Monday 12/12/11

In Class:

• Activity - how to make a SMART goal specific, measurable, and timely
• Write TEA paragraphs for both Question 1, and Question 2 on the rubric.  When they are specific enough, transfer them to note cards.

Homework:

• Practice your strength, goal, question 1 and question 2 at least once.  We will work on introductions and conclusions tomorrow. 

Friday 12/9/11

In Class:

• Complete SMART Goals activity
• Free response - freewrite, brainstorm, list, idea map - to questions 1 and 2.

Homework:

• Finish goal note card
• Finish question 1 and 2 response
• Email formatted story to Sean by Saturday

Thursday 12/8/11

In Class:

• Question and Answer for POLs w/ sample video and rubric
• Define and give an example of each of the 21st century skills and the habits of heart and mind from the POL rubric
• Write a TEA paragraph
• T - Define your strength and what it means to you (needs to come from 21st century skills or hohams)
• E - Explain the evidence you will show in hand or on your DP
• A - Analyze how that evidence shows your strength

Homework:

• Finish your strength note-card.  No more than 15 words. 

Wednesday 12/7/11

In Class:

• Planner
• Story Writing
• Self Assessment

Homework:

• Story and self-assessment printed before the beginning of class tomorrow.  Do not ask to print after class starts - we are beginning POL work and there will be no time. 

Tuesday 12/6/11

In Class:

• Planner
• Starter 1.  List all the proofreading rules that you know.  2.  List the reasons that people make proofreading errors.
• Proofreading with partners.
• Critique
• Revise story

Homework:

• Revise your story based on the rubric category that needs the most work.  

Monday 12/5/11

In Class:

• Planner
• Starter
• Sentence Craft Critique
• Critique from last week continued
• Revise your story based on what you learned today during critique

Homework:

•   Revise your story based on what you learned today during critique

Thursday 12/1/11

In Class:

• Starter - Why role does critique play in helping students find success in their projects?  Give a specific example to support your answer?
• Class critique - focus on showing vs. telling, overall pillars, and continuing conflict

Homework:

• Make revisions to your story based on what you learned during critique.
• Proofread your story. 

Wednesday 11/30/11

In Class:

• Starter - make a list of subject verb pairs you could use in your story, working on active, exciting verbs.
• Mini-Lecture, using quotations in a story.
• Work on writing your story, conferencing with your group, and completing independent research.  

Homework:

• Finish your story beginning to end.  This draft can be over 1000 words if you need it to be.  You can cut it later. 

Tuesday 11/29/11

In Class:

• Vonnegut's short story rules starter
• Active and exciting verbs and verbal phrases
• Finish story sketch in class
• Work on your story with your group
• Independent research
• Write your story

Homework

• 350 - 500 words of your story written (rough draft only) 

Monday 11/28/11

In Class:

• Lecture and practice - identifying subjects and verbs in sentences.
• Research conference activity - discuss how you will incorporate the pillars into your stories with your group
• Complete story sketch and go over details with your group
• Begin writing your story

Homework

• Write at least 50 - 100 words of your story.

Tuesday 11/15/11

In Class:

• Latin Roots Quiz
• Work on civilization research notes from the activity list

Homework:

• Finish around 25% of your research 

Monday 11/14/11

In Class:

• Group work activity
• Research tools and tips lecture
• Country research activity (begin today for the rest of the week).

Homework:

• Study for roots quiz tomorrow 

Friday 11/11/11

In Class:

• NPA Review
• Finish seminar reflection
• Finish civilization overview from Thursday

Homework

•   Finish seminar reflection and civilization overview BOC Monday.

Thursday 11/10/11

In Class:

• Socratic seminar on Julius Caesar
• If you missed the seminar, write a 2 page paper on the following main question: How does the play Julius Caesar bring the history to life?
• Remember, this essay should be about the book, and you should quote the book in your writing.
• Here are some additional questions you might address in your essay.

• Begin country research.
• Make an annotated timeline with a symbol for each event, or write a short essay to include the following information:
• The rise of your civilization, including the approximate dates and 2-5 reasons your civilization rose
• 5 people, places, events, structures, or inventions that you think might be interesting to base a story around
• The fall of your civilization, including the approximate dates and 2-5 reasons your civilization fell

• Seminar reflection
1. What did you do well during this seminar?
2. If you could go back a couple of days, what could you have done differently to help you improve your seminar performance/
3. What was one thing someone else said in the discussion that you found interesting.  React to that comment.
4. What can you learn from Shakespeare to help you write your own historical fiction?

Homework:

• Optional - Begin seminar reflection or work on country research if you want more project time in class.

Wednesday 11/9/11

In Class:

• Coaching Julius Caesar - If you are absent, please complete this before seminar tomorrow.

• Finding your civilization resources:
• Click on the tiny globe on this BBC overview to see a list of potential civilizations to choose from
• Click on one of the square images on this site to learn about ancient civilizations from India, the near east, Greece, China, early Islam
• This Fordham site is the most challenging because it includes a variety of sources, including many primary sources, but it also has by far the largest number of ancient civilizations to choose from.

Homework:

• Finish seminar pre-write (last 4 questions on the coaching document) 

Tuesday 11/8/11

In Class:

• Finish acting scenes from acts IV and V
• Project handout
• Quick story arc review

Homework:

• Read creative historians project assignment sheet and write one question on it about the project 

Monday 11/7/11

In Class:

• Finish Caesar Movie
• Begin acting scenes from acts IV and V.

Homework:

• Finish close reading activity - due beginning of class tomorrow.  

Friday 11/3/11

In Class:

• Finish close reading
• Watch Caesar movie

Homework:

• Finish the play by Monday 

Thursday 11/3/11

In Class:

• Latin Roots Presentations
• Introduction to tone and style
• Close reading of Julius Caesar

Homework:

Finish Caesar by Monday 

Wednesday 11/2/11

In Class:

• Act out scenes from Julius Caesar
• Introduction to Iambic Pentameter

Homework:

• Finish the meter section of the close reading activity 

Tuesday 11/1/11

In Class:

Latin Roots Presentations

Acting scenes from Caesar - prepare for tomorrow.

Homework:

Finish reading acts 2 and 3.

Finish 10 voacbulary words on the grid.

Rehearse your lines for performance tomorrow.

Monday 10/31/11

In Class:

Latin roots presentation overview and sign-up.

Context inference introduction and practice with Shakespeare.

Watch 1950 Julius Caesar.

Homework:

By Wednesday - read all of Act 2 and 3, and include at least 10 vocabulary words on your inference chart.  

Thursday 10/27/11

In Class:

• Read as a class, Act 1 Scene 2.

Homework: 

• Think about who the main character of this play is?

Wednesday 10/26/2011

In Class:

• Class read through of Shakespeare's Julius Caesar - Act 1 Scene 1.

Homework:

• Summarize the main points in Act 1 Scene 1. 

Tuesday 10/25/11

In Class: 

• Timed writing on the question: Was Julius Caesar a hero or tyrant?

Homework:

• None - come ready to read some Shakespeare tomorrow!

Monday 10/24/11

In Class:

• Concessive Lecture

• TEA Paragraph Activity

• Outline for in class essay

Homework:

Finish outline for in class essay Tuesday

Friday 10/21/11

In Class:
Starter

• Describe a time in your life when listening carefully helped you, or when not listening carefully hurt you.  
• A great person once said, listening is the most powerful form of arguing.  What mean?

Structured Academic Controversy on Julius Caesar

Concessive lesson and perspective statements

Next Week:
In class essay on the question: Was Julius Caesar a Hero or Tyrant?
Begin Shakespeare's Julius Caesar

Thursday 10/20/11

In Class:

1. Starter
1. What kind of possible sources do we have to tell us about Julius Caesar?
2. What would be the most ideal piece of evidence to help us answer the question: Was Julius Caesar a Hero or Tyrant?  Why?
2.  Julius Caesar Document Packet Coaching
3. Challenge Primary Sources Activity:Read through one of these sources and find some evidence that bears on the question.  Copy paste it into a word document and add it to the document activity.
• This is a link to Caesar's own account of the civil wars in Rome
• This is a link to the untranslated book Plutarch wrote on Caesar

Homework:

Finish the document packet 

Wednesday 10/19/11

Today: 

SLC Practice and Critique
Starter:

• What does a hero of a country do, or what does a tyrant in a country do in the following situations:

1. When they are coming to power
2. When people disagree with what the hero or tyrant thinks is best
3. When the hero or tyrant makes a big change that affects many people

Document Packet work in preparation for Structured Academic Controversy

Homework:

• Finish annotating document 1

Tuesday 10/18/11

In Class:

Starter Questions - Collected Friday

1. What are the qualities of a great leader?
2. How much power should the leader of a country or civilization have?
3. Does a leader have to have a lot of power to be great?

Finish note cards for SLC tomorrow.
Complete Ceasar timeline activity listed on DP yesterday.

Homework:

1. Finish Caesar timeline
2. Finish SLC notecards 

Monday 10/17/11

In Class: 

• SLC journals 

Julius Caesar annotated timeline activity:

1. Use this timeline resource (if the timeline resource won't come up click on the download button to get it on your laptop) and a big sheet of paper to complete your timeline. 
2. Choose the 10 most important events and include the dates on your own timeline
3. Write a short sentence describing that event
4. Draw a symbol or image representing that event

Homework

• Finish SLC journals if you have not done so in class. 

Thursday 10/13/11

In Class: Mini Project

Here are four links to resources on ancient Rome.  Feel free to search for any of your own as well. 

Resource 1 - Challenging timeline with lots of sources


Resource 2 - Easier sources on Rome


Resource 3 - BBC sources on Rome

Resource 4  - Wikipedia source on Rome

Homework:

Mini project work if you need it.  

Wednesday 10/12/11

In Class:

• Sociology final
• If you finish early go to this website and do the following activity:
• The goal  of this activity is to help reinforce the pillars while building some background knowledge on Rome.  Try to memorize the pillars and examples as you complete this task. 
1. Separate a big piece of white paper into 5 sections.  (Find it on the resource shelf).
2. Draw a symbol representing each pillar in each section, and title each section with the name of that pillar. 
3. Find 5 examples from the website, one for each pillar, and represent each one on the poster by either drawing or listing the main elements of that example.   

Homework:

• Get your SLC letter signed. 

Tuesday 10/11/11

In Class:

• Study for the final tomorrow
• Pillars of civilization lecture
• Ancient Rome video

Homework:

• Sociology final tomorrow - use the activity list from Monday to study.   

Monday 11/10/11

In Class:

• Work on the final prep activity list
• Use the Basic Sociology Concepts - A Primer resource if you do not have it

• Begin our study of Ancient Rome with a movie overview and notes
  

Homework:

• Study for the final on Wednesday

Friday 10/6/11

In Class:
Project Reflection Questions:

1.  Now that you have finished your first project, how is Project Based Learning (PBL) different from or similar to what you have experienced before? Give at least 3 specific ways it is similar or different.

2.  Which habit of heart and mind do you need to work on in your next project to get better at PBl?  Show don’t tell why you need to improve and how that hoham will help you.

3.  What are you most proud of about your mask?  Why?

4.  Quote the section of your essay that you are most proud of and describe, in detail, why you are proud of it. 

5.  What do you want to take with you and remember from this project?

Homework:
Finish project reflection questions if you have not in class already.

Wednesday 10/5/11

In Class:

Final refinement on mask and essays.

Homework:
2 printed copies of your perfectly formatted essays due beginning of class tomorrow.

Formatting Requirements:

• Name in the upper left corner of the essay
• Center your title below the name - you choose the font size
• 12pt. font for the rest of the paper
• Single space
• Spaces between paragraphs

Tuesday 10/4/11

In Class:

Work time

Homework:

Bring a completed, revised digital copy to class tomorrow.

Monday 10/3/11

In Class:  
Starter - In one sentence, explain the perspective you are taking on your own socialization in your mask and essay. 

Mask and essay work

Homework:
Bring a digital version of your completely revised essay to class Wednesday.

Wednesday 9/28/11

In Class: 

Critique on content connections and showing vs. telling.

Homework:

1.  Finish revising your essay for content connections and showing vs. telling.
2.  Bring a digital copy of your essay to class tomorrow.

Tuesday 9/27/11

In Class:

Showing vs. Telling Activity

Mask and essay work

Homework:

Finish the rough draft of your essay.  Make sure you have at least 3 anecdotes to support your ideas, as well as clearly explained Sociology concepts.  You must print your draft before class starts or it is considered late.  We need to get going right away tomorrow.

Monday 9/26/11

In Class:

Starter - In one of the student essays, underline any specific, personal examples they include in their paper.  Describe how those examples help improve and enhance that essay. 

Write 4 rough draft paragraphs of your essay.
Work on your mask.

Homework:

Write one more paragraph in your essay.

Friday 9/23/11

Noun Phrase Appositives Introduction - If you missed class do some of the activities from pages 85 - 89 in your reader. 

Mask Refinement

No Homework - But you should start thinking about your essay we will begin writing Monday.

Thursday 9/22/11

Mask critique / trimming and strengthening.

Homework Choose 1. The first one is more challenging.

Create a reverse outline for either Riley or Martina's essay in your reader.

Or

Give a one sentence summary for each paragraph in either Riley or Martina's essay. 

Wednesday 9/21/11

Mask making today.

Homework:
Finish an annotated rough draft of your mask tonight for critique tomorrow.  If you are stuck for ideas, read Riley or Martina's essay in your reader.

Tuesday 9/20/11

Durango Heritage Visit - Victorian Styles and Clothing

Social Norms in Old Durango mini-project.

Homework - Finish Social Norms in Old Durango mini-project.
Wear clothes you can make your mask in tomorrow.

Monday 9/19/11

Today, we are taking a historical tour of downtown Durango.  Try to find at least 5 ways your life would be different if you lived in Durango at the turn of the last century. 

No Homework.

Friday 9/16/11

Starter: drawing symbols.

Mask Design

Self-Assessment

Homework:

Finish self-assessment if you did not in class.

Thursday 9/14/11

Finish the Mask Draft Choice Activity from Wednesday's activity list. 

Socratic Seminar -

Seminar make up - If you missed seminar, write me a 350 word essay on the following question:  How much of one’s social class do you think is based on effort, and how much is based on other social forces?  Make sure you reference Savage Inequalities in your answer.


Homework:


Finish your mask draft if you have not already.

Wednesday 9/13/11

Here is the activity list for Wednesday. 

Here is the link to the New York Times resource on social class.  

Homework:

Finish seminar pre-write if you have not already.

Tuesday 9.13/11

Big day today. 


Check out today's activity list. 

You can use the lecture notes to complete the choice activity.

Homework:

Finish the annotation activity on "Savage Inequalities" in your reader.

Monday 9/12

Introduction to Victorian history.  Manor House video and Victorian Aid Society visit.

No Homework Tonight.

Thursday 9/8

Socratic Seminar Today!

Homework:  Finish the Invisible Knapsack reading and prepare for privilege knowledge check tomorrow.

Wednesday 9/7/11

Homework:  Finish Seminar Pre-Write. 

Tuesday 9/6/11

Here is the link to the new activity list.

Homework:

Finish Annotation on "Queen Bees and Wannabees" article.  Must have 3 annotations per page.   

Parents, as promised, here is the update on Powerschool:

Once we finalize our system (should be sometime this week) we will distribute Powerschool log-ins to students, and will be sending that log-in home in the mail.  It should be another week or two before this is all up and running.  Once they are out, I will update this blog letting you know to expect your student home with a log-in, as well as to look for the mailing.

Thursday 9/1

In Class:

American Born Chinese activity - seminar coaching

Deadlines:
All required activities and 3choice activities due tomorrow beginning of class.

Wednesday 8/31

Welcome back to school everybody.  Starting today, I will update this DP regularly.  This week's required activity list is here:


The choice activity list is here:


Deadlines:
1.  Finish American Born Chinese before Thursday beginning of class.
2.  Finish all required activities and 3 choice activities off the activity lists before class begins Friday.
3.  Come to class Friday prepared for seminar. 

Procedures Images

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Welcome to 9th grade Humanities.

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