1. Happiness and Meaning Project Feedback Survey
2. STAC prom survey: https://www.surveymonkey.com/s/NNQW7GQ
1. Finish the personal philosophy project proposal and hang your inspiration wall contribution WITH YOUR NAME on it
2. Share your inspiration wall contribution in groups of 4:
3. End class with appreciations and fears/excitements about LINK
1. Come up with 3-5 project ideas someone might consider for the personal philosophy project
2. Share your ideas with a partner and help each other select his/her best one
3. Enter your idea and a link to an example on the following document:
PERSONAL PHILOSOPHY PROJECT IDEAS
1. Personal Philosophy Work Time!
Tomorrow: Be ready to share your inspiration wall contribution with the class. You should explain what it is and how it represents an element of your credo.
Starter: Read today's objectives and chat with a partner about the two bullet point questions:
1. Finish your essay, print it out and staple it to your 2 peer critique forms
2. Begin to formulate your own response to our Happiness and Meaning project essential questions, because education is life and life is education as Krishnamurti explains in Think on these Things:
"...is it the function of education to prepare us while we are young to understand the whole process of life? Having a job and earning one's livelihood is necessary, but is that all? Are we being educated only for that? Surely, life is not merely a job, an occupation; life is something extraordinarily wide and profound, it is a great mystery, a vast realm in which we function as human beings. If we merely prepare ourselves to earn a livelihood, we shall miss the whole point of life; and to understand life is much more important than merely to prepare for examinations..." (Krishnamurti 2).
1. Read and discuss "The Function of Education" by Krishnamurti
2. Watch Watsky's "Tiny Glowing Screens Pt 2" video
3. Go over Personal Philosophy Project Proposal guidelines
4. Work time options
Review the peer critique handout. You'll need to have 2 peers complete this in class today.
What questions do you have about the process for peer critique?
Peer Critique Groups
1. Peer Critique
By tomorrow (beginning of class): print your essay and staple the two critique forms to it. Double-space your essay.
Pharrell Williams feels us....
Starter: Read this handout on when to quote vs. italicize titles. Then, in your google doc of starters, answer these questions:
2. Review the Essay Question:
"I don't know why we are here, but I'm pretty sure that it is not in order to enjoy ourselves."
- Ludwig Wittgenstein (1889-1951)
Does happiness really just mean living a pleasant life where your primary goal is to enjoy yourself? Is the pleasant life really the ultimate goal and the true sign of a purposeful, well-lived life? What about good health, wisdom, meaning in life, spirituality, creativity, authenticity, individuality, giving back to community, ambition, success, leaving a legacy beyond your time in a place or in a lifetime, etc.?
Select one factor (not necessarily from the list above) that you see as a marker of a well-lived life. Use evidence from at least one piece of fiction that we’ve read and one piece of nonfiction to back up your claims. See the list of fiction and nonfiction sources we’ve covered in this project. If you would like to also pull from a resource beyond the sources we’ve studied as a class, please ask Ashley for approval.
3. Work time: Write your essay draft. Must be ready for critique tomorrow!
Resource for the lit analysis
1. Understand how to properly set up quotes and use parenthetical documentation (in-text citation)
2. Outline your essay
1. STARTER: What is a SMART Goal? What's an example?
2. Review SLC guidelines and "SMART" goals.
4. Mini-lesson on works cited and in-text citations
Understand how to write a literary analysis essay
1. Complete the checklist for the journal and turn your journal in
2. Go over the essay prompt (page 1 of packet) and go on a safari of the resources in this packet!
3. Silently read and annotate the student example on page 2 and 3, then discuss these questions with a partner:
4. As a class, Read aloud pages 4 and 5 + Practice writing a thesis statement.
5. Begin to brainstorm and outline your essay
SEMINAR MAKE-UP INSTRUCTIONS (If you missed today's seminar)
1. SLC guidelines (Sign-up will be available on whiteboard tomorrow at 8:00 am)
2. Seminar (Groups)
3. While not in seminar:
Instructions for Journal #13 reflection:
1. Get into your primary social style group
2. Ashley to review main characteristics of each social style
3. Make social style posters and present!
4. Individual reflection and DP update
For your DP Update- cut and paste the following onto your 10th grade reflections DP page:
(like this page of Cathy's DP)
Advisory Social Styles Reflection
With awareness of your own individual social style, as well as others, comes the ability to have more effective communications and relationships. The[social styles] profile is based upon [my] strengths and gives [me] a chance to see the strengths of [my classmates]. With an awareness of the spectrum of social styles, [I] develop greater tolerance and understanding of other styles, and gain greater versatility in communicating (On the Edge Productions).
1. What is your primary and secondary social style?
2. Given your social style – how do you like to be treated/interacted with? How don’t you like to be treated/interacted with?
3. Given your social style – Where do you sometimes feel misunderstood?
4. What could others do to relate with you more effectively?
5. What could you do to relate with other styles more effectively?
6. When you are stressed – what behaviors will people see? What causes you to go into “stress behavior”? When you are stressed what can people do to best support you?
1. Check-in about Journal #13
2. Finish Group Seminar Prep and email to Ashley
3. Individual Seminar Prep work time
· “August, 2026: There Will Come Soft Rains”
· “the lesson of the moth”
Humanities 11 Teacher at Animas High School