Pd6/ELA11/Blair/EES86-3-Term 2 - Academic Writing - 2021-22 Assignments

EQ:  What is the process to create style through writing and verbalization to deliver an ideal performance?
Aim:  Students will point out transparency and reflection when discussing the context of Spoken Word poem.

1. View the Windows and Mirrors description in the attachment and think about what "windows" means and what "mirrors" means.

2. Take a look at "We Wear the Mask" by Paul Laurence Dunbar: https://www.youtube.com/watch?v=jDwgnWE6jW8

We wear the mask that grins and lies,
It hides our cheeks and shades our eyes,—
This debt we pay to human guile;
With torn and bleeding hearts we smile
And mouth with myriad subtleties,
Why should the world be over-wise,
In counting all our tears and sighs?
Nay, let them only see us, while
     We wear the mask.
We smile, but oh great Christ, our cries
To thee from tortured souls arise.
We sing, but oh the clay is vile
Beneath our feet, and long the mile,
But let the world dream otherwise,
     We wear the mask!

3. Answer the following based on "We Wear the Mask" and what you know about windows and mirrors:

Pick 1 line and write a short analysis of how the poet reflects windows (looking out at experiences very different than your own).
Pick 1 line and write a short analysis of how the poet reflects mirrors (reflection of your own experiences).

EQ:  What is the process to create style through writing and verbalization to deliver an ideal performance?
Aim:  Students will use vehicles of reflection to express observations through speaking, drawing and/or writing.

Read the attached rubric.

Task:
Make an observation of three things that you see (either outside of your window at this current time or that you remember seeing at any given time throughout your day).
Record your verbal description of your observation (approximately 20-30 seconds total).

Ensure that you include everything on the attached rubric, in reference to style, literary devices and performance.

For Recording (vocal instructions attached):
1. Open Vocaroo.com.
2. Click the mic to record. Click to stop recording when complete.
3. Use the Replay circular arrow to listen to your recording.
4. Click Save and Share, then click on the Copy button (double-page icon) to copy the link and paste into this assignment.

EQ:  What is the process to create style through writing and verbalization to deliver an ideal performance?
Aim:  Students will use vehicles of reflection to express observations through speaking, drawing and/or writing.

Vehicles for Reflection - watch the following videos for insight:
Stream of Consciousness Writing (video) - https://www.youtube.com/watch?v=2scdO4M9FN8
Drawing as Thinking (video) - https://www.youtube.com/watch?v=hntHGr8JR7o&t=6s
It’s time to reflect:
If you are using stream of consciousness writing, compose your writing in the answer box.
If you have chosen to illustrate, upload a picture of your reflection (consider using AutoDraw or a similar program).
REFLECTION PROMPT: This year, the world has been like... (or choose your own prompt)

Just like the video states, do not worry about rambling on or whether your drawing is intact--as long as you have a reflection using your conscious mind and illustration.

EQ:  What is the process to create style through writing and verbalization to deliver an ideal performance?
Aim:  Students will identify the use of imagery in Spoken Word poems.

Inaugural Poet Amanda Gorman—“The Hill We Climb” (video)

Refer to the Literal/Figurative imagery reference attached to guide you when answering the questions.

Nearpod: PCVQ5

EQ:  What is the process to create style through writing and verbalization to deliver an ideal performance?
Aim:  Students will explain the underlying messages in Spoken Word.

Watch “Somewhere in America”

Give a good explanation as to whether you agree or disagree with the message in the poem “that students learn more about life outside of the classroom than inside of it."
(Be sure to use "quotes" to make reference to some of the lines that are recited.)

EQ:  What is the process to create style through writing and verbalization to deliver an ideal performance?
Aim:  Students will identify the use of imagery in Spoken Word poems.

Today we’ll be reviewing imagery so that we can apply it to some creative, descriptive writing.

PART A.
Review: Imagery - Literal (five senses) and Figurative (metaphor, personification, hyperbole)

PART B.
1. Observe the attached scenery "Like a Mountain."
2. Use creative writing to describe what you see. So essentially, you will try to create images with words (maybe even in a poetic style).
(Hint: Describe what things look like, what they possibly sound, smell, or feel like based on the picture.)

Bonus: In your description, try comparing things in the photo to other things that are not in the photo.

EQ: What techniques can be used to collaborate with others to fine tune comprehension, analysis and connection to texts?
Learning Objective/Aim: Students will sketch out a script that creates different outcomes for the characters in a storyline while discussing in reading circles.

YOU MAY COMPLETE THIS ASSIGNMENT AS A GROUP; BE SURE TO RECORD ALL GROUP MEMBERS ' NAMES AND THE PARTS THAT THEY PLAYED IN THIS ASSIGNMENT.

TASK: Pick one of the following projects and create the item based on the overview of The Coldest Winter Ever:  Use poster paper to create this project (or create electronically on your device).

Reality TV: Take the characters and themes of The Coldest Winter Ever and create a reality TV show. What would the purpose of the show be? Write a short script for one episode. (You may choose a reality show that would help the characters, or one that might bash them.)
Create a Newscast: Using the events from The Coldest Winter Ever, write a script for a newscast. The tone can be serious or humorous, but it should accurately describe what you know about the events from the novel. It can include reporters on the scene and weather, to make it fun.
Movie Poster: Make a poster advertising The Coldest Winter Ever as a movie. Use symbols, concepts, and themes from the novel on your poster. Think about who would star in the movie. What would the movie be rated!?
Playlist: Make a playlist of 8-12 songs for Winter (or any of the characters). Choose songs that would accurately portray their feelings and the events or songs that would help the characters out of their situations. Explain why you chose the particular songs.
______________________________________________________________________________________________________________________________________________________________________________________
ABSTRACT (OVERVIEW)
The Coldest Winter Ever by Sister Souljah, is a work of urban and literary fiction, published in 1999. The novel chronicles the life of Winter Santiaga, the young daughter of a prominent and extremely wealthy drug lord.

Much urban fiction deals with themes such as prison, drugs, and violence, and is no different. Selling drugs is what makes Winter’s family wealthy, but it’s also what leads to her family’s ultimate downfall. Inherent to the drug-dealing lifestyle comes a level of violence and the constant threat of prison time. Early in the novel, Winter’s mother is shot in the face by a rival drug-dealing gang, and her father is imprisoned. By the end of the novel, Winter ends up sentenced to 15 years in prison for helping her drug dealing and illegal gun selling boyfriend. In this way, it’s clear that drugs, violence, and prison are inextricably linked in the novel.

While the novel is a work of fiction, the author makes herself a nonfiction character. Both on and off the page, Sister Souljah is a prominent activist. In the novel, Souljah is the antithesis of Winter. While Winter thinks only of herself and what she can do to individually survive, Souljah thinks of the Black community as a whole and what she can do to bring unity to her people. In this way, the author makes a larger commentary about the nature of poverty and life in the projects. On the one hand, people, like Winter, feel individualistic, like they must do what they need to survive, even if it means selling drugs to a neighbor. But on the other hand, Souljah points out that if only everyone in the projects united, what little they had could amount to a lot collectively. While Winter’s point of view, like so many others throughout the novel, perpetuates the cycle of drug selling, violence, and prison time for the people living in the projects, Souljah’s ideas demonstrate that there is a better way, but it takes a collective change of mind.

The novel ends with Winter in prison, just like her father. After she’s imprisoned, she briefly sees one of her little sisters, Porsche, during their mother’s funeral, and it’s clear that her sister is following in her footsteps. Just like Winter, Porsche is concerned with wearing the most expensive designer clothing and driving the most luxurious car. And like Winter, Porsche is getting her money from her boyfriend, who is presumed to be engaged in illegal activities. In this way, the novel’s ending seems to be commenting on the cyclic nature of life in the projects.

https://www.supersummary.com/the-coldest-winter-ever/

EQ: What techniques can be used to collaborate with others to fine tune comprehension, analysis and connection to
texts?
Learning Objective/Aim: Students will develop their analysis of the connection between the abstract of a book and the underlying theme while in reading circles.

Step 1: View the attached video for review of theme.
Step 2: Read the following abstract (overview) of the book.
Step 3: Choose one of the themes and explain how it makes connection to the abstract.

ABSTRACT:
The Coldest Winter Ever by Sister Souljah, is a work of urban and literary fiction, published in 1999. The novel chronicles the life of Winter Santiaga, the young daughter of a prominent and extremely wealthy drug lord.

Quote from the book: “Brooklyn-born I don’t have no sob stories for you about rats and roaches and pissy-pew hallways. I came busting out of my momma’s big coochie on January 28, 1977, during one of New York’s worst snowstorms. So my mother named me Winter.” (Chapter 1, Page 1)
-- This is the beginning line of Chapter 1 and sets the tone for the rest of the novel. Winter is the first-person protagonist, and her mother was 14 when she gave birth to her. During this time Santiaga, her father, was just rising to drug lord fame, which meant Winter was born into luxury.  

While the Santiaga family originally lives in the Brooklyn housing projects, they soon move to a mansion in Long Island. Winter is used to living a life of opulence; she wears the latest designer fashions, gets her nails and hair done every few days, and drives her mom’s luxury car. However, after federal agents arrest her father and take all the family’s belongings and mansion, Winter is left with little money and nowhere to call home. With her little sisters in foster care, her father sentenced to life in prison, and her mom roaming the streets looking for crack, Winter is left alone and attempts to make a name for herself. 

Told from Winter’s point of view, the language in the novel often reflects hip hop and street culture colloquialisms. Winter is best described as self-absorbed and highly carnal. She is acutely aware of her sexuality and how best to use it to get what she wants. As a result, much of the novel details Winter’s most intimate thoughts and moments with men; she doesn’t shy away from describing men’s genitals or her physical sensations during sex. In this way, Winter’s sexuality is as much a focus of the novel as her family’s involvement in the dealing of drugs.

https://www.supersummary.com/the-coldest-winter-ever/

THEMES: 
1. It is assumed that true change in urban ghetto culture must come from within that culture itself. What specific steps might constitute a beginning?
2. A person can be described as amoral, that is, one who has not developed a conscience, or a sense of right and wrong. Do you believe that people can easily switch between being moral and amoral?
3. During the course of a person's life, there are some opportunities to make positive choices. How might one be affected if they do not take advantage of opportunities?
4. How realistic is it for people to change in order to maintain integrity (honesty and decency) 100% of the time?

Note: everyone is responsible for this assignment, even if "The Coldest Winter Ever" is not your reading circle text.  You may work in groups to analyze this assignment but your answers to the questions should be from your own analysis.

EQ: What techniques can be used to collaborate with others to fine tune comprehension, analysis and connection to texts?
Learning Objective/Aim: Students will sketch out the ideologies and behaviors of characters encountered in text while discussing in reading circles.

Note: everyone is responsible for this assignment, even if "The Autobiography of Malcolm X" is not your reading circle text.  You may work in groups to analyze this text but your answers to the questions should be from your own analysis.

The text is three of three lessons from Chapter 6 -  Detroit Red (lines 115-240).
Read and listen in Actively Learn and prepare for the writing task at the end of the reading.

EQ: What techniques can be used to collaborate with others to fine tune comprehension, analysis and connection to texts?
Learning Objective/Aim: Students will sketch out the ideologies and behaviors of characters encountered in text while discussing in reading circles.

Note: everyone is responsible for this assignment, even if "The Autobiography of Malcolm X" is not your reading circle text.  You may work in groups to analyze this text but your answers to the questions should be from your own analysis.

The text is two of three lessons from Chapter 6 -  Detroit Red (lines 55-115).
Read in Actively Learn in groups, listen to the summary (attached) and analyze the characters.

EQ: What techniques can be used to collaborate with others to fine tune comprehension, analysis and connection to texts?
Learning Objective/Aim: Students will sketch out the ideologies and behaviors of characters encountered in text while discussing in reading circles.

Note: everyone is responsible for this assignment, even if "The Autobiography of Malcolm X" is not your reading circle text.  You may work in groups to analyze this text but your answers to the questions should be from your own analysis.

The text is one of three lessons from Chapter 6 -  Detroit Red (lines 1-54).
Read in Actively Learn in groups, listen to the summary (attached) and analyze the characters (also, video clip are attached and linked in Actively Learn -- the videos will be played in class).

EQ: What techniques can be used to collaborate with others to fine tune comprehension, analysis and connection to texts? 
Learning Objective/Aim: Students will construct responses based on video interpretations of chosen texts in reading circles.

View the video in the form and answer questions accordingly.

Be sure to answer the written question in full -- give two reasons.

How has the symbol of the heart (♥) changed over time?

If you are not able to access the video in Actively Learn, please answer the questions attached, according to the video. (video shown in class)

EQ: What techniques can be used to collaborate with others to fine tune comprehension, analysis and connection to texts? 
Learning Objective/Aim: Students will construct responses based on video interpretations of chosen texts in reading circles.

View the video "Malcolm X Definition of Black" (Black as defined in the 1992 Spike Lee Joint Malcolm X)

Some people have said they have been "woke" since watching this video.

Question:  What are some realizations or interpretations that you have after watching this video?

EQ: What techniques can be used to collaborate with others to fine tune comprehension, analysis and connection to texts?
Learning Objective/Aim: Students will use graphic organizers to detect the tone and mood and identify literary elements of excerpts while in reading circles.

Note: everyone is responsible for this assignment, even if "The Autobiography of Malcolm X" is not your reading circle text.  You may work in groups to analyze this text but your answers to the questions should be from your own analysis.

The text contains only excerpts of Chapter 4 - Laura, which means it skips around the chapter.
Read in Actively Learn in groups and analyze text in groups.

EQ: What techniques can be used to collaborate with others to fine tune comprehension, analysis and connection to texts? 
Learning Objective/Aim: Students will analyze details of text structures that are displayed in text excerpts while in reading circles.

Note: everyone is responsible for this assignment, even if "The Autobiography of Malcolm X" is not your reading circle text.  You may work in groups to analyze this text but your answers to the questions should be from your own analysis.

The text contains only excerpts of Chapter 4 - Laura, which means it skips around the chapter.  Chapter 4 audio is provided throughout points of the text to guide in listening while reading.

Audio points covered in the text excerpts (links to the audio are also in Actively Learn):
Minute:
0:00-1:05
2:28-3:12
8:57-9:49
11:55-12:27
20:18-21:12

EQ: What techniques can be used to collaborate with others to fine tune comprehension, analysis and connection to texts? 
Learning Objective/Aim: Students will articulate in writing the significance of a favorite passage, including word usage, in their chosen text while in reading circles.

Overarching questions: WHAT IS THE DENOTATION OF THE WORD? WHAT IS ANY CONNOTATION OF THE WORD?

For this assignment, you will:
Step 1: Choose at least three words or phrases from your book with which you were unfamiliar. 

Step 2: Define the words, and provide their significance to the passage. View the attachment to this assignment to remind you of the denotation and the connotation of a word.
Your response should define 3 different words.

Be sure to show comprehension, evidence and connection to the text (for this assignment, this means: WHAT DOES THE WORD MEAN, HOW ELSE CAN IT BE USED OUTSIDE OF THE CONTEXT OF THE TEXT, AND WHAT ARE OTHER WORDS THAT CAN BE USED ALTERNATIVELY).

Remember, this assignment is in reference to the book that you have chosen to read during reading circles.  The books are available in the physical classroom, online as a PDF and also audiobook (The Autobiography of Malcolm X and Invisible Man) (see the Reading Circles Resources material under Resources).

EQ: What techniques can be used to collaborate with others to fine tune comprehension, analysis and connection to texts? 
Learning Objective/Aim: Students will articulate in writing the significance of a favorite passage, including word usage, in their chosen text while in reading circles.

Overarching questions: WHAT DO INDEPENDENT PASSAGES MEAN TO YOU?

For this assignment, you will:
Step 1: Locate three of your favorite passages from the reading.

Step 2: Explain the significance of each passage you choose (indicate the chapter/page number/specific location of the example).

Your response should address 3 different passages.

Be sure to show comprehension, evidence and connection to the text.

Remember, this assignment is in reference to the book that you have chosen to read during reading circles.  The books are available in the physical classroom, online as a PDF and also audiobook (The Autobiography of Malcolm X and Invisible Man) (see the Reading Circles Resources material under Resources).

EQ: What techniques can be used to collaborate with others to fine tune comprehension, analysis and connection to texts? 
Learning Objective/Aim: Students will explain how figurative language is present in a text and determine, in writing and verbally in reading circles, how the literary device used affects the storyline.

Watch the video and answer the questions in this form.

QUESTION 1 (multiple choice/written)
What does Malcolm X mean when he says, "If you stick a knife in my back nine inches and pull it out six inches, there's no progress"? Why?
A. Black Americans are the drivers of their own equality.
B. Small changes are false indicators of real progress toward equality.
C. Progress may occur in a wounded society.
D. Good things come in little packages.

QUESTION 2 (multiple choice/written) 
According to the video, what metaphor does Malcolm X use to define progress being made in society? Why?
A. healing a wound caused by a knife
B. recognizing who makes the first blow
C. fighting for societal change
D. wondering how to heal a wound

QUESTION 3 (written)
What do you think Malcolm X means at the end of the video when he says, "They won't even admit the knife is there"? Explain your answer.

Remember the Three Watch Protocol (watch again and again to get a real gist).

EQ: What techniques can be used to collaborate with others to fine tune comprehension, analysis and connection to texts? 
Learning Objective/Aim: Students will explain how figurative language is present in a text and determine, in writing and verbally in reading circles, how the literary device used affects the storyline.

Overarching question: HOW DOES FIGURATIVE LANGUAGE CONTRIBUTE TO THE STORYLINE?

For this assignment, you will:
Step 1: Locate at least three examples of figurative language in the selection (simile, metaphor, hyperbole, etc.--see attached for a list of some literary devices to choose from).

Step 2: Explain why you selected the passage in which the figurative language appears and how the figurative language is important in the reading (indicate the chapter/page number/specific location of the example).

Your response should address 3 literary elements found.

Be sure to show comprehension, evidence and connection to the text.

Remember, this assignment is in reference to the book that you have chosen to read during reading circles.  The books are available in the physical classroom, online as a PDF and also audiobook (The Autobiography of Malcolm X and Invisible Man) (see the Reading Circles Resources material under Resources).

EQ: What techniques can be used to collaborate with others to fine tune comprehension, analysis and connection to texts? 
Learning Objective/Aim: Students will illustrate the conflict presented in a text and determine the development and resolution for discussion in writing and verbally in reading circles.

Well, by now you have encountered some CONFLICT, with some characters, in some setting.  So answer the following using each of the 4 guiding questions: 

HOW HAS CONFLICT AFFECTED THIS BOOK?

Guiding Questions to answer this assignment in full (answer all four):
1. How would you describe EACH of the following types of conflict(s) within the story?
> person against person 
> person against self
> person against nature 
> person against time
> person against society 
> person against fate
2. How does the conflict develop?
3. What actions or events lead to the conflict's resolution?
4. How does the resolution bring a natural, thought-provoking, and / or surprise ending to the conflict or how is it leading to it?

Be sure to show comprehension, evidence and connection to the text.

Remember, this assignment is in reference to the book that you have chosen to read during reading circles.  The books are available in the physical classroom, online as a PDF (except for The Coldest Winter Ever) and also audiobook (The Autobiography of Malcolm X) (see the Reading Circles Resources material under Resources).

1. Watch the following video for preparation for the SAT.
2. Practice some words on the attached word list.

Points to note in video:

One of the biggest mistakes when answering questions is that the student doesn't pay attention to the context of the passage.
Students read that one line in the passage and if they can't figure out the answer, they guess.
Why would you start to make assumptions about an answer? Because you don't read enough.
SAT the answers aren't obvious so fully read the passage.
Reflection: After you have taken the SAT, list some study tactics you might put into place for the future. (For those who do not take the SAT, answer according to any test you may take in the future).

Learning Objective: students will distinguish and interpret, through practice tests, what is required and best methods of answering questions.

Nearpod code: H5MGL

Please fill out the survey for the English midterm administered to you.  Thank you.

EQ: What techniques can be used to collaborate with others to fine tune comprehension, analysis and connection to texts? 
Learning Objective/Aim: Students will identify and predict the reasons that authors present non-fiction and fiction works by reading, writing and discussing in reading circles.

After reading what you have read thus far and studying the visual representation of your book, just answer one question:
WHAT IS THE MOST LIKELY REASON THE AUTHOR WROTE THIS BOOK?

Be sure to show comprehension, evidence and connection to the text.

Guiding statements that will lead to full explanation of the author's purpose:

In non-fiction the author's purpose is likely to inform and persuade the reader. (So, how is your book informative or persuasive?)
In fiction the author's purpose is likely to entertain the reader. (So, how is your book entertaining?)
Remember, this assignment is in reference to the book that you have chosen to read during reading circles.  The books are available in the physical classroom, online as a PDF (except for The Coldest Winter Ever) and also audiobook (The Autobiography of Malcolm X) (see the Reading Circles Resources material under Resources).

Gain information and concepts on author's purpose.

Nearpod code: GYZ35 (be sure to match the terms and definitions in as little tries as possible.

EQ: What techniques can be used to collaborate with others to fine tune comprehension, analysis and connection to texts? 
Aim: How can we correlate what we visualize and listen to through video representation to the text that we read? 
Learning Objective/Aim: Students will produce written responses to correlate what is visualized and listened to through video representation of chosen texts in reading circles.


Looking at the visual representation for your book, explain how it correlates to (connects with) the story thus far in the first few chapters.  Be sure to provide evidence from both the BOOK and the VISUAL REPRESENTATION.

Hamlet:
Sonnet Man - Hamlet (To Be Or Not To Be) https://www.youtube.com/watch?v=KeWEivkhjL8
Invisible Man:
Ralph Ellison: Invisible Man, Celebrated Writer https://www.youtube.com/watch?v=eWlaAcDlnjg
(min. 0:00-10:45 Path of Life; min. 10:45 - Journey to Writing Invisible Man)
The Autobiography of Malcolm X:
Malcolm X - Oxford Union Debate https://youtu.be/auWA7hMh5hc
Article: Mini-Biography https://historyofyesterday.com/the-mini-biography-of-malcolm-x-97f9eb031ceb
The Coldest Winter Ever:
Sister Souljah Delivers Strong Message: https://www.youtube.com/watch?v=rrideeR1Oqg
Sister Souljah Hip-Hop video: https://www.youtube.com/watch?v=neNboHZ3paQ

Remember, this assignment is in reference to the book that you have chosen to read during reading circles.  The books are available in the physical classroom, online as a PDF (except for The Coldest Winter Ever) and also audiobook (The Autobiography of Malcolm X) (see the Reading Circles Resources material under Resources).

EQ: What techniques can be used to collaborate with others to fine tune comprehension, analysis and connection to texts? 
Aim: How can we associate ourselves with the setting and characters of a text? 

This assignment is in relation to Chapters 1 and 2.

Question: Think about a setting in your book thus far. If you were in the setting, what are some things you might experience with any of the characters in the chapters?

Guiding statements that will lead to full explanation of the setting in relation to surrounding characters:
1. What do you know about the setting as described in the book...
2. Which statements give a vivid picture of the setting...
3. Think of a place (outside of the book) that reminds you of this setting and make comparisons...

Remember, this assignment is in reference to the book that you have chosen to read during reading circles.  The books are available in the physical classroom, online as a PDF (except for The Coldest Winter Ever) and also audiobook (The Autobiography of Malcolm X) (see the Reading Circles Resources material under Resources).

EQ: What techniques can be used to collaborate with others to fine tune comprehension, analysis and connection to texts? 
Aim: How can we determine the main idea at the beginning of a text? 

Write a summary paragraph about Chapter 1.

Guiding statements that will lead to the main idea:
1. The chapter is mainly about...
2. The most important point in this chapter is...
3. The central theme of this chapter is...
4. The main idea of this chapter is...

Remember, this assignment is in reference to the book that you have chosen to read during reading circles.  The books are available in the classroom and also online as a PDF (except for The Coldest Winter Ever) (see the 3/22/2022 Getting Familiar with Reading Circles assignment).

EQ: What techniques can be used to collaborate with others to fine tune comprehension, analysis and connection to texts? 
Aim: How can we discover the role a character plays at the beginning of a text? 

Who are the characters in the chapter and how are they significant?
List each character that you encounter in Chapter 1 and summarize what the character means to you.

Guiding Questions that will lead to a bountiful answer:
1. How does the character view herself/himself?
2. How do others view the character?
3. What do you think about the character's choices?

Complete the attached while deeply thinking about: What does the rise of social media and smartphones mean for the future of books?

Nearpod code: 49AUK

EQ: What techniques can be used to collaborate with others to fine tune comprehension, analysis and connection to texts? 
Aim: How can we predict the information that might be extracted from a text?

Watch the video and read the slides to gain insight on active listening and speaking skills.

Then, complete the attached speaking/listening exercise.

Question: What was the lesson you feel you most learned?

EQ: What techniques can be used to collaborate with others to fine tune comprehension, analysis and connection to texts? 
Aim: How can we predict the information that might be extracted from a text?

Now that you have chosen your book, please respond to the ONE statement below that pertains to your book: 

The Coldest Winter Ever
It is assumed that true change in urban ghetto culture must come from within that culture itself. What specific steps might constitute a beginning?

Hamlet
A person can be described as amoral, that is, one who has not developed a conscience, or a sense of right and wrong. Do you believe that people can easily switch between being moral and amoral?

Invisible Man
During the course of a person's life, there are some opportunities to make positive choices. How might one be affected if they do not take advantage of opportunities?

The Autobiography of Malcolm X
How realistic is it for people to change in order to maintain integrity (honesty and decency) 100% of the time?

To form your response, break down each word of the statement, explaining what each portion of the statement means.

EQ: What techniques can be used to collaborate with others to fine tune comprehension, analysis and connection to texts? 
Aim: How can we choose the initial format of working in reading circles?

We are preparing to read several different works of art.  In this step, we will determine what roles we will play as group members.

Please see attached group roles poster and, from the descriptions, choose the role in which you would be most interested.

Note: Everyone will be assigned a role and be expected to uphold their responsibilities.

EQ: What techniques can be used to collaborate with others to fine tune comprehension, analysis and connection to texts? 
Aim: How can we choose the initial format of working in reading circles?

We are preparing to read several different works of art.  The first step is to determine what books to read.

Please see attached book options and, from the synopsis for each book, choose which one might appeal to you.

Note: there are hard copies of all books and most books are available to read on-screen.

EQ: What techniques can be used to collaborate with others to fine tune comprehension, analysis and connection to texts? 
Aim: How can we choose the initial format of working in reading circles?

Reading Circles:
Watch: Literature Circles in High School video
Respond: What do reading circles mean to you?

Group Roles:
Watch: Assigning Group Roles video
Respond: How will you interact within your group?

EQ: How can we explore the development of language in nonfiction texts?
Aim: How can we incorporate learned concepts into our writing?

You will complete all work in Nearpod.

First, complete all questions in the "Why is Writing Important" video.

Second, follow all steps to fulfill the requirements to build Text Structure and show Rhetorical Appeal.

✒ See the attached rubric for guidance on how to meet all requirements of this assignment.

Text Structure:
This portion of the grade will be based on how distinctly you use ONE of the five text structures:
- Description
- Problem and Solution
- Cause and Effect
- Chronological/Sequential Order
- Compare and Contrast

Rhetorical Appeal:
This portion of the grade will be based on how in-depth you incorporate rhetorical appeal (persuade the reader to take interest in your chosen topic):
- Ethos
- Logos
- Pathos

You will complete all work in Nearpod -- code: 9B45I

** DON'T PUT OFF UNTIL TOMORROW, WHAT YOU CAN DO TODAY **

EQ: How can we explore the development of language in nonfiction texts?
Aim: How can we express the causes of events and effects that lead everlasting changes?

Exit Slip: Play the matching game to test your connection.

EQ: How can we explore the development of language in nonfiction texts?
Aim: How can we express the causes of events and effects that lead everlasting changes?

You will gain insight into how the government spends tax dollars. A detailed breakdown of the different programs funded by taxpayers is provided, as well as encouragement to think critically about government spending.

EQ: How can we explore the development of language in nonfiction texts?
Aim: How can we express the causes of events and effects that lead everlasting changes?

Task: Describe a situation in which you worked hard to reach a goal.

What caused you to pursue this goal and what was the outcome?

Tip: When we write about cause and effect in text structure, we use the following signal words:
cause, because, so, since, therefore, due to, as a result, the reason for

EQ: How can we explore the development of language in nonfiction texts?
Aim: How can we apply rhetoric in our everyday lives?

Step 1: Find an advertisement of your interest and paste the link.
Step 2: Be sure to answer each question below, pertaining to the advertisement and your thoughts surrounding persuasive techniques.
Where have you ever encountered this advertisement? (television, billboard, radio, Website, school hallway...)
Why does this specific advertisement "catch your eye?" (Explain in terms of pathos, logos and/or ethos)

Explain what makes this advertisement memorable, for you or for anyone else.
(ex. music, catchy slogan, celebrity appearance, the appeal of the product itself...)

On a scale of 1 to 5, how much do you think advertisements have an effect on one's personal interests, and why? (5 represents the highest effect)

EQ: How can we explore the development of language in nonfiction texts?
Aim: How can we apply rhetoric in our everyday lives?

Watch the video in "Persuasive Techniques in Advertising" to deepen your understanding of pathos, logos, and ethos using visual examples.

Pick ONE of the examples of rhetoric in the video and explain how ONE of the following is effective:
–Ethos:  How does the advertisement build trust (or fail to build trust)? OR
–Logos:  How are the facts and evidence useful in the advertisement? OR
–Pathos:  How does the advertisement appeal to values shared with the audience?

EQ: How can we explore the development of language in nonfiction texts?
Aim: How can we discuss how rhetoric impacts and affects the audience?

Using what you know about ethos, how might an author (orator) address his/her audience on a problem of the community? Be sure to use an example to develop your answer.

For example, think in terms of a doctor to the patient; a clergyperson to the parish; a designer to the tailor, etc. and connect it to a problem in the community.

EQ: How can we explore the development of language in nonfiction texts?
Aim: How can we discuss how rhetoric impacts and affects the audience?

Identify the problems and solutions developed as part of a true storyline.

EQ: How can we explore the development of language in nonfiction texts?
Aim: How can we identify rhetorical appeals in speech and writing?

Follow all instructions in the assignment--remember, highlight and write.

EQ: How can we explore the development of language in nonfiction texts?
Aim: How can we identify rhetorical appeals in speech and writing?

Watch the following video clips to see Ethos / Logos / Pathos in action:
Commercials: https://www.youtube.com/watch?v=qj19l4Irdfw / https://youtu.be/enwa_9A5rVA / https://www.youtube.com/watch?v=rskFaiDIEwA
Obama: https://www.youtube.com/watch?v=wc1TrKIzAJM

--> Question: When persuading someone to give you something that you really want, for instance, getting your parents to get you the latest sneakers or game, explain which strategy you most likely use (ethos, logos or pathos)?

HINT:
PATHOS (emotions--puppy dog eyes)
LOGOS (logical--give a good reason)
ETHOS (ethical--trust me, it will be worth it)

Support that authors use: https://courses.lumenlearning.com/vccs-enf102-17fa/chapter/text-logos-ethos-pathos/

EQ: How can we explore the development of language in nonfiction texts?
Aim: What steps are used to develop a narrative?

Read, annotate and answer questions that will lead to develop a narrative using descriptive words and phrases.

EQ: How can we explore the development of language in nonfiction texts?
Aim: What steps are used to develop a narrative?

In our study of text structure, we have learned that Description uses the following key words:
- to illustrate     - for instance     - an example     - also     - such as
- (words that describe the characteristics of something, words that use the senses--sight, smell, sound, taste, touch)

With that knowledge, watch the following video clips.
https://www.youtube.com/watch?v=EZL6RGkPjws
https://www.youtube.com/watch?v=Zdw3rabl_kk (just the 1st minute)
https://www.youtube.com/watch?v=xHSraPyhbfg

Writing Response: After watching the videos, use descriptive words to describe a slinky.
Your description should be as vivid as you can make it and should include:
(A) what a slinky looks like, and
(B) what you are able to do with a slinky

So essentially, without any knowledge of what a slinky is or what to do with it, any person will know after reading your description.

Due to the fire alarm, we didn't have class today.  Please complete the Do Now and this short assignment for homework.  Thank you.


EQ: How can I evaluate the function and features of nonfiction texts?
Aim: How can we analyze the ways that issues that affect women have been presented?

This speech was delivered by Black woman protester Sojourner Truth (born Isabella Baumfree). Truth was born into slavery, but escaped to freedom in 1826 with her infant daughter, although she was forced to leave her four other children behind. In 1843, she changed her name to Sojourner Truth and took to the road to preach about the abolition of slavery, women's rights, and her religious beliefs.

EQ: How can I evaluate the function and features of nonfiction texts?
Aim: How can we analyze the ways that issues that affect women have been presented?

Read the following from Article 2 of the Universal Declaration of Human Rights:
** regardless of sex, race, color, language, national origin, age, class, religion, or political beliefs. **

Question: Explain why it is important to have equality in each of these areas.
(You have addressed Article 2 in prior lessons. Now that we have been examining rights that people should have as part of Black History, Women's History, current political events, recent attacks on Asians, alienation of immigrants, colorism, conflicting religions, etc., dig deeper into the importance of having rights in each of these areas and also reasons to fight for these rights.)

EQ: What are the functions and features of nonfiction texts?
Aim: How can we examine problems from our past and incorporate solutions?

Women's Progressive Movements: Suffrage, prohibition and social reform

During the Progressive Era, women became involved in reform movements. They got involved in social issues, including banning alcohol, allowing women to vote (called suffrage), and helping immigrants, the poor, and children. Eventually, the Eighteenth Amendment banned alcohol and the Nineteenth Amendment gave women the right to vote.  

Focus on paragraphs 1-5. Be sure to show comprehension and evidence of your answers.

EQ: What are the functions and features of nonfiction texts?
Aim: How can we examine problems from our past and incorporate solutions?

March is Women’s History Month. This is the month where women are highlighted for making significant impact in history.

Highlight a woman whose achievements have made an impact on your life and record the history of how this person addressed a problem to find the solution!

EQ: What are the functions and features of nonfiction texts?
Aim: How can we predict causes and effects of lingering issues?

Redlining in suburbia [video]

EQ: What are the functions and features of nonfiction texts?
Aim: How can we predict causes and effects of lingering issues?

1. Read and discuss the "Redlining Points to Ponder" slide attached.

2. Watch the Housing Segregation and Redlining in America video (please excuse profanity at the beginning of the video).
After watching the video, reflect on the following: ** You cannot change the past but you can learn from it. **

Assignment: State one cause and effect of redlining and explain how you might help to correct the issue in the future.

EQ: What are the functions and features of nonfiction texts?
Aim: How can we evaluate causes and effects of significant changes?

Read the text and answer the questions in full.

Please remember to highlight and take notes of any evidence of your answers, including multiple choice.

EQ: What are the functions and features of nonfiction texts?
Aim: How can we evaluate causes and effects of significant changes?

Study the attached graphic, which displays different landmarks that have been renamed.

Task 1: What might be the purpose of naming a street or landmark after a person or group?
Task 2: Lookup a main street that you frequent to find out the meaning behind the street.

EQ: What are the functions and features of nonfiction texts?
Aim: How can we identify the structure of events during a virtual museum field trip?

1. Study the points on the attached slideshow.
2. Watch the video and take notes while reiterating the important points learned.
3. Answer questions in the form to reinforce your understanding of this important occurrence in history.

* Remember to use close reading/watching/listening skills to get the most accurate answers.

EQ: What are the functions and features of nonfiction texts?
Aim: How can we identify the structure of events during a virtual museum field trip?

Think of a time when you visited a museum, or a zoo, or an aquarium, or any other place where you independently learned facts.

--> Answer ONE of the following questions to explain, using the text structure indicated, something you learned from the exhibit.

- Was there a vivid DESCRIPTION of the item you learned about?
- Were there any COMPARISONS made between the items in the presentation?
- Was there a PROBLEM and SOLUTION presented?
- Did you learn about significant CAUSES and EFFECTS?
- Did the exhibit use a SEQUENCE to show steps on how the item evolved or use a timeline to show CHRONOLOGICAL ORDER?

EQ: What are the functions and features of nonfiction texts?
Aim: How can we identify organizational patterns in nonfiction text structure?

Complete the questions associated with each passage in the attached form.

For more insight, be sure to first complete the Identifying Text Structure assignment.

Remember, for the best delivery, texts must be structurally sound.

EQ: What are the functions and features of nonfiction texts?
Aim: How can we identify organizational patterns in nonfiction text structure?

Objective: IDENTIFYING TEXT STRUCTURE

Overview:
👉 What is Text Structure? Text structure refers to how the information within a written text is organized.
👉 Why is this important? Identifying and analyzing text structure helps students understand that a text might present a main idea and details; a cause and then its effects; and/or different views of a topic.

Today, we will review organizational patterns in text structure.
FIRST, watch "The 5 Types of Text Structure" video. Use the "Text Structure Graphic Organizer" to take notes from the video.
THEN, review the "Organizational Patterns Chart" and complete the exercises accordingly.

EQ: How much should technology know about people, and people know about technology?
Aim: How can we assess the usage of the internet as a digital citizen?  

A. Choose two (2) of the statements below and, for each one, write your answer as to whether you feel:
​​​​​​​Confident.
Somewhat confident.
Not at all confident.
1. How confident do you feel in your ability to identify when apps or websites use addictive design features?
2. How confident do you feel in understanding why some websites and apps have a minimum age requirement?
3. How confident are you in being able to create a positive digital footprint?
4. How confident do you feel in your ability to adapt your communication effectively to different audiences you interact with online?
5. How confident do you feel in understanding how online disinhibition can contribute to digital drama and cyberbullying?
6. How confident do you feel in understanding how internet advertising can contribute to the spread of disinformation?

Be sure to show your comprehension, bring in evidence from any of the resources used, and make connections.

B. Bonus: Based on the Digital Citizenship unit, explain the EQ.

Below is some terminology that you may use in your writing:
1 - addicted  ·  addictive design  ·  humane design  ·  media balance
2 - targeted advertising
3 - digital footprint  ·  personal branding  ·  rescinded
4 - code-switching  ·  collaborate
5 - cyberbullying  ·  online disinhibition effect
6 - advertisement  ·  advertiser  ·  clickbait  ·  disinformation  ·  publisher (website)

EQ: How much should technology know about people, and people know about technology?
Aim: How can we assess the usage of the internet as a digital citizen?  

Answer questions on the Digital Citizenship unit.

This Kahoot is Assigned so that you can answer questions at your own pace.
Although you are working at your own pace, each question/answer is timed.
Please use your actual name so that it can be identified for grading.
This quiz is not optional--it counts as an assessment grade. The top 3 scorers (for accuracy and speed) will receive extra credit.

Game PIN: 07820404

DAY 6 - DIGITAL CITIZENSHIP UNIT
EQ: How much should technology know about people, and people know about technology?
Aim: How can we predict whether internet advertising creates the spread of misinformation?

Step 1: View the advertisements. 
What do the attached images have in common?

Step 2: Watch the video "How do fake news sites make money"
According to the video, how do fake news sites make money?

 🔊 Discuss your answers.

Step 3: Read the dilemma below. 
WHOSE FAKE NEWS 
John makes his living by hosting several fake news sites. The names of the sites look and sound legitimate, but they're completely made up and filled with untrue stories written just to get people to click on them. He buys ad space on other sites and places the stories as clickbait. Every time someone clicks on one of his stories, he earns money in advertising revenue. Some of his headlines have been shared millions of times on social media and have gotten even more in clicks and impressions.
🖍 Written Response:
Does John have the right to make money spreading false information, or should he have a responsibility to be accurate and not spread disinformation? 
Step 4: Discuss perspectives on fake news:
1. TAKE A STAND On your own: What do you think? Explain your perspective. 
2. STAND BACK As a group: Where do your classmates stand? Listen to their perspectives. 
🖍 Written Response (what are your thoughts on either of the following):
What if the revenue from the fake news site was being used to support a worthy social cause or charity? OR
What if John's popular false articles help change public opinion on a topic?

Your completed assignment should have answers to all points in the writing response. You are able to turn in the form, and then Edit to add to your response.

DAY 5 - DIGITAL CITIZENSHIP UNIT
EQ: How much should technology know about people, and people know about technology?
Aim: How do we develop mechanisms to combat online disinhibition that leads to cyberbullying?

Step 1: Watch: Stranger Things star leaves Twitter:

What is your reaction to this story?
The news anchors made a point to emphasize that Millie is only 14. Would this be not as big a deal if she were older?
Do you think the people who posted these mean messages would say them to her in person?
 🔊 Discuss your answers.

Step 2: Watch: "Is the Internet Making You Meaner?":

So in general, based on the video and your own experiences, what do you think? Is online disinhibition a good thing or a bad thing?
 🔊 Discuss your answers.

Step 3: Answer in this form:

🖍 Writing Response:

1. Explain one of the two different types of online disinhibition? 
2. Describe three causes of online disinhibition?
Your completed assignment should have answers to all points in the writing response. You are able to turn in the form, and then Edit to add to your response.

DAY 4 - DIGITAL CITIZENSHIP UNIT
EQ: How much should technology know about people, and people know about technology?
Aim: How can we utilize code-switching to enhance our communication with online audiences?

Step 1:  Questions to Ponder:

- Are you familiar with the term "code-switching"? What does it mean?
- Do you ever code-switch at school? Do you adjust your language, behavior, or appearance to meet school norms?
- Do you use computers or phones differently in school from how you use them when you're at home or somewhere else?

 🔊 Discuss your answers.

Step 2: Watch and read (skim) the attached resources:

As you review the resources, track what each points out about how people code-switch online and capture your thoughts in the notes section.

---------- - Resource 1: Watch: Are There Internet Dialects? (watch from 1:42–6:40)
-------------IDEA CHANNEL, PBS DIGITAL STUDIOS, YOUTUBE.COM, 8/6/2014 (5 MINS.)
---------- - Resource 2: Watch: Make Your Emails Count: How to Write to Your Instructors
-------------TEACHING AND LEARNING SERVICES, MCGILL UNIVERSITY, YOUTUBE.COM, 12/11/2017 (4 MINS.)
----------  - Resource 3: Watch: Oh Na Na Na Tik Tok Challenge (from Your Guide to Using TikTok) (watch about 1 MIN.)
-------------JULIA ALEXANDER, THEVERGE.COM, 4/2/2019 (1 MINS.)
---------- - Resource 4: Read: Black Twitter 101: What Is It? Where Did It Originate? Where Is It Headed? (partial text)
-------------WHITELAW REID, UVA TODAY, 11/28/2018 (2 MINS.)

Step 3: Answer: How could you use code-switching online to communicate effectively, build community, or collaborate with a particular audience?

Think about all the audiences you interact with online or through devices, or audiences that you want to interact with but haven't yet. This could include friends, specific groups of friends, family members, classmates, teachers, a particular online community (YouTubers, gamers, foodies), etc. Once you have chosen your intended audience, answer the reflection questions below.

🖍 Writing Response:

1. What audience do you choose?
2. What would you communicate with this audience? (What might your posts or messages be about?)
3. How would you communicate with this audience? (What specific words, slang, emojis, etc., would you use?)

Your completed assignment should have answers to all points in the writing response. You are able to turn in the form, and then Edit to add to your response.

DAY 3 - DIGITAL CITIZENSHIP UNIT
EQ: How much should technology know about people, and people know about technology?
Aim: How can we discover whether information you post online can affect your future opportunities?

Step 1:  Question:  Have you ever Googled yourself?  
 🔊 Discuss: What type of information comes up?

Step 2: Read the following points about your digital footprint:

Your footprint expands as your information is copied and passed on, making it more searchable and viewable to a large invisible audience.
When other people -- like your friends, companies, or groups you belong to -- track, post, or share information about you, it becomes part of your footprint.
Because it is archived in a variety of ways and passed on by others, it doesn't ever go away.
What do you think about any of these points?

Step 3: Watch the video "Harvard withdraws acceptances over social media":

🖍 Writing Responses:
1. Why did Harvard rescind the students' admission? What was their reasoning?
2. Do you agree with their decision? Why or why not?
Step 4: Read the short vignette: "Haunting Picture." After reading the vignette, brainstorm and write your own vignette where someone's digital footprint has a positive impact on their future opportunities. Your vignette can be fiction or nonfiction but must include a situation where someone's posts or online activity help them take advantage of a future opportunity (college admission, job hiring, etc.).  Include specific details in your vignette, including:

🖍 Writing Response:

What the person posted or did online that showed a positive footprint
What the opportunity was that was affected by their footprint
How the opportunity was affected positively by the person's footprint
Your completed assignment should have answers to all points in the writing responses. You are able to turn in the form, and then Edit to add to your responses.

ADVENTURES OF CARLITO

Step 1: Watch: As you watch the video, write down all vocabulary words introduced (in this question form).

Step 2: Write: Choose 3 words for which you will write sentences:

Be sure to write sentences that provide context clues that indicate what your chosen words means.
(If I had no idea what the word means, I should know by the explanation within your sentence.)


Student Paced link below

DAY 2 - DIGITAL CITIZENSHIP UNIT
EQ: How much should technology know about people, and people know about technology?
Aim: How can we determine the age people should be allowed to use social media?

Step 1:  Watch: Video: When Is Your Brain Ready for Social Media?
🔊 Discuss: What point in the video stands out to you?

Step 2: Read "New in Town" and answer the questions that follow, independently, then in a group, then reflect:

NEW IN TOWN

Tavis, who is 10 years old, recently moved to a new town in a different state for his dad's work. At his new school, he feels like everyone stares at him, and some people even seem to whisper as he walks by. He's lonely, doesn't feel like he fits in, and wishes he could go back to his old friends and school.

His parents just got him his first phone but made it very clear that he should only use it to text and call them or other family members. One day Tavis was feeling so lonely that he decided to join social media to see if he could find old friends there. He also started posting videos, including some where he talks about how he feels like an outcast in his new school. 

Do you think it's OK, or not OK, that Tavis joined social media?

🖍 Writing Responses:

1. FIRST, TAKE A STAND (On your own.) What do you think? Explain your perspective.  
2. THEN, STAND BACK (As a group.) Where do your classmates stand? Listen to their perspectives and share.
3. LOOK AGAIN (On your own.) Look again at your original response. What had you not considered that other people brought up?

4. LOOK BEYOND (As a group.) Look beyond this specific case. How does this dilemma remind you of other situations we've explored in class or that you've seen, heard about, or experienced?
(Maybe you changed your mind, maybe you didn't -- that's OK! Either way, you heard other views. How has your thinking shifted after hearing your classmates' perspectives, even if you haven't changed your mind?)

Your completed assignment should have answers to all points in the writing responses. You are able to turn in the form, and then Edit to add to your responses.

DAY 1 - DIGITAL CITIZENSHIP UNIT
EQ: How much should technology know about people, and people know about technology?
Aim: How do we determine whether we are addicted to our devices, and if companies are to blame?  

Step 1: Examine the attached photographs called "REMOVED."
🖍 Writing Response:

What is your impression or interpretation of the collection of photographs?  
Step 2: In your group, watch the two resources below:

Watch: It's Not You. Phones Are Designed to Be Addicting. VOX, YOUTUBE.COM, 2/23/2018 (6 MINS.)
Watch: Technology Addiction Isn't Real but You Can Have an Obsession. HUFFINGTON POST, 2017 (2 MINS.)

***As you review the videos, consider what is said about whether or not we are addicted to our devices.

🖍 Writing Response:

Explain your position as to whether or not people are addicted to their devices.   
Step 3: Reflection on EQ:

🖍 Writing Response:

Should people use technology (a) all the time, (b) most of the time, (c) some of the time or (d) as little as possible? Be sure to explain your stance.
Your completed assignment should have 3 writing responses in this question form. You are able to turn in the form, and then Edit to add to your responses.

EQ: What are the functions and features of education?
Aim: How can we demonstrate mastery in the upcoming terms?

CLASS POLICY
Please read the following to maximize your performance in English 11.

📋 ** Attendance is very important so please plan to attend class regularly and on time. ** 📋

📋 ** Assignments will be posted in Google Classroom and grades that will be calculated into your marking period average will be shown in PupilPath. ** 📋

To ensure accuracy in your assignments in English 11:
☑ You need to Turn In all completed assignments so that they can be graded accordingly.  Be sure to meet all of the requirements of the assignment, which oftentimes includes:
Focus on reading comprehension, drawing evidence based on comprehension and making connections to text.
Demonstration of mastery will be evident in written, as well as verbal, expression so be sure to use close reading skills (three reads protocol) and listen carefully.
✦ For each assignment not done, a grade of 50 (or NW) will be averaged into your grade on PupilPath.
✦ For each assignment that is incomplete, a grade of 59 (or INC) will be averaged into your grade on PupilPath.

Late work will not receive full credit.

A MARKING PERIOD AVERAGE BELOW 65 INDICATES THAT YOU NEED TO TURN IN ACCURATE ASSIGNMENTS.

SCHOOL (and classroom) POLICIES
Please refer to the following school policies that were sent to you and parents/guardians:

- Lateness Policy (Late to school or Late to class 3 times = detention)
- Cell Phone Policy (collection at scanning and return from classroom teachers)
- No use of lockers (or leaving items in classrooms)
- Classroom Logs
    * Sign in late (full name and time)
    * Sign out for bathroom (full name and time out and time in)
    * Sign out for office (full name and time out and time in)
- Grounds for Detention:
    * cursing and derogatory words / constant disruptions / horseplay / harassment / threatening / fighting

See Conscious Classroom Rules on the board:
1. Respect yourself and others
2. Be kind, calm and patient
3. Focus on the task / Stay on task
4. Manage impulsivity

EQ: How much should technology know about people, and people know about technology?
Aim: How can we justify the "internet of things" in schools?

Complete the assignment in Actively Learn to link the internet to your progress in learning.

EQ: How much should technology know about people, and people know about technology?
Aim: How can we justify the "internet of things" in schools?

Use your answer from the Do Now to create a mind map that shows one aspect of using the internet (this might have to do with either the internet content itself, or the features used to work in programs, or the devices used to gain access). Your map should consist of at least 5 branches that refer to the pros and/or cons of the aspect that you chose.

To create a mind map, go to https://www.autodraw.com.
(see https://www.mindmapping.com/ for mind map ideas)

Rather than AutoDraw, you may use another method to create your mind map and upload to this assignment.

EQ: What are the functions and features of nonfiction texts?
Aim: How can we justify the "internet of things" in schools?

We will discuss how the "internet of things" can be used in schools.

FIRST, --> Answer this question in this form: How do you feel about online, or digital, learning?
Explain whether you feel:
◼ It is great and much better than regular school
◼ It has some negatives, but overall you like it better
◼ You like some things about it and some things about regular school equally
◼ You do not like it very much and would prefer to go to regular school
◼ You strongly dislike it and never want to go to a digital school

THEN: In your next assignment, you will complete your mind map.