Please get in your stations groups...

5 mins - discuss Jack Konkel responses

5 mins ...Discuss Lion articles that you chose to write on...what grabbed your attention and why? If you are familiar with a piece a classmate discussed (and even if you didn't read it), respond to their comments...have a conversation!  

5 mins ...Next, briefly describe a piece of art that you wrote about on Friday as an add-on to your reflection on the Renoir painting. What does it look like? Who created it? Why does it stand out in your consciousness? Again, if you have seen it, perhaps you can share your impressions/response to it...remember, we're working on discussion skills.

Independent Reading Time...After you read, think about which prompt you will respond to this week. Your indepdent reading journal should be submitted to Canvas no later than Wednesday, 11:59pm. Make sure to write a fully develpoped reflection (150-250 words).

FYI... I had some trouble accessing Canvas this weekend, and I have not yet graded all of last week's independent reading journals; however, I noticed that many people have not submitted Ind Reading Journal #1 (IR1) which was due at the end of last Thursday.  Since there waws perhaps some confusion about Canvas or the submittal date, I will extend the due date for IR#1 until 11:59 tomorrow.

Reminder: If you have not already done so, make sure you post your Indpendent Reading 
Journal # 1 to Canvas by midnight.

Please complete the Stations sheet for Monday. 

English IV World Perspectives Stations Sheet

Station	Activity
1.     Media Analysis #1 Jack Kunkel	Please read the feature article about Jack Kunkel (found on page 1 of The Lion).  What does the article suggest/reveal about Jack and how he found meaning and happiness in life even in the midst of fighting cancer and facing death for much of his short life? Please embed at least two short direct quotes from the article into your  ½ page response. Keep for Monday.
2.     Media Analysis # 2 Luncheon of the Boating Party	http://www.npr.org/2017/10/26/559515290/guess-who-renoir-was-in-love-with-in-luncheon-of-the-boating-party Listen to Susan Stamberg’s discussion of this famous Renoir painting.  What stands out for you in the painting? What is another piece of visual art that you have seen and enjoyed in your life? What do you remember about it? Where/when did you see it? What, in your opinion, made it interesting or special? (1/2 page)
3.     Media Analysis # 3	Find another article in The Lion that you found intriguing for some reason. What was the title, who was the author, and the topic? Provide a brief summary of it, and then a response in which discuss why you found it to be interesting, controversial, thought-provoking or just fun. (1 paragraph).  Include one direct quote (w page number) in your response.

 

1st quarter feedback - 15-20 minutes; this will go in your goal-setting folder (5 points for full/thoughtful completion)

Indpendent Reading - Read today; post tonight (or tomorrow morning) on Canvas. (8 points)

The form on Canvas looks like this:

Independent Reading Journals:  Worth 8 points each.  To get 8 pts, you need to answer the question and write with elaboration which fills over a ½ page if written.  Approximately 150-200 words.  If you get below an 8, you may revise/add and turn it in again, stapled to the back of your original, and receive points back.

If you were absent or are making up a journal, you may choose any of the prompts below.  Just label whether it is Journal #1, #2, etc. as it appears in the gradebook. 

Fiction bank of questions:  Choose any one of these, but no repeats.  Write the question and the following information at the top of your entry:

Book/Magazine’s Title and Author:   ______________________________________________

Pages read today (e.g, 11-26) _______________

Question/prompt: ____(Write out the prompt here)__________________________________

1.     From today’s reading, what kind of connections can you make? 

Personal:  Do you relate to any aspect of character, action, theme, or topic?  Did any of it remind you of anything in life you have encountered or experienced?  Explain.

Text/Movie:  Anything else you’ve seen or read that you thought of with this reading?

World:  Anything in the world happening or have happened that it reminded you of?

2.     What is the topic of your reading today?  Are you engaged?  Why or why not?

3.     Tell how you would react if you were one of the characters in the story.

4.     Describe a part that surprised you.

5.     Does the author use any vivid imagery in the story (similes, metaphors, etc.)? Give examples.

6.     Write a letter to the author or a character.

7.     Create a graphic organizer that describes a character

8.     What do you think happens to the characters after the book ends?

9.     Which actors would you cast to play these characters in a movie? Why?

10.  If this book, or chapter, had a soundtrack, what kind of music would it be?

11.  How much power do the characters have to change their world (situation)?

12.  Did any of the characters remind you of someone you know or have known? How?

13.  What type of symbolism is used? What does it reveal about the scene or character?

14.  Would you change anything in this chapter/story if you were the author?

Nonfiction bank of questions:  Choose any one of these, but no repeats. 

Book/Magazine’s Title and Author:   ______________________________________________

Pages read today (e.g, 11-26) _______________

Question/prompt: ____(Write out the prompt here)__________________________________

1.     What information surprises you? Why?

2.     How can you use this information in your life?

3.     What information do you question or think might not be correct?

4.     Why do you question this information? How might you check it out?

5.     Make connections with your own experience. What does the reading make you think of? Does it remind you of anything or anyone?

6.     What is the most important/interesting thing you have learned? Why? Where do you think you could look for more information about this topic?

7.     What techniques does the author use to make this information easy to understand?

8.     Describe the author's point of view. How does the author's attitude shape the way the writer presents the material?

9.     Would you recommend this book to others to read?  Why or why not?

Overview of Today's class:

In the future, Mondays will generally be Individual Goal Improvement and Indpendent Reading days.  Today, we will 1) discuss "Happy"; 2) use Canvas to follow-up on that discussionin  3), and each find one online source that you could use/read/study this week in an effort to help you improve on a chosen skill goal.

Station Groups 

Activity 1: Discsuss "Happy"

Materials needed: "Happy" note sheet

Choose three moments, ideas, inisghts from "Happy" that stood out for you. Which ideas, insights do you think were the most intersting or helpful and why?  Remember...Really listen to people.  Face them, make eye contact, give them some kind of inidcation (verbally or non-verbally) that you heard them. Not only is this a good opportunity to talk about happiness and get to know one another better, those of you who have made improving your discussion and speaking skills a goal for this year have another opportunity to practice your listening and discussion skills.

Activity 2: Write a well-developed seven to ten sentence paragraph which goes into some depth about one of the three take-away moments, ideas, insights which stood out to you.  Provide a brief summary of the scene, context in which it was presented and then talk about why it grabbed your attention.  In reflecting on it, please feel free to share whether or not this idea could be beneficial to you or someone you know and explain why. benefit to people beyond your group. Please post to Canvas. This is a good opportunity to practice writing and reflection skills.

Activity 3: I have recently finished reading your inidvidual learning goal paragraphs, and I loved how thoughtfull virtually all of you were.  Great goals and great ideas for how to work on those goals! Today or tonight, find one online source which you believe might be helpful in developing your chosen skill.  1) Copy and paste it into the Canvas page (and print it if you wish) and 2) write a paragraph explaining why you believe it is a helpful source and how you will use this source during the next several days to develop a particular English skill.

Examples:

I found the following list of SAT-level vocabulary words.  I've heard most of them, but I don't feel that confident about some of the definitions.  I am going to print the list, highlight ten of the words I don't know that well, find their definitions and example sentences online. I will cut and paste them into a document, and then I will then write my own sentences using both the words and context clues. Finally,  I will make a simple quiz to test myself later in the week.

I found the following website which addresses common punctuation mistakes in high school and college papers. 

Independent Reading

In the Library tomorrow!

For the rest of the semester, you will always have a book or magazine you are reading independently.  You may choose any book you want, any genre or topic.  Be sure to pick what you are truly interested in.  Do you think you want to own a motorcycle someday?  Read about motorcycles.  Are you interested in the problem of poverty?  Read about what causes poverty and any related issues.  Like science fiction?  Fantasy?  Movies that were based on books?  Read the book.

If you choose a very short book are finished right away, you will just move to your next one.

Note:  Research shows when students are allowed complete freedom to read what they want, they want to read.  J 

Here are the activities that will keep you accountable for your reading and will allow you “points” in the gradebook:

·        Reading day once a week—Mondays-- in class (and shorter slots I might sneak in)

·        Journal entries (Find them on Canvas under our “Independent Reading” Module)

·        Book talks

Tomorrow Ms. Price will be booktalking books and magazines for you, and you will get your chance to browse titles.  Take notes on ideas and get yourself excited to read what you love.  It’s a wonderful luxury but also an intellectual necessity to read what you ARE INTERESTED IN.  Own your path! 

                            

Happy

English IV World Perspectives Stations Sheet

Scene & description	What did you hear or see that stood out for you?  Why?  What is your take/away from this scene?
Scene 1) Kolkuta Slum, India
Scene 2) Introduction on happiness with narrator and Ed Reiner (4:00-7:15 min mark)
Scene 3) Roy Blanchard, Bayou man and psychologists/researchers 7:15-11:15 mark
Scene 4) Brazilian Surfer Dude 11:15-13:50 mark Scene 5 Flow, 13:50-16:50 mark
Scene 6 Melissa Moody, 16:50 to 23:00 min mark
Scene 7 Researchers (23:00-25:39)
Scene 8 Bayou Family (25:40 to 27:42)
Scene 9 Researchers, Intrinsic vs Extrinsic Goals (27:50 to 29:50)
Scene 10, Japan (29:53 to 36:05)

Aftermath of the Holocaust: Examining Mendele

English IV World Perspectives Stations Sheet

Station	Activity
1.     Non-Fiction Reading Nazis in the aftermath	As you know from the station above, the guiding question for this course is “How do humans find meaning and happiness?” For this station, you will explore how this question also applies to perpetrators.  This article chronicles how the infamous Dr. Mengele escaped.  Take notes on why the escape is described as “smooth.”  Are there any clues into the mind of this perpetrator in this article?  How might a perpetrator find his own “meaning and happiness” after having victimized people?  If there is time, research what other Nazi’s have done in the aftermath of the war.  Take notes.
2.     Media Analysis #2 Dr. Mengele’s Twin Experiments	https://youtu.be/gdgPAetNY5U Watch this survivor tell how she endured the experiments performed on her.  Consider her words that explore the idea of justice and freedom.  How does one who experienced intense victimhood find power?  Take notes on her words on your note sheet.

English IV World Perspectives Stations Planning Sheet

Station	Activity
1.     Media Analysis Groups 1 and 2 (Upstairs media room)	http://www.npr.org/2017/10/06/555934000/the-man-who-helped-change-a-neo-nazi-s-mind The guiding question for this course is “how do humans find meaning and happiness?” Find and listen to the story in the link above. What details do you remember from the story?  Have you had any connections with a patient adult or peer which has influenced you in a positive way?  Discuss what you found interesting or instructive about this story, and share some of your own stories about people who helped you change for the better.  A note-taker will record the comments and stories of the group, noting who said what.
2.     Non-Fiction Reading Groups 3 and 4 (Library Floor and then Room E)	As you know from the station above, the guiding question for this course is “How do humans find meaning and happiness?” This book deals with such dark subject matter, but is it possible that Wiesel’s Nobel Prize acceptance speech and the interviews we saw him do with Oprah might shed some light on how Wiesel might answer that question. Using textual evidence from the Nobel Prize speech and his Oprah interviews and your inferential skills, discuss how Wiesel might answer the question “How can humans find meaning and happiness?” and include reasoning/evidence to support your response. Collaborate and rite a page that reflects the collective ideas/inferences of your group.
3.     Research Groups 5 and 6 (Room E)	A study of the holocaust compels us to reflect on host of issues: past and present, political and psychological, spiritual and philosophical. As a group, find one pertinent story/articles that is not about the holocaust but in some way addresses issues that are relevant to our study of genocide, oppression and the strength of the human spirit in the midst of suffering.  Copy and paste the link and then include a paragraph which discusses why your group selected this story/article; address how it is related to the topics we have been reflecting on in this unit. Everyone should contribute with either ideas and/or writing.

Group 1: Mason, Melissa, Gaby S. John P, Erin

Group 2: Zach, Crystal, Matt, Jack M, Kaitlyn

Group 3: Mark, Cat, Grant, Sara

Group 4: Daniel, Taykor, Luke, Milana

Group 5: Alex, Jack Quiggley, Christian, Gillian

Group 6: Gaby A, Kyle, Sam, Dejan

 Period 7

Group 1: Jack B., Nakaria, Daren, Ian, Caitlin

Group 2: Miklo, Megan, Adrianna, Amanda

Group 3: Daisy, Katie N., Christian, Andrew H.

Group 4: Mario, Dmitri, John J, Enrique

Group 5: Stone, Griffin, Scott, Grace

Group 6: Kara, Andrew V., Emily, Zach, Molly