WEEK OF NOVEMBER 5 to NOVEMBER 9

The following plan is for the entire week for all four LA classes.

The students will conduct a research and presentation project on dystopia in preparation for the dystopian unit that will begin in full force upon my return.  There are class specific guidelines on my desk – included in the guidelines are groupings for each class that they are not allowed to change.  There is also a checklist/rubric that they must fill out as well at the end of the presentation day.  If you can’t get to it, then I will do it with them when I return.

The guidelines are very specific.  I require that they annotate (they have had lessons and are practicing, so they know what to do) the guidelines BEFORE they begin so they know what they need to do to accomplish this by weeks end.  I suspect block H, E, and F will not get to the presentations until I return – that’s okay, but they must be ready to present on the MONDAY (Nov12)

Below are the guidelines and the topic (I just copied H blocks for you so you can see)

DYSTOPIAN-UTOPIA

RESEARCH AND PRESENTATION PROJECT

Annotate these guidelines individually so you are fully aware of the assignment and of the expectations

Before we begin our unit on DYSTOPIAN LITERATURE, we need to understand Utopian and Dystopian worlds.

Timeline – THIS PROJECT WILL BE WORKED ON DURING THE WEEK OF NOV 5-9 – all blocks, all days

·       1 Block to research and plan presentation

·       1 Block to put presentation together, proofread, and practice

·       1 Block for presentations

GOAL:  ·        To research dystopian themes, ideas, characteristics and examples and share/explain/teach what you have learned with the class in a visually appealing, well-executed presentation. ESSENTIAL IDEAS:  ·        How do dystopian themes in art and literature help us to question the way we look at the world? ·        What are the characteristics of a dystopian society and how can we identify these characteristics in art and literature? ·        Does dystopian art and literature reflect OR shape culture? ·        What is more important to have as a citizen of a community – SAFETY – FREEDOM –  INDIVIDUALITY – EQUALITY

YOUR JOB is to create an information rich, visually appealing presentation about DYSTOPIAN/UTOPIAN IDEALS AND CHARACTERISTICS that you and your partners will present to the class in an organized and formal style.

PRESENTRATION CRITERIA:

·          TEAMS OF THREE or FOUR

·          5 MINUTES IN LENGTH

·          VISUALS ARE A MUST

·          EXAMPLES FROM ART (fine arts, film, videos) AND LITERATURE ARE A MUST

·          EVERYONE RESEARCHES

·          EVERYONE PRESENTS

·       YOU MUST PREPARE CHEAT SHEETS FOR YOUR CLASSMATES SIMILAR TO THE CHEAT SHEETS I PROVIDE YOU.  MAKE THEM SMALL AND PASTABLE IN YOUR NOTEBOOKS. MAKE ENOUGH FOR THE ENTIRE CLASS. BE SURE TO PREPARE THEM PRIOR TO YOUR PRESENTATION.

TOPICS AND GROUP ASSIGNMENTS

H BLOCK

Group # 1

Topic:

CHARACTERISTICS OF A DYSTOPIAN SOCIETY

Research and presentation team:

John, Alyaana, Rico

 

Group #2 

Topic:

CHARACTERISTICS OF A DYSTOPIAN PROTAGOINIST AND EXAMPLES IN FILMS, LITERATURE– Research and presentation team:

Ida, Jochem, Kayla

Group #3 

Topic:

DEFINE DYSTOPIAN CONTROLS AND PROVIDE EXAMPLES IN FILM AND LITERATURE–

Research and presentation team:

Ryan, Ava, Nur

Group #4

Topic:

 EXPLAIN UTOPIA AND PROVIDE EXAMPLES IN LITERATURE, FILM, AND REAL LIFE ATTEMPTS TO CREATE UTOPIA

Research and presentation team:

Noah, Camden, Matthew

Group # 5

Topic:

INVESTIGATE AND REPORT ON THE COMMON THEMES IN DYSTOPIAN ART AND LITERATURE.

Research and presentation team:

Jesse, TK, Sydney, Jason

SHORT NOTES:

SSR (sustained silent reading) is from 11:55 to 12:05 Monday, Tuesday, and Thursday

Week of Oct 22-26 LA Sub Plans

Monday October 22 (C and A blocks)   Duty first break in the Amphitheater C BLOCK Students must complete their summary on the “Are you my mother?” Article.  This should take about 30/40 minutes.  I will have a look at them on Google docs.  They can also refer to my summary, which is posted on the BLOG. Remind them: o   Short o   General Overview o   No Details o   Watch Personal Bias o   Think of WHO, WHAT, WHEN, WHERE, HOW. 9am – GO TO THE LIBRARY - They will then go to the library for a presentation on books, specifically DYSTOPIAN books.  All students should have a dystopian book to read by the end of the class.

Tuesday October 23 (G, H, E, F Blocks) All the blocks will follow the same lesson plans.  Today each block will go to the library for 35/40 minute  visit with Rhona: Library timeings: H block @ 10:35-11:10 E block @ 12:40-1:20 F block @ 2:10-2:50 Tuesday October 23 and Thursday October 25 On these two days, students must ·       select an article of choice (they are on the tables in the front of the class) ·       annotate the article for the main idea, vocabulary, and evidence ·       from their annotations, they are to accomplish a S.A.L.T.Y.P. analysis in preparation for a SUMMARY/ANALYSIS that will INCLUDE EVIDENCE AND AN ANALYSIS OF WHY THE ARTICLE IS IMPORTANT – SO IT WILL BE A TAD BIT LONGER THEN THE ANALYSIS THEY WROTE FOR, “ARE YOU MY MOTHER” o   They must copy the S.A.L.T.Y.P. template that is one the blog (I’ve put a new link on the blog) and label it §  Block, name, title of article (H Moreau Why Don’t Cats Have Shoes) §  Make sure they share their summary/analysis with me They must accomplish this by end of class on Thursday.

Wednesday October 24 and Friday October 26 (C Block) (A Block – follow the above plan) Duty in the Kgoro at lunch This class will follow the same plan as yesterday’s E, F, and H: On these two days, students must ·       select an article of choice (they are on the tables in the front of the class, they are theirs to keep and annotate) ·       annotate the article for the main idea, vocabulary, and evidence ·       from their annotations, they are to accomplish a S.A.L.T.Y.P. analysis in preparation for a SUMMARY/ANALYSIS that will INCLUDE EVIDENCE AND AN ANALYSIS OF WHY THE ARTICLE IS IMPORTANT – SO IT WILL BE A TAD BIT LONGER THEN THE ANALYSIS THEY WROTE FOR, “ARE YOU MY MOTHER” o   They must copy the S.A.L.T.Y.P. template that is on the blog (I’ve put a new link on the blog) and label it §  Block, name, title of article (H Moreau - Why Don’t Cats Have Shoes) §  Make sure they share their summary analysis with me They must accomplish this by end of class on Friday.

S.A.L.T.Y.P. MODEL "Are You My Mother"

Name: Donna Moreau          Block:    H     Article: “Are You My Mother? Orphaned Baby Animals snuggling with Old Fur Clothing

S.A.L.T.Y.P.      S.TRUCTURE A.UTHOR/AUDIENCE L.ANGUAGE T.TONE Y.EAR P.URPOSE

STRUCTURE
HOOKS/GRABBERS	TEXT STRUCTURE	PATTERNS OF TEXT
Title is an allusion to the children’s book by P.D. Eastman, Are You My Mother - a baby bird is searching for his/her mother	Traditional Info Text structure    Background info about use of furs       problems    Thesis included in intro     Suggests compare/contrast     Statistics facts        Heading #1 introduces         Provocative heading with solutions     Heading #2 Results with evidence Missing a conclusion to wrap up the ideas	Title w/two headings Then divided into paragraphs Repetition of words (c words) (Not a real conclusion)

AUTHOR/AUDIENCE
AUTHOR	AUDIENCE	POINT OF VIEW
No stated author, but article comes from the Washington Post August 15, 2016	Young adults as the article was adapted by the Newsela staff	Reporter – Omniscient

LANGUAGE
WORD CHOICE	WORD CONNOTATION	LANGUAGE OF AN ARGUMENT
Intro:  wearing animal fur, unfashionable, conflicted Heading #1 adorable, orphaned baby animals – CUTENESS FACTOR Lost their mothers Comfy and comforting Cuddling Parentless	The phrase 41 percent think fur is unfashionable connotes that there is still a large % of the population that is against wearing furs. Maybe the final line, the quote from a Born Free donor, connotes that once people become aware of where furs come from, they are less likely to want to wear furs. Otherwise the wording is pretty straight forward	Not really an argument, more information and suggestions, but uses argument language and research Logos Pathos

TONE
EXAMPLES OF TONE	QUESTIONS TO CONSIDER
Lost their mothers  - sadness Parentless - sadness Comfy and comforting Cuddling and cozy Baby animals – smushy Overall hopeful that something terrible, “From Cruelty to Comfort”, can be put to good use.	I wonder if anyone reading this might find it kind of sick or weird that dead animals are comforting live animals. Is there an irony there?

YEAR
STEP 1: IDENTIFY THE YEAR	STEP 2: ANALYZE THE SIGNIFICANCE OF THE YEAR WRITTEN/PUBLISHED OR THE YEAR THE STORY IS SET
August of 2016	I don’t think there is a significance in the year.  I appreciate the opening line where the writer suggests that, “as many times as fur in fashion has been proclaimed dead . . .“,  suggests that the wearing of dead animals is a trendy thing.
PURPOSE
WHY WRITE THIS? MESSAGE/THEME	IDENTIFYING AUTHOR’S PURPOSE IS IMPORTANT BECAUSE . . .
Even actions that some think are cruel can eventually be used for good. Evidence:        Headline #1 “From Cruelty to Comfort        Humans “remain conflicted about wearing animal fur.”        “What’s the right thing to do?        “A coat born of cruelty, is now help animals . . . “                        Adam M. Roberts, CEO of Born Free USA                        (an animal welfare and conservation group                        that collects old furs)	Because humans are conflicted about the wearing of animal furs, the author proposes that no matter how one feels, old furs, found furs, or furs cast aside because of a change in moral beliefs, can be used to help comfort animals that are struggling because of any number of circumstances, usually because they lost their mothers or where hurt and rescued..

In the space below, please write a summary of the article based on your findings.  This should be an objective summary

using evidence from the text.

In the article, “Are you my mother? Orphaned baby animals snuggling with old fur clothing,” adapted by the Newsela staff from the Washington Post, the author(s), in the title, allude to a Suessian inspired children’s book about a little bird searching for his/her lost mother. What this allusion suggests is that the article will be about baby animals and some sort of loss.  And, the allusion works because the story is about how used, discarded, and/or inherited furs are being used to comfort orphaned baby animals.  The article begins by revealing statistics regarding designers who continue to use furs and those that have, “ . . . gone fur free.”  Even though humans are conflicted about wearing furs, the animal pelts are still around and one organization, Born Free USA, is taking action to turn the “cruel” practice of stripping the fur off of animals to using the furs to comfort animals removed from their natural environments.  The author(s) of the article use pathos, i.e. “ . . . lost their mothers . . . “, “ . . . raised in crowded wire cages . . .”, and the repetition of the word, “cruel” to tell the story. They also use sweet words like, “cozy, comfy, and comforting,” or “cuddling”, to suggest a tone of positivity in the solution to donate old, used, worn, or discarded furs to animals in wildlife rehabilitation centers.  In the end, and despite the author’s use of biased words, the article provides a clear solution about how to use furs as surrogate mothers to animals who need the comfort of a good snuggle.