Final Exam Details

Part I (60 minutes):

• Vocabulary lists 16-21
• Grammar: commonly confused words, commas & semicolons, and writing norms.
• Character ID: Of Mice and Men, Lord of the Flies, and Canterbury Tales

Part II (60 minutes):

SSR Project
The second semester SSR project will be an informal book club style chat. You will be sharing your SSR book(s) with your fellow classmates while relaxing and eating a dish inspired by your book. You will share your reflections and observations about what you have read with your group. My hope is that your conversations will expose your group to a book that they would not otherwise know about. The objective of this presentation is to provide students with possible choices for free reading books over the summer. 

 

This project consists of 4 parts:

1.     The Passage: Hook your group members! Choose an exciting, interesting or descriptive passage to read to your group. The passage should be long enough (at least half a page in length) to reveal something interesting about a situation in the story (element of the plot) or provide insight into a main character.

2.     Visually Stimulating: A picture is worth a thousand words! Create a small 8x11 (size of a piece of computer paper) poster with the title of the book, the author, and at least one symbol incorporated into your collage or drawing. This poster should be creative and colorful! I am looking to see that you have invested time, energy and effort into this visual.

3.     Honest Reaction: Is this book worth reading? Write an 8-12 sentence reflection on your book. This reflection should focus on your reaction to the book. Are you enjoying this book? Why or Why not? Do you connect with the subject of the book or with a character in the book? What was your favorite part of the book? Why? Would you recommend this book to a classmate? Why or why not? What type of reader would enjoy this book?

4.     The Perfect Dish: This book makes me crave… Choose a type of food, dish or beverage that you think goes nicely with this particular book and bring it in to share. Is there a scene that involves a particular type of food? Are the characters from a distinct cultural background that specializes in a particular type of food? Is your story sad or emotionally draining and therefore results in cravings for “comfort food”? Is your book a teen-read where the character is addicted to pizza or popcorn flavored jellybeans? Is your action adventure taking place on a climb to Mt. Everest where the characters only have access to Cliff Bars or freeze dried meals? Look at the details in your book and come up with something creative to share with your group of ~5 students. Write a 4-6 sentence explanation of how this food goes with your book. 

Rubric Breakdown:

•      10points- Reading passage/overall group conversation.
•      15 points- Quality of Visual.
•      15 points- Quality of Reflection/Critique.
•      10 points- Food and explanation of why you chose the particular food or drink.
•      10 points- Quality of your participation in your group.

Homework 12/12

Monday is your day to celebrate your Canned Food Drive victory! Feel free to bring in food, drinks, and games!

If you did not participate in the Collaborize Classroom debate, please do so!

Once you have engaged in the Collaborize debate, log into your StudySync account and write a formal argument paragraph answering the question: Is torture ever justified? 

• Please follow the format exactly as you will be assessed on the quality of your writing and your formatting. 
• Provide 5 peer reviews. You will also receive credit for the quality of your peer reviews. 

*Embed your digital story into your class Google Presentation:

• Click on your class name
• Find the slide with your name on it
• Ptolemy
• Aristotle 
• Copernicus
• Click "Insert" and select "video" and choose "URL"
• Copy and paste the URL of your YouTube video into the window.
• Make sure your video is Public (not private). To change this click your name at the top right and select "Video manager" in your YouTube account. You will see a locked symbol if your video is private. Click the symbol and change to Public. 
• Please title your slide with the name of your original tale. 

Agenda 12/12

I. Create your digital story with iMovie:

1. Sign into your email and download all of your photos of your artwork to the desk top of your computer. 
2. Download your MP3 audio file onto your desktop. 
3. Find iMovie icon and open the application. If you don't see the iMovie star, click the Finder (blue face) and search for iMovie in your "Applications."
4. You will drag and drop your pictures into the correct order and drag your audio into your iMovie. 
5. Once you have all your images in your iMovie in the correct order, you can play with special effects. Click on each image and click the cog symbol to crop pictures, add the "Ken Burns" effect which adds movement to still photos. 

6. You will need to change the length of time each picture so it matches the length of your audio file. Remember the images we see should match the content of your story too. The default is 4 seconds per image, but you can change this to any amount of time. That said, you don't want your viewer staring at the same images for an extended period of time unless your images are extremely intricate.

7. When you are done creating your iMovie, click "Share" at the top of your screen and select YouTube. You will host this movie on your YouTube channel which you have as part of your Gmail account. 

8. The sign in for your YouTube channel should be the same as your Gmail account. When you export, keep in mind that the larger size and higher quality films will take longer to process. If you have plenty of time, then opt for a higher quality. If you are short on time, opt for a lower quality. 

II. Collaborize Classroom - Post your response to the debate topic and reply thoughtfully to at least 2 peers building on ideas shared, respectfully offering another option, asking questions or complimenting strong points made. 

Homework 12/10

Watch Vocabulary 21 and take Cornell notes.

Complete all the artwork for your digital story. Email yourself the digital pictures of your art and the audio reading of your story.  We will put the pieces together on Thursday and there will be NO time to complete these final details.


*Important: SSR Project is postponed to the second hour of our two hour final exam.

Sustained Silent Reading Book Club Chat (60 Points)

Combining good food, good conversation and good literature!

The second semester SSR project will be an informal book club style chat. You will be sharing your SSR book(s) with your fellow classmates while relaxing and eating a dish inspired by your book. You will share your reflections and observations about what you have read with your group. My hope is that your conversations will expose your group to a book that they would not otherwise know about. The objective of this presentation is to provide students with possible choices for free reading books over the summer. 

This project consists of 4 parts:

1.     The Passage: Hook your group members! Choose an exciting, interesting or descriptive passage to read to your group. The passage should be long enough (at least half a page in length) to reveal something interesting about a situation in the story (element of the plot) or provide insight into a main character.

2.     Visually Stimulating: A picture is worth a thousand words! Create a small 8x11 (size of a piece of computer paper) poster with the title of the book, the author, and at least one symbol incorporated into your collage or drawing. This poster should be creative and colorful! I am looking to see that you have invested time, energy and effort into this visual.

3.     Honest Reaction: Is this book worth reading? Write an 8-12 sentence reflection on your book. This reflection should focus on your reaction to the book. Are you enjoying this book? Why or Why not? Do you connect with the subject of the book or with a character in the book? What was your favorite part of the book? Why? Would you recommend this book to a classmate? Why or why not? What type of reader would enjoy this book?

4.     The Perfect Dish: This book makes me crave… Choose a type of food, dish or beverage that you think goes nicely with this particular book and bring it in to share. Is there a scene that involves a particular type of food? Are the characters from a distinct cultural background that specializes in a particular type of food? Is your story sad or emotionally draining and therefore results in cravings for “comfort food”? Is your book a teen-read where the character is addicted to pizza or popcorn flavored jellybeans? Is your action adventure taking place on a climb to Mt. Everest where the characters only have access to Cliff Bars or freeze dried meals? Look at the details in your book and come up with something creative to share with your group of ~5 students. Write a 4-6 sentence explanation of how this food goes with your book. 

Rubric Breakdown:

•      10points- Reading passage/overall group conversation.
•      15 points- Quality of Visual.
•      15 points- Quality of Reflection/Critique.
•      10 points- Food and explanation of why you chose the particular food or drink.
•      10 points- Quality of your participation in your group.

Agenda 12/10

Finish editing and revising your Lord of the Flies essay on Google docs.

Finish creating art for digital story, capture in digital form with camera and record the audio version of your original story. Email all pics and your audio to yourself by Thursday morning. *Important: We will be putting the digital stories together on Thursday in the computer lab!

SSR project will be the second half of your final exam.

Sustained Silent Reading Book Club Chat (60 Points)

Combining good food, good conversation and good literature!

The second semester SSR project will be an informal book club style chat. You will be sharing your SSR book(s) with your fellow classmates while relaxing and eating a dish inspired by your book. You will share your reflections and observations about what you have read with your group. My hope is that your conversations will expose your group to a book that they would not otherwise know about. The objective of this presentation is to provide students with possible choices for free reading books over the summer. 

This project consists of 4 parts:

1.     The Passage: Hook your group members! Choose an exciting, interesting or descriptive passage to read to your group. The passage should be long enough (at least half a page in length) to reveal something interesting about a situation in the story (element of the plot) or provide insight into a main character.

2.     Visually Stimulating: A picture is worth a thousand words! Create a small 8x11 (size of a piece of computer paper) poster with the title of the book, the author, and at least one symbol incorporated into your collage or drawing. This poster should be creative and colorful! I am looking to see that you have invested time, energy and effort into this visual.

3.     Honest Reaction: Is this book worth reading? Write an 8-12 sentence reflection on your book. This reflection should focus on your reaction to the book. Are you enjoying this book? Why or Why not? Do you connect with the subject of the book or with a character in the book? What was your favorite part of the book? Why? Would you recommend this book to a classmate? Why or why not? What type of reader would enjoy this book?

4.     The Perfect Dish: This book makes me crave… Choose a type of food, dish or beverage that you think goes nicely with this particular book and bring it in to share. Is there a scene that involves a particular type of food? Are the characters from a distinct cultural background that specializes in a particular type of food? Is your story sad or emotionally draining and therefore results in cravings for “comfort food”? Is your book a teen-read where the character is addicted to pizza or popcorn flavored jellybeans? Is your action adventure taking place on a climb to Mt. Everest where the characters only have access to Cliff Bars or freeze dried meals? Look at the details in your book and come up with something creative to share with your group of ~5 students. Write a 4-6 sentence explanation of how this food goes with your book. 

Rubric Breakdown:

•      10points- Reading passage/overall group conversation.
•      15 points- Quality of Visual.
•      15 points- Quality of Reflection/Critique.
•      10 points- Food and explanation of why you chose the particular food or drink.
•      10 points- Quality of your participation in your group.

Homework 12/6

Write lines 100-150 (last section) of your original tale and continue to work on the art for your digital story. 

• Label your lines in multiples of 5. For example at the end of line five type the number 5, at the end of line ten type the number 10, and so on.
• Like Chaucer, you need to write in rhyming couplets. Every two lines must rhyme, but you can fudge with words that sound similar and are not true rhyming words just as Chaucer did. 
• Please use the plot outline you used in class to stay "on track."

Click here to view the details of the torture device assignment. Remember, we can learn a lot about a society, time period and human nature from both the crimes committed and the punishments used as a consequence. 

Homework 12/4

36 hours until...
 the CANNED FOOD DRIVE is officially over! 

Dig deep Luminescent. 
Let's finish this!!!

*This is approximately how many cans we need. 

Write lines 50-100 in your original tale (rhyming couplets).

Begin to prepare your visuals - draw pictures, paint, cut out collage items - for your digital story. *IMPORTANT: You do not need to redraw characters and scene elements multiple times. You can create one paper character for each person in your tale and design props for the setting (trees, clouds, buildings, etc.) and just move them around the paper. Take pictures of each scene before you move them for the next scene. This could be a huge time saver and create and interesting result as you will be able to capture more pictures while spending less time creating the artwork.

Agenda 12/4

Vocabulary 20 Quiz --> Click here to take the exam!

Type your Lord of the Flies essay making edits.

Homework 12/2

4 DAYS Left Until the End of the Canned Food Drive!!!

Finish reading and annotating "The Nun's Priest's Tale."

Study for vocabulary 20 Quiz on Wednesday.

Write lines 1-50 of your original tale:

• Start a Google doc and title it --> Class name - Last Name - Original Tale. 
• Remember this is a poem and should not be written in paragraphs.
• Label your lines in multiples of 5. For example at the end of line five type the number 5, at the end of line ten type the number 10, and so on.
• Like Chaucer, you need to write in rhyming couplets. Every two lines must rhyme, but you can fudge with words that sound similar and are not true rhyming words just as Chaucer did. 
• Please use the plot outline you used in class to stay "on track."

Click here to view the details of the torture device assignment. Remember, we can learn a lot about a society, time period and human nature from both the crimes committed and the punishments used as a consequence. 

Agenda 12/2

Plot outline - use this to sketch out a plot for your original tale!

NO Homework Over Thanksgiving Break!

Agenda 11/21

Homework 11/19

Read and annotate "The Knight's Tale" part IV.

Collaborize - Post your vocabulary 20 story and a minimum of 2 thoughtful and substantive replies to peers. Don't forget to vote for your favorite story!

Write your 5th blog post.

• Purpose --> this blog should "inform" and serve as a "how to" for your audience. For example, explain a process, describe a procedure, or provide information related to your blog topic. 
• "How to" blogs are typically shorter and include media to "show" steps or parts of a process.

*Extra-credit for anyone who records a demonstration or explanation on YouTube and includes that in their blog.

Click here to watch the YouTube tutorial on how to add a video to your blog!

Homework 11/15

Read and annotate "The Knight's Tale" Part III.
Watch Vocabulary 20 video and take Cornell notes.

Agenda 11/15

FB Template

Homework 11/13

Read and annotate "The Knight's Tale" Part 2.

1 Collaborize Classroom DQ with 2 thoughtful and substantive replies to peers!

Homework 11/6

Post your predictions about what you expect from the Knight's tale given what we know about him and the time period. Don't forget to include your name.

Ptolemy

Aristotle

Copernicus

Once you have posted your predictions, read and annotate "The Knight's Tale" Part One (pages 32-48).

Core Final Presentations Friday 11/8 --> Watch this video reviewing how your infographic and presentation will be assessed;

Reminders:

• Complete a works cited for your 3 credible sources (minimum). Either add in small font to the bottom of your infographic or submit as a separate works cited page (shared Google doc formatted and titled properly). 
• Dress nicely, but no need to go over the top. No hats or gum.
  

Agenda 11/6

Citation link & example

Homework 10/4

Core Final: Infographics due by midnight tonight.

      Video Tutorial - Sharing Your Piktochart Infographic

      Video Tutorial - Sharing Your Easel.ly Infographic

Collaborize Classroom: Vocabulary 19 Narrative. 

• Post your vocabulary story, poem or song.
• Read and reply thoughtfully and substantively to at least 2 peers. 
• Vote for your favorite story!

StudySync: Canterbury Tales Lesson with 5 thoughtful peer reviews!

Agenda 11/4

SSR (15)

Library - return The Lord of the Flies and pick up The Canterbury Tales (15)

Vocabulary 19 Synonym and Antonym Search (10)

Historical Context Clues: Analyzing Artwork (15)
   CLICK HERE to view a Google doc with 4 paintings.
   Work together to explore every detail of these paintings:

• What is happening in each painting? Look at the details. You'll need to research!
• What do you notice about the style of painting? What might this reveal about the time period or art movement this was produced in?
• When would your group guess these were painted? This should be an educated guess!
• Are there common elements in these paintings?
• What can you infer (or conclude) about life during this time from these details?

Canterbury Tales Prologue (15) 

CLICK HERE to view the video. Umm...come again?

As a group, use each other and you devices to make sense of the the prologue. Just as the prologue in Romeo and Juliet sets the stage for Shakespeare's famous play, this prologue also introduces this text. Can you figure out: 

• What time of year it is?
• Where is this story taking place?
• What is the premise of the story? Why are these characters together?
• How many people are involved? Do they have a lot in common?
• What else do you learn?

Homework 10/31

Core Final: Infographics due by midnight on Monday.

Video Tutorial - Sharing Your Piktochart Infographic

Video Tutorial - Sharing Your Easel.ly Infographic

Write blog #4 and include original media - picture, animation, video demonstration, interview, etc. Creating your own media allows you to avoid copyright headaches.

After writing your blog, visit this master list of the 20% blogs that have been created by your peers.

• Select a blog on a topic that interests you. Click the link to view the blog. 
• Read their blog and post a thoughtful, respectful and substantive comment. Keep in mind that most bloggers will delete comments that are generic or low quality. 
• Click here to review the Dos and Don'ts for Online Communication. 

Once you have posted your comment to their blog, please complete the form below.

20% Blog - Peer Comments & Evaluation

20% Blog - Peer Comments & Evaluation

First Name *


Last Name *


Email *


Class *


Who is the author of the blog you read? *
If you cannot find any information on the author, say "unknown."


What is the topic of this blog? *
Please describe the general, overarching topic of the blog.


Is there media included in each blog post? *


• Yes, all blogs have media. 
• Some of the blogs have media.
• Little to no media included. 


Is the media compelling, relevant and interesting? *


• Yes
• No


Did the author create any of their own media? *


• Yes
• No
• It's unclear. 


What was your favorite part of this blog? *
Briefly describe what you liked the most about the blog/blog post you read.


What was your least favorite part of this blog? *
Briefly describe what you liked least about the blog/blog post you read.


Provide at least one specific tip for improving this blog. *
How can this blog be improved - content, quality of writing, media, font, theme, etc.?


Would you return to this blog to read it for fun? *


• Yes
• No


Overall, how would your rate this blog? *


• Extremely strong!
• Good
• Fair
• Poor

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Homework 10/29

Please take this quick survey for a student working on collecting data for an infographic. Thanks!

Watch Vocabulary #19 and take Cornell Notes.

Prepare for timed essay:

• Find quotes for essay topic --> research and Lord of the Flies
• Only bring quotes into the essay.

Essay prompt: William Golding said, "The theme of Lord of the Flies is an attempt to trace the defects of society back to the defects in human nature." Based on our reading of the novel combined with research on human nature, what defects (3) in human nature led to the collapse of society in Lord of the Flies?

Body paragraph format:

Topic Sentence: Clearly state the defect you are writing about in this paragraph.

CD #1/Quote: "........." (Research = facts, statistics and info.)
                 *please cite: (Title of webpage) or (Author's last name)

CM#1:
                  Explain & analyze what research reveals about the defect.
CM#2:

CD#2/Quote: "........." (From Lord of the Flies. Where is the defect evident in the novel?)      

CM#1:
              Analyze how quote shows how the defect led to the breakdown of order in LOF.
CM#2:

Conclusion

Agenda 10/25

Collaborize Classroom: The Lord of the Flies - Analyzing the last chapter.

• Post your well written paragraph. 
• Reply thoughtfully and substantively to at least 2 other classmates. 

Visit the academic vocabulary presentation we created and take Cornell notes on the words and their definitions.

• Aristotle Academic Vocabulary Google Presentation
• Copernicus Academic Vocabulary Google Presentation
• Ptolemy Academic Vocabulary Google Presentation

Continue designing your infographics!

      Easel.ly
     Piktochart
      Infogr.am

Homework 10/23

Read and annotate Chapter 12 Lord of the Flies.

Complete StudySync assignment and provide peer reviews.

Continue work on your infographic and/or focus on finding images and creating graphs you want to use in your infographic. Remember to email yourself any images you want to use in the computer lab on Friday!

Agenda 10/23

*Please put Chapter 11 annotations & storyboard on your desk to be checked.

Vocabulary 18 Quiz

Homophone Quiz
M.Socrative.com
Room 44701

Please complete this short survey for a student collecting data for an infographic.

Human Nature:
What is William Golding's view of human nature? Based on the novel, how you you think William Golding feels about human nature? Support your ideas with details, examples and/or a quote from the novel.
      7B Aristotle Padlet Wall 
      8B Copernicus Padlet Wall
      6B Ptolemy Padlet Wall

Infographic Design: 
Explore infographic tools and templates:
      Easel.ly
     Piktochart
      Infogr.am

Use your storyboard as a guide to begin work on your infographic!

If you have not completed the Got Credibility Form (3 times!), please do so and submit a crisis card.

Homework 10/21

Read and annotate Chapter 11 in Lord of the Flies.

1 Collaborize Classroom DQ with 2 substantive replies to peers.

Study for vocabulary 18 quiz & homophone quiz.

Agenda 10/21

Homework 10/17

Read and annotate Chapters 9-10 in Lord of the Flies.

Collaborize - Post your vocabulary story and reply thoughtfully and substantively to at least 2 peers!

Continue “storyboarding” your ideas for your infographic. Check out the tools you can use, so you have a sense of what is possible. Your storyboard can be completed on Google drawing or on paper. (See agenda for link to Google drawing video) – Due 10/21

Homework 10/15

Read and annotate Chapter 8 in Lord of the Flies.

Watch Vocabulary 18 video and take Cornell notes.

Begin “storyboarding” your ideas for your infographic. Check out the tools you can use, so you have a sense of what is possible. Your storyboard can be completed on Google drawing or on paper. Click here to watch a Google Drawing tutorial.

Agenda 10/15

Silent Sustained Reading
Grammar: Homophones - Column 2
Vocabulary 18 Context Clues
4 Corner Conversations with William Golding's quote
Read and Annotate Chapter 8

Homework 10/11

Read and annotate Chapter 6-7 Lord of the Flies.

Complete your research for the Core Final:

• Submit your 3rd Got Credibility Form
• Share your Diigo annotations with me at whs.tucker@gmail.com. If you have any hiccups with Diigo, please print out your resources and annotate them by hand. 

*All research is due by Tuesday 10/15!

Agenda 10/11

HW 10/9

Vocabulary 17 Quiz on Friday.

Please read and annotate Chapter 5 in Lord of the Flies.

Finish typing and editing your Of Mice and Men argument essay. Bring your written essay back to me on Tuesday 10/15. This is a homework grade, so don't forget!

Complete your Academic Vocabulary slide on our shared Google presentation (see agenda below for link and details). Remember that strong videos inserted into your slide are eligible for extra credit! Get creative and wow me!

For science: Got Credibility link for 2nd resource evaluation form.

Agenda 10/9

Lord of the Flies - Character Analysis (15)
Please select one character from the list below:

• Ralph
• Jack
• Simon
• Piggy
• Roger
• Samneric
• Littluns
• Maurice
• Robert
• Percival Wemys Madison
• Johnny
• Henry

1. Select a character (*my appreciate in advance to students who select less obvious characters).

2. Describe this character in 2-3 sentences. Keep your language clear and concise.

3. Include a vibrant quote to describe this character or a quote that reveals something interesting about your character.

4 Post your description to our Padlet Wall. Just double click on the board, write the characters in red, then include the content below in black. 

• Aristotle Padlet Wall
• Copernicus Padlet Wall
• Ptolemy Padlet Wall

Academic Vocabulary - Collaborative Google Presentation (10)

Review the expectations for this assignment.

• Write in 30 point Ariel font for content (keep concise).
• Information and images can be cited at the bottom of your slide -->20 point font.
• Bullet points should be black circle ones (for consistency). 

*Extra-credit: If you record a high quality video, post to YouTube and embed it into your slide, I would LOVE to give you extra credit. 

• Aristotle Academic Vocabulary Google Presentation
• Copernicus Academic Vocabulary Google Presentation
• Ptolemy Academic Vocabulary Google Presentation

Type and revise your Of Mice and Men argument essay (50)
Biggest overall problems with timed essays:

• Contractions
• Verb tense - you need to write in the "historical present tense." In narratives, the historical present may be used to create an effect of immediacy."
• First (I and me) and second person (you and your) --> Write in the objective third person. 
• Boring words, like: things, good, bad, stuff, very, really...yawn fest! Choose words (particularly verbs and adjectives that reflect your intelligence). 
• Weak evidence. To find better quotes, visit the online text. 
• Missing cues --> "some may argue..." 

Homework 10/7

Finish reading and annotating Chapter 4 in Lord of the Flies.

Write your 3rd blog post with media. If you do not take the photos and/or video yourself, please be sure to cite properly. If you are unsure how to cite your media, please use citation machine.

Homework 10/3

Read and annotate chapters 2-3 in Lord of the Flies.

Collaborize - Post your vocabulary #17 story and reply substantively to at least 2 peers complimenting strong elements of writing, asking questions or making connections.

Review your comma rules in preparation for the comma quiz on Monday.

Agenda 10/3

Homework 10/1

Finish reading and annotating Lord of the Flies - Chapter 1.

Collaborize Classroom - 1 DQ with 2 substantive replies to peers.

Watch Vocabulary 17 and take Cornell notes.

Agenda 10/1

Homework 9/27

StudySync - Please complete the comparative writing prompt analyzing (in depth) the final scene of the film version and the final scene in the novel.

Consider the following questions as you analyze (in depth) the similarities and differences between the print and film versions.

• What was lost or gained in one version compared to the other?
• What was the difference in terms of the emotional impact on you as the reader/viewer?
• Did any of the changes in the film change the meaning of the text?

Use specific examples from the text and the film to support your comparison.

Once you have completed the writing prompt, please provide peer feedback to 3 of your peers!

Agenda 9/27

Of Mice and Men exam.

Watch film version.

Homework 9/25

Of Mice and Men exam on Friday! The exam will cover:

• Historical context - review your notes and/or the transcript from the expert group investigations. 
• Character identification 
• Quote identification
• Annotate and analyze a passage demonstrating your knowledge of annotation strategies and ability to think critically about the text. 
• Timed argument essay - Did George make the right decision when he killed Lennie? State your claim and argue 3 reasons that support your position. 

Watch "How to Write an Argument Paragraph" and take Cornell notes. You may use these in the exam. 

Write down 6 quotes from the novel with citations that you want to use in your timed essay on Friday. 

9/25 Collaborative Activity: Exploring Mental Health Issues

1. As as group read "Florida to Execute Severely Mentally Ill Man Unless Supreme Court Intervenes"
and discuss:

• How do you feel about states legally executing mentally ill people for crimes?
• How do you think mentally ill people who commit crimes should be treated?
• Did anything from this article surprise you?
• What connections can you make between this article and the novel, Of Mice and Men?

Compose a short 3-5 sentence response that is reflective of the different views held by different members of your group and post to our class blog.

To do:

Email: whs.tucker.classblog@blogger.com
Subject line: Executing Criminals Who Are Mentally Ill
Message: 3-5 well written sentences explaining your group's views on this topic. Please honor the different opinions in your group. You do NOT need to agree.

2. Explore the Infographics below about mental health.
         Facing Mental Illness 
        The Science of Mental Illness
        Mental Health in America

• What information did you find most interesting or surprising in these infographics?
• Which infographic did you like the most? Why? Which strategy or strategies were used in this infographic that were compelling to you -- pictures, graphs, color schemes, organization? 

To do:

Email: whs.tucker.classblog@blogger.com
Subject line: Mental Health Infographics
Message: Identify the information your group found most compelling about mental health. List the strategies used in the infographics that you liked. 

3. Look at the Pro vs. Con chart for your online discussion from last night's Collaborize Classroom discussion. Identify the 2 strongest arguments from our class debate and explain why you think they are the best "claims."

• How would you argue this topic? 
• Did reading the online debate on Collaborize impact your feelings about this issue? If so, how? If not, why not?
• As a group, find textual evidence (quotes) to support the two strongest arguments. Your textual evidence should be a quote from the novel with a complete citation. 

To do:

Email: whs.tucker.classblog@blogger.com
Subject line: Of Mice and Men Claims and Evidence
Message: Identify 2 strongest points from the pro vs. con list generated by your class. Find one piece of textual evidence (quote) to support each point. 

Homework 9/23

Writing Boot Camp Grand Finale - Edit and revise your summer assignment.
Please continue the work you started in the computer lab revising your summer assignment. Use the comments/feedback on your document, your YouTube video notes and your own edits from our class to make your summer assignment the best it can be.

Collaborize - Post your response to the debate topic and reply thoughtfully, respectfully and substantively to at least 2 peers!

Finish reading the last few pages in Of Mice and Men.

9/23 Computer Lab

Core Infographic Project:

1. Log into your Diigo account, go to your "Groups," read and annotated the blog post on searching smarter with Google. 
2. Check out this Infographic on using Google Search. 
3. Please complete the Luminescent Core Final Proposal if you have not already done so!
4. Search for a credible resource related to your topic using search strategies (if applicable). 
5. Diigo the article you want to use and complete this Got Credibility form. 

Edit your summer assignment using your notes, my feedback and the revisions on your paper copy. 

If you have not completed your StudySync assignment, please do so! Do not forget to complete the necessary reviews. 

Below is proposal form you need to complete, so your core teachers can approve your infographic topic.

Not sure what an infographic looks like? Check out these examples:

• Human Body: 18 Amazing Facts
• Real Minimum Wages
• What Career Should You Be Looking Into?
• 50 Amazing Facts About the Rainforest
• 100 years of Change

If you have trouble viewing or submitting this form, you can fill it out online:
https://docs.google.com/forms/d/1UvgCD2kv9VH64hG09Fv2QxOXTh11Mi6h2siQrD38td4/viewform

Core Final - Infographics - Proposal

First Name *


Last Name *


Class Name *


Email *


What topic do you plan to research? *
Please keep your focus specific and manageable. What aspect of this topic interests you most?


What do you anticipate the message or take away of your infographic will be? *
What specific point will you attempt to make with your infographic?

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