Starter: In your comp book
1. What do you like about this assignment?
2. What is proving to be difficult about it?
Keep your comp book open as I come around and check your freewrites for the week. If there is something you don't want me to read, fold the corner of the paper over and I'll just glance to make sure it is complete.
1. Go over the peer critique protocol
2. Peer critique!
Peer Critique Protocol
2. Refinement work time
Incorporate narrative coherence, communal relevant, authentic voice, literary devices and a good lead into your essay!
Pop quiz on narrative coherence, communal relevance and authentic voice
1. Check out the RUBRIC
Good Resource: Lori's Amazing List of Literary Techniques
2. Group Critique of Published Essays
For both essays, discuss the author’s approach to the assignment. Answer the following in your groups:
1. What is the author’s core belief?
2. How did the author use story to illuminate their belief? What elements of good storytelling did they incorporate? Does the whole piece work together in one unified voice? (narrative coherence)
3. How does the author establish his/her unique personality through the assignment? Which sections of the essay strike readers as truthful, either intellectually or emotionally? (authentic voice)
4. “So what?” How does the author connect to the human community? (communal relevance)
James Michener, "All Men are my Brothers"
"The Cultivation of Belief"
3. Create Edmodo Accounts and download and save edmodo rubric on your desktop
Username: Your email address name ex: ashleyhumanities11
Password: Your email address password
4. Post your credo to edmodo and react to your classmates credos!
5. Essay work time
Sign up for a conference on the white board and I'll come around to check-in!
Finish and PRINT a draft of your TIB Essay for tomorrow's peer critique
Goal: Develop and apply some tools to help support your personal philosophy and make your writing more engaging
Email me your Credo then share your CREDO with a partner and provide each other with some feedback:
1. Mini-lesson #1: Good Hooks
2. Practice writing 3 hooks and get feedback at our 80's dance party
3. Mini-lesson #2: Supporting your personal philosophy ("DRAPES")
4. Continue drafting your essay and try to use at least 2 of the DRAPES
Rubric for the TIB Essay!
Rough draft for peer critique is due on Thursday! You'll need to have a printed copy of your draft for critique.
EQ: What do I believe and why?
1. Set out your class materials for me to check
2. Brainstorm a list of the 5 most formative moments in your life. Here is my list
1. Share your strongest belief from the brainstorm homework AND 1-2 "moments" from your Starter . Also, check-in with your partner about the experience of having his/her parents complete the survey.
2. What are literary devices? Make a list of as many as you know (think back to Lori's poetry project!)
3. PERSONAL Essay Writing Criteria: PPT
4. Credo Assignment
5. Guest speakers: Last year's honors students (9:45-10:15, 12:05-12:35)
Finish the Credo Assignment
EQ: What makes a strong personal essay?
1. Read the TIB essay assignment description
2. Finish yesterday's PPT from yesterday (from slide 6) in order to articulate a core belief.
3. Share last night's "listening activity" in groups of 2-3
4. Go over homework: Brainstorm and Inspiration Handout and brainstorm additional belief statements
Goal: Understand what a This I Believe essay is and begin to brainstorm one of your core beliefs
Essential Question: What do you believe and how do you acquire your beliefs?
Class A (Blocks 1/2)
1. Starter: Heinz Dilemma Responses
2. Finish Junior year concerns/excitements discussion
3. Ashley's DP exploration
4. Syllabus Discussion (Q and A, Rules and Regulations)
5. Introduction to the This I Believe Essay: Ashley's PPT
6. Review homework guidelines for tonight and the weekend
Class B (Blocks 5/6)
1. Starter (Heinz Dilemma- see above for link)
2. Introduction to This I Believe assignment
3. Review homework for rest of the week
Welcome to Junior Humanities!
Goal: Begin to get to know each other and Ashley's Humanities Course
Essential Questions: What is justice? What do you believe and why?
1. Do you support the death penalty? Why or why not?
2. Make a name tent
2. Discuss starter
3. Pass out syllabus and read the introduction and project explanation (pages 1-2) + Honors program option
4. Ashley's Note on Junior Year
5. Free Write:
6. Class Seminar on Junior Year expectations
7. Classroom walkabout activity
8. Homework in planners!
By Thursday: Read the course syllabus and fill out the survey below with 3 questions you have about any aspect of the syllabus (including the projects and honors option)
Humanities 11 Teacher at Animas High School