period, as well as this in your journal:

  • the date of the reading,
  • the pages [numbers] you read during the class period, and
  • thorough responses to the prompts below:

1.   Holden uses the same word over and over again to classify the people around him and their behavior. What is that word, and what does his obsession with this suggest about his personality, mindset, or motives?

2.   Choose one character that Holden interacts within these chapters and explore what that interaction helps to reveal about Holden’s personality or motives, particularly how this reveals something different than what you observed in his interactions with people at Pencey.

Weds. 4 Mar. 2015

Writing Conferences and Independent Reading Today

Target: I can select text evidence to support my interpretation of what is implied or left unstated within the text.

To be on track…you should finish chapter 6 by the end of the period, as well as this in your journal:

  • the date of the reading,
  • the pages [numbers] you read during the class period, and
  • thorough responses to the prompts below:

1.   In this section, we learn something very important about Holden’s past. What do we learn and in what ways do you think is impacting him?

2.   One of your tasks is to decide whether Holden is manifesting a personality or behavior disorder as defined in the DSM. What in this section could serve as potential evidence for future diagnosis…even if you are not convinced that he deserves a diagnosis?

Tues. 3 Mar. 2015

Writing Conferences and Independent Reading Today

Target: I can select text evidence to support my interpretation of what is implied or left unstated within the text.

To be on track…you should finish chapter 3 by the end of the period, as well as this in your journal:

  • the date of the reading,
  • the pages [numbers] you read during the class period, and
  • thorough responses to the prompts below:

1.   What is your personal first impression of Holden, and what about him is shaping your opinion of him?

2.   Choose one character at Pencey that Holden interacts with in these chapters, and explore what that interaction helps to reveal about Holden’s personality or motives.

Mon. 2 Mar. 2015

Target: I understand the scope and focus of the unit of study.

In Class Today:

  1. Book checkout at the library.
  2. Unit overview (see prezi below).
  3. Handouts (calendar, daily writing prompts, expectations, and you'll also need the DSM criteria foldable).
  4. Know when your SRP writing conference is!

HW: Senior Paper, Senior Project Hours.

Tues. through Fri. 24-27 Feb. 2015

Report to Lab 200 Tuesday through Friday.

Target: I can organize my reserach into cohesive analytical paragraphs.

  • Tues: Examine the feedback on your intro/outline… apply lessons from yesterday about transforming your outline to paragraphs.
  • Weds: Skill Drill – Cohesiveness; Workshop Sign-ups
  • Thurs: Entry Write – What have you decided about your topic?
  • Fri: Last in-class day for paper work!

HW: Your paper must be completed, edited, and represent your VERY BEST WORK before you arrive at your conference.

Example Paragraph from 6th period… a first draft!

Throughout this generation, kids and teens have used the internet for several different things, such as videos, social media and online shopping. Yet social media has caught the eye of most teens. What social media is meant for is to communicate with friends and family when not face to face. Today, teens are using social media to bully and inflict emotional duress from others. Online interactions are different than face to face interactions because of the way people naturally, and subconsciously read nonverbal cues from one another and shift their behavior (Martin). When talking online, people are blind to the “subtle and not so subtle signs of disapproval or indifference [that] can inhibit what people are willing to express” (Suler). Bullies feel justified with their actions because they are disconnected from the real person behind the screen (Bethune). Because we are not able to read the nonverbal cues we rely upon in face to face interactions, there is nothing to inhibit what is expressed online. Further, because we do not form interpersonal connections face to face, we feel disconnected from the other people as real people. Bullies are not able to sense and subconsciously read the cues that tell them their behavior is inappropriate, and therefore there is no social mechanism to motivate them to change their bullying behavior.

 
Notice that the commentary (still in draft form) draws from the key concepts within the evidence and connects those ideas. It might feel like you are repeating yourself at first, but it's the right way to start!

Mon. 23 Feb. 2015

Report to the regular classroom today; Report to Lab 200 the rest of this week.

Target: I can select cohesive details and integrate them fluidly into an analytical paragraph.

In Class Today:

  1. Group Task: Build a Paragraph
  2. Examine Examples
  3. Transitions and Cohesiveness
  4. Directions for Tomorrow

HW: Senior Project Hours… 15 hour check in about a month!

Thurs. 19 Feb. 2015

Report to the regular classroom today … 5th period to 808, 6th period to 810.

Targets: I can differentiate between when to use a paraphrase and when to use a direct quotation; I can paraphrase effectively.

In Class Today:

  1. Notebook Entry: Paraphrasing
  2. Practice selecting passages
  3. Exit Quiz (maybe)

HW: Your intro, outline, and works cited are all due tomorrow by 11:59pm, in the Google document I shared with you. Follow directions!

Weds. 18 Feb. 2015

Report to Lab 200

Targets: I can organize my research in order to evaluate gaps, balance, and sub issues.

In Class Today:

  1. Review Outline Requirements… click here for the link.
  2. Oultine Work Time.
  3. Report to the regular classroom tomorrow!

HW: Continue researching, logging hours, and building your outline. Your outline and Works Cited are due this Friday.

Tues. 17 Feb. 2015

REPORT TO LAB 200

Due Today: Hours Log reflecting at least 10 hours on your Senior Project experience.

Targets: I can organize my research in order to evaluate gaps, balance, and sub issues.

In Class Today:

  1. Quiz Debrief from Friday the 13th; Skill Drill Reflection … click here for example "Level 4" quote integrations
  2. Review Outline Requirements… click here for the link.
  3. Hours Check/Oultine Work Time.

HW: Continue researching, logging hours, and building your outline. Your outline and Works Cited are due this Friday.

Older posts «