Scribe 11-11-13
By Jordan Chandler
Today was great class!
In class we first heard from the daily announcements. Below is a link to the announcements said in class.
http://ahsdailyannouncements.blogspot.com/
After we heard from the announcers we handed in our SAT books because we have finished our work with SAT for the semester.
After this we recieved a Summery-Response Peer Editing paper linked below:
https://docs.google.com/document/d/1zlAFq44JstB0Dr3HTUEZBNy-pPOwQLfzkK9FznlWQrg/edit?pli=1
On this we filled out S/R Evaluatee: with your name and for the Blog Address you put in your blog address. After this Mrs. Smith collected them and handed different ones out to everyone. We were then assigned to grade someone else's Summary/Response. This was assigned as our homework. We were supposed to leave good comments and an accurate grade.
Tomorrow we have a fish bowl over pages 41-68 on 451.
The presenters are:
Kate
Katlin
Lucy
The Discussers are:
Kyle
Clayton
Claire.
Come prepared to participate in conversation!
We then in the class had work time to either work on our fishbowl or our peer editing.
This is the link to the slides and Mrs. Smith's email is asmith@lpsk12.co.us for further updates.
\https://docs.google.com/presentation/d/1J9EWmyujbhsAMf67wi6oODxUCB7Qsu5uRStDjdUq-hY/edit?pli=1#slide=id.g172dfe08c_023
Monday, November 11, 2013
Scribe 11/11 period 5
Homework: Read 451 41-68
annotate, connections to text, world, and essential question, connections to other writing pieces we read
Fill out Summary response peer evaluation paper (you will grade someone elses) off the blue rubric given by Ms. Smith- PEER ASSESSMENT DUE FRIDAY
Quiz on 1-40 in groups of 3-4 people
Fishbowl tomorrow
Friday, November 8, 2013
Scribe: November 17, 2013 P5
November 17th, 2013
On right of whiteboard:
On the left side of the whiteboard:
-class size/connections with students
traditional college is irrelevant
-education in classrooms doesn’t deal with patterns in the world
-tech used more than textbooks
-tech used more than textbooks
-disconnections with tech can be formed into engagement with tech
-comfortability with tech, constraints of traditional education
-tech can be beneficial or detrimental
-tech can be distracting
-students grow with tech use but teachers are not using tech
^block learning^
mass education= quantity of work vs. quality of work
mass education= quantity of work vs. quality of work
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
students pay for this??
E9H Week 12: Thursday
- scribe
- SAT 10
- discuss- Smith suggested the book The World is Flat by Thomas Friedman as a great thinking book to make you really think about education. connect to essential question (see above notes on whiteboard)
- connect to you, education, world (see above notes on whiteboard)
- Brainstorm for S/R
- Polleverywhere- We took a poll on whether or not history books are accurate. 9 people said yes; 16 people said no. Then we took another one on whether or not censorship is ever justified. 8 said no; 16 said yes.
- Fishbowl sign up: once to present; once to discuss
- Read 451 1-40:
- annotate
- make connections: to you, to text, to world, to essential question
Essential question:
What does it take to challenge the system? How can literature be a motivator for social change?
HW: SAT, S/R due Monday; post to personal blog, Read 451: 1-40, quiz, Fishbowl
Wednesday, November 6, 2013
Scribe 11/6 Period 3
In class today we talked about how to create a summary response. The summary response each student will be making will be on one of the three videos we watched in class. Our class has only watched two of the three: "Did You Know" by Karl Fisch and "The Machine is Using Us" by Dr. Michael Wesch. We will watch the third video, “A Vision of Students Today” by Dr. Michael Wesch, tomorrow in class.
The summary response for one of these videos should have this outline:
Summary (One Sentence):
Response (New paragraph):
The summary response for one of these videos should have this outline:
Summary (One Sentence):
- Topic Sentence: Title, author, main idea
- No opinion, no personal words, no contractions.
Response (New paragraph):
- Topic Sentence: Title, author, take a position and why
- When you take your position, use words like correctly/incorrectly or accurately/inaccurately.
- To get the 'why' write "because..."
- Two-Three Examples that support your position
- Example (Primary Source) ----> Extension example
- Use this layout for each example
- The extension examples come from the two other videos we watched.
- Citing Sources
- Lead in, " "( ).
- (Wesch, "Machines").
- (Wesch, "A Vision").
- (Fisch, "Did").
- Concluding Sentence
If this was not helpful here is a picture of the board:
Next we talked about "The Pedestrian" by Ray Bradbury and "Harrison Bergeron" by Kurt Vonnegut. We connected the two saying they both had: Social conformity, differences are bad, total government control (technology connection to “Machines”), lack of human relationships, suppression of knowledge, and a lack of communication. There is more on each of the short stories in this picture of the board:
"The Pedestrian" is on the left, connections between the two are in the middle, and "Harrison Bergeron" is on the right side of the board.
After we talked about those two short stories, went went on to talk about the Synthesis Essay we recently wrote. Mrs. Smith has just started grading, but has decided to help our learning by grading in a different way. Now you can either choose to, a) come in during an unscheduled hour or after school and talk to Mrs. Smith one on one as she grades your paper, b) have Mrs. Smith grade your essay and then come in during an unscheduled hour or after school to talk about the paper, or c) just have Mrs. Smith grade your paper normally and have it handed back to you. Once you have decided, write it on the top of your rubric and schedule a time in Mrs. Smith's planner.
Homework for today: SAT, Read 451: 1-40 (1-38 if you have the 60th anniversary edition) S/R due Monday (this is a link to an outline for the summary/response)
11/6 period 5
Today in class, multiple topics were discussed, among them the essay turned in recently, the summary response format, went over SAT questions, and the annotations of the text, “The Pedestrian” by Ray Bradury, read last night. To continue, if you haven’t signed up for an appointment yet, to either grade your essay one on one or just grade then read, make a plan to write a conference time in Mrs. Smith’s planner. For homework tonight, read pages 1-40 in Fahrenheit 451, this is not due till Friday. A test will be given on these pages on Monday, be prepared, the quizzes are very precise. Plan ahead, if you are busy this weekend read 41-68, this will be due either Tuesday or Wednesday. Also, summary responses to one of the three videos watched in class will be due on Monday, which will be posted to your personal blog. The third video will not be watched today and will be viewed tomorrow. Pick one of the videos as a primary source and use the other two videos to extend evidence and support your argument. Note that during your summary, never use an opinion, and in your response state your position and argue against or validate the video. Keep in mind to not limit yourself, if you have seen another video that provokes thought and has produced a new idea, use it to your ability, Mrs. Smith should be in return by taught by her students.
Videos Watched:
- Wesch, “Machines”
- Wesch, “A Vision”
- Fisch, “Did You Know”
(This format for the summary response has also been posted by Mrs. Smith as a picture from the board, can view if this isn't helpful)
Summary: (1 sentence)
Topic Sentence: title, author, main idea -strong verbs (elucidates, portrays, illustrates, delineates) -no opinion -no personal words -no contraptions
- Example of Topic Sentence: Karl Fisch’s “Did You Know” accurately portrays the change in the U.S. educational system because otherwise, the U.S. will not just fall further back in the race, but will be left behind.
Response: (new paragraph)
Topic Sentence: title, author, take a position and why because . . .
use correctly/incorrectly or accurately/inaccurately
2-3 examples that support position
- Example (primary source) -Extension example +Explain point of example, connect to topic sentence
- Example (primary source) -Extension
- Example (can use another video to further support) -Extension
Concluding Sentence
Subsequently, SAT questions were addressed. Please acknowledge that next week there will be no SAT work
Exercise 3 #2 collector, select
Exercise 3 #3 lecture, collect
Exercise 3 #4 renege
Exercise 3 #5 Legends are
Connections to Bradbury/Vonnegut made during the short story readings produced:
- Equality (dangers of)
- Labels
- Social Conformity
- Power of government (over 200 amendments made during 68 years
Maxwell’s Question: What was the part when the Empress and Emperor began to fly in short story Harrison Bergeron?
Josie’s Answer: It symbolizes the release and the freedom experienced when the weights are taken away, so they begin to fly.
This question and answer led to further notes of:
- lack of relationships
- lack of emotion
- lack of communication
- lack of knowledge (remembering)
- lack of ambition/desire for change
Jumping ahead to “The Pedestrian”:
- power of government (police/tv, Diana Moon Glampers)
- social conformity
-Mr. Mead outside -People inside watching TV
-light is on in his house -dark in others houses
-lack of literature leads to lack of knowledge
-forms decisions on the way they want them to act (connection: in a poppy seed farm all poppy seeds must be the same
-lack of power of the individual
-Purpose to redefine relationships
-lack of relationships
-power of tv
-new laws violate old laws (freedom of speech)
At the end of reading Fahrenheit 451, the class is writing an essay connecting “The Pedestrian” and “Harrison Bergeron” and the novel. What do all pieces of writing suggest?
Continue to connect to the essential question.
Guiding Focus:
What three things are Bradbury and Vonnegut trying to warn our society about?
How have they come true in our society?
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