BLOCKS H AND F RESCHEDULE OF DYSTOPIAN PRESENTATION

ALERT FOR F AND H BLOCKS ONLY!

Because of MAP testing, it occurs to me that you have not had enough class time to complete your DYSTOPIAN PRESENTATIONS

BE READY TO PRESENT ON 

WEDNESDAY

OCTOBER 5

C AND D BLOCKS, YOUR PRESENTATIONS DUE DATES HAVE NOT CHANGED

TUESDAY

OCTOBER 4 

1)  THOSE OPTING TO REWRITE your 3-paragraph essay are due next Tuesday (Blocks C & D) and Wednesday (Blocks F & H)

2)  When you are given specific homework - work on your dystopian project
or rewrites of your essay, or noredink)  you are exempt from working on Membean
or reading journals.

3) Your DYSTOPIAN PRESENTATIONS ARE DUE OCTOBER 3 (F & H) AND
OCTOBER 4 (C&D)

Citations in a Presentation Information and Sources

TAKE OUT ATL FORMS

Quick PowerPoint to review how to cite sources in your presentation. Click here for Citing Sources in a Presentation

HERE IS A SHORT VIDEO TO REMIND YOU WHY YOU NEED TO CITE YOUR SOURCES

TIPS TO AVOID PLAGIARISM

WHAT IS PLAGIARISM AND HOW TO AVOID IT

Below is a guide for citing sources for social media - we use MLA Format, NOT APA

Essays; ATLs; Reserach

Today we will begin keeping track of the
ATL you wish to work on for the next
two weeks.

1)  Select the ATL you feel you need to
REALLY focus on during our RESEARCH
work on Dystopian ideals and characteristics

2)  Write the date you begin this focused
attention and the end date. For instance
Sept 26-Oct 7

 3)  Choose an ATL buddy who will help
  you to collect evidence of your successful
    focus.

 4)  You may keep the form in your folder or
  you may keep it on your person, but whatever
  you do, DON'T LOSE IT.

TODAY you will continue your research

with your partners.  Your goals include:

1)  Sharing and organizing your

      individual research. 

(MAKE SURE YOU

INCLUDE YOUR SOURCES IN YOUR 

PRESENTATION)

2) Decide what venue you will use to 

present your findings.

I will check in with you and your research

Dystopian/Utopian Research Project

HAND ME YOUR ESSAYS RIGHT NOW!

Book Talk - prepare to volunteer!

RESEARCH PROJECT

Before we begin our unit on DYSTOPIAN LITERATURE,
we need to understand Utopian and Dystopian worlds.
,

STEP 1 - DYSTOPIAN RESEARCH AND PRESENTATION PROJECT

DUE DATE: F&H Blocks October 3
C&D Blocks October 4

GOAL:  ·        To research dystopian themes, ideas, characteristics and examples and share/explain/teach what you have learned with the class in a visually appealing, well-executed presentation. ENDURING UNDERSTANDING:  ·        Dystopian themes in art and literature teach us to question the current trends, social norms, and/or political systems in our own community, country, and/or world. ESSENTIAL QUESTIONS:  ·        How do dystopian themes in art and literature help us to question the way we look at the world? ·        What are the characteristics of a dystopian society and how can we identify these characteristics in art and literature? ·        Does dystopian art and literature reflect OR shape culture? ·        What is more important to have as a citizen of a community – SAFETY – FREEDOM – INDIVIDUALITY – EQUALITY

YOUR JOB is to create an information rich, visually appealing presentation about DYSTOPIAN/UTOPIAN IDEALS AND CHARACTERISTICS that you and your partners will present to the class in an organized and formal style.

PRESENTRATION CRITERIA:

·        TEAMS OF THREE, FOUR, OR FIVE

·        5 MINUTES IN LENGTH

·        VISUALS ARE A MUST

·        EXAMPLES FROM ART (fine arts, film, videos) AND LITERATURE ARE A MUST

·        EVERYONE RESEARCHES

·        EVERYONE PRESENTS AND EXPLAINS and

·        EVERY PERSON HAS A JOB SUITED TO THEIR EXPERTISE IN ADDITION TO RESEARCHING, PRESENTING, AND EXPLAINING THE FINDINGS.  Individual jobs include:

a.   Communication and Scheduling –keeping in touch with partners, scheduling time to meet outside of class for research and practice – this is someone who is organized

b.   Taskmaster - keeping everyone focused during the journey to the final destination – the presentation – this is someone who is not easily distracted

c.   Writer/Scribe (one or two) – note taker, presentation writer – this is someone who likes to write

d.   Visual coordinator – ensures clarity and coordination of all visuals used in presentation – this should be someone with an artistic eye

e.   Tech expert – ensures that the presentation is put together and presented with ease – this is definitely someone who is tech savvy

PROJECT OPTIONS

ALL PROJECTS must include multi-media representations of dystopia (art, music, you tube videos, book trailers, and excerpts from literature)

1)   CREATE a presentation that analyses and provides examples of the characteristics of a DYSTOPIAN SOCIETY. 

2)   CREATE a presentation that analyses the characteristics of and provides examples of the DYSTOPIAN PROTAGONIST in literature and film.

3)   CREATE a presentation that analyses and provides examples from dystopian art, literature, and film of types of DYSTOPIAN CONTROLS.

4)   CREATE a presentation that provides analyses, explains, and provides examples of a UTOPIAN society.

5)   CREATE a presentation that reveals COMMON THEMES in DYSTOPIAN ART AND LITERATURE.

6)   CREATE a presentation that connects dystopian ideals and characteristics prevalent in dystopian art and literature to the “real” world (consider governments and/or countries that oppress or have oppressed their citizens).

NOTE: Although time will be given in class to research and prepare,

you are expected to work outside of the classroom.

Standards Reading Literacy: cite textural evidence Reading Information: determine central idea; provide objective summary of the text Speaking and Listening: Integrate multimedia and visual displays into presentations to clarify information, and add interest. Writing: conduct short research projects to answer questions, drawing on several sources . . . ; gather relevant information from multiple sources Conventions of Standard English: Spelling, grammar, punctuation

NAME________________________________BLOCK_________________

GROUP MEMBERS________________________________________________

STEP 1 - PRESENTATION CHECK LIST

Evaluate yourself and your contribution to the presentation on a scale from 1 to 7. Compare your evaluation with your partners.	YES! 1-7	NOT SURE 1-7	NO Not at all!
I have conducted research on Dystopian concepts and I have gathered relevant information from multiple sources that I can contribute to my group presentation.
I have cited my sources, used quotation marks, and I have explicitly referred to my research in my presentation.
I have determined the central ideas in the texts that I have read about Dystopian concepts and I can explain these ideas to my classmates.
I have analysed the research and I can provide an informational summary of the central ideas to my classmates.
I have contributed to the multi-media and visual requirements to help clarify the information and make our presentation interesting.
I have written my part of the presentation without grammatical, spelling, or punctuation errors.
I have contributed equally to the preparation of my group’s presentation.
I have practiced the presentation with my group BEFORE the day we are scheduled to present.
I have worked hard on this assignment and I am proud and confident to present it to the class.

COMMENTS:

Message to the PEACE DAY poets and performers

September 21, 2016 PEACE DAY ORDER

A)     Choir  #1

B)     Poet Group #1  (30ish seconds per poem)

1.      Maia, Oskar, Floriya

2.      Kalina

3.      Tsholu

4.      Mixo, Avery, Paul

5.      Declan

6.      David

7.      Jessica, Arundhati

8.      Sam

9.      Ammar

10.   Lilli & Fab

C)     Choir #2

D)     Poet Group #2  (30ish seconds per poem)

11.   Alex

12.  Chhavi, Marianna

13.   Kiwa

14.  Bianca, Anna Maya

15.   Nida

16.  Ethan, Leandro

17.   Marc

18.   Taty

19.  Caity, Theo

20.   Rene

21.   Isaac

E)     Choir #1

F)      Global Issues SKIT  (4.5 minutes)

a.      Taty

b.     Sam G

c.      David A

d.     Theo

e.      Lilli

f.       Mixo

G)     Rythmantics

Dystopian beginnings, Homework, 3-Para Essay

to all of our travelers!

ALERT:  We are soon to begin our

DYSTOPIAN unit.  Withing the next

week, please find a DYSTOPIAN 

NOVEL to read over the weeks. Please

work tirelessly to find a novel you haven't read 

before and one that you will enjoy reading!

Today our business includes:

Conferencing about your essays if I haven't already.

HOMEWORK

**Both versions of your essay - the original

with comments and your revision - should be 

printed out and handed to me at the beginning

of class.

POETS, I need to talk to you about

Wednesday's assembly.

You have several NoRedInk lessons

you need to complete these lessons by

Friday, September 23

You must remember to practice MEMBEAN

15 minutes 3x per week.

Reading journal entries 2x per week at home.

Your entries must be detailed. 

PLEASE MAKE A TIMELINE OF THE MAJOR

EVENTS THAT HAVE HAPPENED IN YOUR BOOK!

Essays, Journals, Membean, Poems

It's one of those days.  
Many of your classmates are missing so here's the plan:

1) I will review your 3-paragraph essay with each of you.

NOTE:  You will rewrite your 3-paragraph essay in a separate ONE-NOTE document titled NEW GUINEA FLATWORM REWRITE

2) You will have time to read and write in your journals - I will look at them
3) You may practice 15 minutes of Membean
4) You may fine tune and practice your poem - remember 30 seconds.
5) You may work on your theme practice sheets.

Membean Codes, Understanding Theme

Today I will introduce you to a fabulous new
 VOCABULARY program.

This program will help you to learn new words
and how to pull words apart to find meaning.

YOU WILL BE REQUIRED TO PRACTICE
3X PER WEEK FOR 15 MINUTES EACH SITTING.

Block C code:    A2JQDNY

Block D code:   A2JQ8NV

Block F code:  A2JQCNL

Block H code:  A2JQDQN

UNDERSTANDING THEME

Our goal today is to begin to understand the idea of theme and to apply the "concept" to our reading and our writing.  As we dig deeper into dystopian ideals and characteristics, it is important to understand what message writers, filmmakers, artists, and musician wish to leave with their audience.  In other words:

Understanding Theme with Fables Review

In Aesop’s fables, the moral of the story (theme) is written in the last line.  In the following fables, the last line or theme has been removed.  I have also made some slight changes to the originals. 

 Directions: Determine the moral or theme of these fables and explain your interpretations. 

1.  The Crow and the Pitcher

A CROW perishing with thirst saw a pitcher, and hoping to findwater, flew to it with delight.  When he reached it, he discovered to his grief that it contained so little water that he could not possibly get at it.  He tried everything he could think of to reach the water, but all his efforts were in vain.  At last he collected as many stones as he could carry and dropped them one by one with his beak into the pitcher, until he brought the water within his reach and thus saved his life. 

What is the moral of the story? If at first you don't succeed, try and try again.

Explain how your answer relates to the story: The crow might have died if he had given up, but he persisted and through his ingenuity was able to succeed.

2.  The Hare With Many Friends

A Hare was very popular with the other beasts who all claimed to be her friends.  But one day she heard the hounds approaching and hoped to escape them by the aid of her many Friends.  So, she went to the horse, and asked him to carry her away from the hounds on his back.  But he declined, stating that he had important work to do for his master.  “He felt sure,” he said, “that all her other friends would come to her assistance.”  She then applied to the bull, and hoped that he would repel the hounds with his horns.  The bull replied: “I am very sorry, but I have an appointment with a lady; but I feel sure that our friend the goat will do what you want.”  The goat, however, feared that his back might do her some harm if he took her upon it.  The ram, he felt sure, was the proper friend to apply to.  So she went to the ram and told him the case.  The ram replied: “Another time, my dear friend.  I do not like to interfere on the present occasion, as hounds have been known to eat sheep as well as hares.”  The Hare then applied, as a last hope, to the calf, who regretted that he was unable to help her, as he did not like to take the responsibility upon himself, as so many older persons than himself had declined the task.  By this time the hounds had caught the Hare, and tore him to shreds. 

What is the moral of the story? It is better to have a few good friends than many superficial ones.

Explain how your answer relates to the story: The hare believed she had many friends, but when it matterd she had none.

3.    The Mule in the Lion’s Skin

An Mule once found a Lion’s skin which the hunters had left out in the sun to dry.  He put it on and went towards his native village.  All fled at his approach, both men and animals, and he was a proud Mule that day.  In his delight he lifted up his voice and brayed, but then every one knew him, and his owner came up and gave him a sound cudgelling for the fright he had caused.  And shortly afterwards a Fox came up to him and said: “Ah, I knew you by your voice.”

What is the moral of the story? It is better to be called a fool quietly than to open your mouth and confirm suspicions.

Explain how your answer relates to the story: The mule might have been able to appear like a lion until he spoke.

4.  The Fox and the Goat

A FOX one day fell into a deep well and could find no means of escape.  A Goat, overcome with thirst, came to the same well, and seeing the Fox, inquired if the water was good.  Concealing his sad plight under a merry guise, the Fox indulged in a lavish praise of the water, saying it was excellent beyond measure, and encouraging him to descend.  The Goat, mindful only of his thirst, thoughtlessly jumped down, but just as he drank, the Fox informed him of the difficulty they were both in and suggested a scheme for their common escape.  “If,” said he, “you will place your forefeet upon the wall and bend your head, I will run up your back and escape, and will help you out afterwards.”  The Goat readily assented and the Fox leaped upon his back.  Steadying himself with the Goat’s horns, he safely reached the mouth of the well and made off as fast as he could.  When the Goat upbraided him for breaking his promise, he turned around and cried out, “You foolish old fellow! If you had as many brains in your head as you have hairs in your beard, you would never have gone down before you had inspected the way up, nor have exposed yourself to dangers from which you had no means of escape.” 

What is the moral of the story? Think things through before taking action. Don't be impulsive.

 

Explain how your answer relates to the story: The goat should have considered his escape route before jumping in the hole to die.

5.  The Oxen and the Axle-Trees

A HEAVY WAGON was being dragged along a country lane by a team of Oxen.  The Axle-trees groaned and creaked terribly; whereupon the Oxen, turning round, thus addressed the wheels:  “Hullo there! why do you make so much noise? We bear all the labor, and we, not you, ought to cry out.” 

What is the moral of the story? Those who do the least work complain the most.

Explain how your answer relates to the story: The Oxen quietly beared all the labor whereas the axel squeaked the whole way.

Poetry, Peace, Journals

and

You have 2 options today:

1) Write poetry to be performed on PEACE DAY, Sept 21 - I need volunteers,
you can work alone, in pairs or as a group.  The work must be about peace,
dramatic, and meaningful.

or

2)  Reading and writing in your reading journal.  I will be looking at your journals
and/or your 3-para essay today.

For those who choose peace, here are a couple of inspirational spoken work
videos about "peace."




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Essays/ATLS/NOREDINK

NOREDINK - DO THIS RIGHT NOW

SENTENCE COMPOSITION 

TODAY:

YOU WILL REVIEW AND EDIT EACH OTHER'S 3-PARAGRAPH ESSAYS  Help your classmates write beautifully structured grammatically correct evidence based 3-PARAGRAPH ESSAYS

Approaches to Learning ACTIVITY

Takes Ownership for Learning

actively listens to others.

actively participates in discussions.

seeks and uses feedback from others.

strives to reach my potential.

Contributes to the Learning Process

stays on task during class.

supports the learning of others.

monitors my own behaviour.

has a positive attitude.

Cooperates and Interacts Respectfully with Others

includes others.

respects and accept the ideas of others.

is willing to compromise.

works towards consensus.

Practices Self-Management

is prepared for class.

uses my time effectively.

keeps up-to-date on my work.

has good organizational habits.