December 5, 2014
Bell Work
- Turn in Bell Work
Classwork
- Final Unit
- Finish Student Activity
Bell Work
- Turn in Bell Work
Classwork
- Final Unit
- Finish Student Activity
December 4, 2014
Bell Work
- Prompt: "A weed is no more than a flower in disguise (James Russell Lowell)."
- Relevance: Since you've formed an understanding for, and an opinion of the picture, write an analysis- How does it apply to today?
Classwork
- Final Unit
- Student Activity
- Giving a list of figurative language terminology and examples, in small groups students will create examples for peers to review and assess.
Bell Work
- Prompt: "A weed is no more than a flower in disguise (James Russell Lowell)."
- Relevance: Since you've formed an understanding for, and an opinion of the picture, write an analysis- How does it apply to today?
Classwork
- Final Unit
- Student Activity
- Giving a list of figurative language terminology and examples, in small groups students will create examples for peers to review and assess.
December 3, 2014
Bell Work
- Prompt: "A weed is no more than a flower in disguise (James Russell Lowell)."
- Reflect: After you have formed a sense of understanding, reflect on the prompt- What do you think about it? Why?
Classwork
- Final Unit
- Figurative Language
- Introduce terminology
Bell Work
- Prompt: "A weed is no more than a flower in disguise (James Russell Lowell)."
- Reflect: After you have formed a sense of understanding, reflect on the prompt- What do you think about it? Why?
Classwork
- Final Unit
- Figurative Language
- Introduce terminology
December 2, 2014
Bell Work
- Prompt: "A weed is no more than a flower in disguise (James Russell Lowell)."
- Translate: After considering the prompt, write a brief translation- What did the quote mean? What does the picture/video show or represent? etc.
Classwork
- Food Inc
- Summative Project
- Work Day
- Due Friday 12/5
Bell Work
- Prompt: "A weed is no more than a flower in disguise (James Russell Lowell)."
- Translate: After considering the prompt, write a brief translation- What did the quote mean? What does the picture/video show or represent? etc.
Classwork
- Food Inc
- Summative Project
- Work Day
- Due Friday 12/5
December 1, 2014
Bell Work
- Prompt: "A weed is no more than a flower in disguise (James Russell Lowell)."
- Record: Copy the quote or passage down legibly, in clear and correct print. Yes, this is a handwriting lesson! Practice your "professional" script. If it is a picture, video or other media, record the title, creator and any description given.
Classwork
- Food Inc
- Summative Project
- Work Day
- Due Friday 12/5
Bell Work
- Prompt: "A weed is no more than a flower in disguise (James Russell Lowell)."
- Record: Copy the quote or passage down legibly, in clear and correct print. Yes, this is a handwriting lesson! Practice your "professional" script. If it is a picture, video or other media, record the title, creator and any description given.
Classwork
- Food Inc
- Summative Project
- Work Day
- Due Friday 12/5
November 26 - 28, 2014
NO SCHOOL: HAPPY THANKSGIVING!
NO SCHOOL: HAPPY THANKSGIVING!
November 25, 2014
Bell Work
- No Bell Work
Classwork
- Food Inc
- Summative Assessment/Project
- Student work day
Bell Work
- No Bell Work
Classwork
- Food Inc
- Summative Assessment/Project
- Student work day
November 24, 2014
Bell Work
- No Bell Work
Classwork
- Food Inc
- Summative Assessment/Project
- Student work day
Bell Work
- No Bell Work
Classwork
- Food Inc
- Summative Assessment/Project
- Student work day
November 21, 2014
Bell Work
- Turn in Bell Work
Classwork
- Food Inc
- Documentary Overview/Review
- Summative Assessment/Project
- Students will individually or in a small group (no more than 3 people) create an awareness or educational presentation.
- Students can choose their presentation format: slide show/power point, prezi, video, etc.
- Students will choose a topic or topics from the documentary and create a presentation to raise awareness and/or educate the consumer
- Students will need to incorporate a combination of ALL the following: facts/information (research outside of the movie content is recommended),
pictures (not too graphic), address the problem and offer practical solutions
- Presentations should be between 2 - 5 minutes long
Bell Work
- Turn in Bell Work
Classwork
- Food Inc
- Documentary Overview/Review
- Summative Assessment/Project
- Students will individually or in a small group (no more than 3 people) create an awareness or educational presentation.
- Students can choose their presentation format: slide show/power point, prezi, video, etc.
- Students will choose a topic or topics from the documentary and create a presentation to raise awareness and/or educate the consumer
- Students will need to incorporate a combination of ALL the following: facts/information (research outside of the movie content is recommended),
pictures (not too graphic), address the problem and offer practical solutions
- Presentations should be between 2 - 5 minutes long
November 20, 2014
Bell Work
Prompt: "You didn't come into this world. You came out of it, like a wave from the ocean. You are not a stranger here." - Alan Watts
- Relevance: Since you've formed an understanding for, and an opinion of the picture, write an analysis- How does it apply to today?
Classwork
- Food Inc
- Chapter 9: Shocks to the System
- Discussion
- Reflection
Bell Work
Prompt: "You didn't come into this world. You came out of it, like a wave from the ocean. You are not a stranger here." - Alan Watts
- Relevance: Since you've formed an understanding for, and an opinion of the picture, write an analysis- How does it apply to today?
Classwork
- Food Inc
- Chapter 9: Shocks to the System
- Discussion
- Reflection
November 19, 2014
Bell Work
Prompt: "You didn't come into this world. You came out of it, like a wave from the ocean. You are not a stranger here." - Alan Watts
- Reflect: After you have formed a sense of understanding, reflect on the prompt- What do you think about it? Why?
Classwork
- Food Inc
- Chapter 9: Shocks to the System
- Watch
- Summarize
Materials
Bell Work
Prompt: "You didn't come into this world. You came out of it, like a wave from the ocean. You are not a stranger here." - Alan Watts
- Reflect: After you have formed a sense of understanding, reflect on the prompt- What do you think about it? Why?
Classwork
- Food Inc
- Chapter 9: Shocks to the System
- Watch
- Summarize
Materials
chapater_9_shocksto_the_system.doc | |
File Size: | 28 kb |
File Type: | doc |
November 18, 2014
Bell Work
Prompt: "You didn't come into this world. You came out of it, like a wave from the ocean. You are not a stranger here." - Alan Watts
- Translate: After considering the prompt, write a brief translation- What did the quote mean? What does the picture/video show or represent? etc.
Classwork
- Food Inc
- Chapter 8: The Veil
- Discussion
- Reflection
Bell Work
Prompt: "You didn't come into this world. You came out of it, like a wave from the ocean. You are not a stranger here." - Alan Watts
- Translate: After considering the prompt, write a brief translation- What did the quote mean? What does the picture/video show or represent? etc.
Classwork
- Food Inc
- Chapter 8: The Veil
- Discussion
- Reflection
November 17, 2014
Bell Work
Prompt: "You didn't come into this world. You came out of it, like a wave from the ocean. You are not a stranger here." - Alan Watts
- Record: Copy the quote or passage down legibly, in clear and correct print. Yes, this is a handwriting lesson! Practice your "professional" script. If it is a picture, video or other media, record the title, creator and any description given.
Classwork
- Food Inc
- Chapter 8: The Veil
- Watch
- Summarize
Materials
Bell Work
Prompt: "You didn't come into this world. You came out of it, like a wave from the ocean. You are not a stranger here." - Alan Watts
- Record: Copy the quote or passage down legibly, in clear and correct print. Yes, this is a handwriting lesson! Practice your "professional" script. If it is a picture, video or other media, record the title, creator and any description given.
Classwork
- Food Inc
- Chapter 8: The Veil
- Watch
- Summarize
Materials
chapter_8_the_veil.doc | |
File Size: | 30 kb |
File Type: | doc |
November 14, 2014
Bell Work
- Turn in Bell Work
Classwork
- Food Inc
- Chapter 7: From Seed to the Supermarket
- Discussion
- Reflect
Bell Work
- Turn in Bell Work
Classwork
- Food Inc
- Chapter 7: From Seed to the Supermarket
- Discussion
- Reflect
November 13, 2014
Bell Work
- Prompt: “We have become great because of the lavish use of our resources ... But the time has come to inquire seriously what will happen when our forests are gone, when the coal, the iron, the oil and the gas are exhausted.” - Theodore Roosevelt
- Relevance: Since you've formed an understanding for, and an opinion of the picture, write an analysis- How does it apply to today?
Classwork
- Food Inc
- Chapter 7: From Seed to the Supermarket
- Watch
- Summarize
Materials
Bell Work
- Prompt: “We have become great because of the lavish use of our resources ... But the time has come to inquire seriously what will happen when our forests are gone, when the coal, the iron, the oil and the gas are exhausted.” - Theodore Roosevelt
- Relevance: Since you've formed an understanding for, and an opinion of the picture, write an analysis- How does it apply to today?
Classwork
- Food Inc
- Chapter 7: From Seed to the Supermarket
- Watch
- Summarize
Materials
chapte_7_from_seed_to_the_supermarket.doc | |
File Size: | 26 kb |
File Type: | doc |
November 12, 2014
Bell Work
- Prompt: “We have become great because of the lavish use of our resources ... But the time has come to inquire seriously what will happen when our forests are gone, when the coal, the iron, the oil and the gas are exhausted.” - Theodore Roosevelt
- Reflect: After you have formed a sense of understanding, reflect on the prompt- What do you think about it? Why?
Classwork
- Food Inc
- Chapter 6: Hidden Costs
- Discussion
- Reflect
Bell Work
- Prompt: “We have become great because of the lavish use of our resources ... But the time has come to inquire seriously what will happen when our forests are gone, when the coal, the iron, the oil and the gas are exhausted.” - Theodore Roosevelt
- Reflect: After you have formed a sense of understanding, reflect on the prompt- What do you think about it? Why?
Classwork
- Food Inc
- Chapter 6: Hidden Costs
- Discussion
- Reflect
November 11, 2014
Bell Work
- Prompt: “We have become great because of the lavish use of our resources ... But the time has come to inquire seriously what will happen when our forests are gone, when the coal, the iron, the oil and the gas are exhausted.” - Theodore Roosevelt
- Translate: After considering the prompt, write a brief translation- What did the quote mean? What does the picture/video show or represent? etc.
Classwork
- Food Inc
- Chapter 6: Hidden Costs
- Watch
- Summarize
Materials
Bell Work
- Prompt: “We have become great because of the lavish use of our resources ... But the time has come to inquire seriously what will happen when our forests are gone, when the coal, the iron, the oil and the gas are exhausted.” - Theodore Roosevelt
- Translate: After considering the prompt, write a brief translation- What did the quote mean? What does the picture/video show or represent? etc.
Classwork
- Food Inc
- Chapter 6: Hidden Costs
- Watch
- Summarize
Materials
chapter_6_hidden_costs.doc | |
File Size: | 31 kb |
File Type: | doc |
November 10, 2014
Bell Work
- Prompt: “We have become great because of the lavish use of our resources ... But the time has come to inquire seriously what will happen when our forests are gone, when the coal, the iron, the oil and the gas are exhausted.” - Theodore Roosevelt
- Record: Copy the quote or passage down legibly, in clear and correct print. Yes, this is a handwriting lesson! Practice your "professional" script. If it is a picture, video or other media, record the title, creator and any description given.
Classwork
- Food Inc
- Chapter 5: In the Grass
- Discussion
- Reflection
Bell Work
- Prompt: “We have become great because of the lavish use of our resources ... But the time has come to inquire seriously what will happen when our forests are gone, when the coal, the iron, the oil and the gas are exhausted.” - Theodore Roosevelt
- Record: Copy the quote or passage down legibly, in clear and correct print. Yes, this is a handwriting lesson! Practice your "professional" script. If it is a picture, video or other media, record the title, creator and any description given.
Classwork
- Food Inc
- Chapter 5: In the Grass
- Discussion
- Reflection
November 7, 2014
Bell Work
- Turn in Bell Work
Classwork
- Food Inc
- Chapter 5: In the Grass
- Watch
- Summarize
Bell Work
- Turn in Bell Work
Classwork
- Food Inc
- Chapter 5: In the Grass
- Watch
- Summarize
chapter_5_in_the_grass.doc | |
File Size: | 29 kb |
File Type: | doc |
November 6, 2014
Bell Work
- Prompt: Picture: Richard Gallup's "At Peace"
- Relevance: Since you've formed an understanding for, and an opinion of the picture, write an analysis- How does it apply to today?
Classwork
- Food Inc
- Chapter 4: The Dollar Menu
- Discussion
- Reflection
Bell Work
- Prompt: Picture: Richard Gallup's "At Peace"
- Relevance: Since you've formed an understanding for, and an opinion of the picture, write an analysis- How does it apply to today?
Classwork
- Food Inc
- Chapter 4: The Dollar Menu
- Discussion
- Reflection
November 5, 2014
Bell Work
- Prompt: Picture: Richard Gallup's "At Peace"
- Reflect: After you have formed a sense of understanding, reflect on the picture- What do you think about it? Why?
Classwork
- Food Inc
- Chapter 4: The Dollar Menu
Materials
Bell Work
- Prompt: Picture: Richard Gallup's "At Peace"
- Reflect: After you have formed a sense of understanding, reflect on the picture- What do you think about it? Why?
Classwork
- Food Inc
- Chapter 4: The Dollar Menu
Materials
chapter_4_the_dollar_menu.doc | |
File Size: | 28 kb |
File Type: | doc |
November 4, 2014
Bell Work
- Prompt: Picture: Richard Gallup's "At Peace"
- Translate: After considering the picture, write a brief translation- What do you think the picture means? What does the picture/video show or represent? etc.
Classwork
- Food Inc
- Work on Declarations
Bell Work
- Prompt: Picture: Richard Gallup's "At Peace"
- Translate: After considering the picture, write a brief translation- What do you think the picture means? What does the picture/video show or represent? etc.
Classwork
- Food Inc
- Work on Declarations
November 3, 2014
Bell Work
- Prompt: Picture: Richard Gallup's "At Peace"
- Record: Write down, practicing good penmanship, a description of the image.
- Turn in last week's Bell Work
Classwork
A Declaration of Responsibility
- The Chapters so far have a correlating concern: Who's responsible?
- Who's responsible, and to what extent, for the quality of life of animals?
- Who's responsible for making consumers aware of the quality of ingredients of their food?
- Who's responsible for the unintended consequences of our actions?
- Draft a declaration that outlines the responsibility of the main stake holders in the food industry: the consumer (you), the producer (companies growing/providing the food), the corporation (companies in charge of marketing products, selling them to consumers, distributing the supply) and the government (those in charge of governing the rules for the industry).
Bell Work
- Prompt: Picture: Richard Gallup's "At Peace"
- Record: Write down, practicing good penmanship, a description of the image.
- Turn in last week's Bell Work
Classwork
A Declaration of Responsibility
- The Chapters so far have a correlating concern: Who's responsible?
- Who's responsible, and to what extent, for the quality of life of animals?
- Who's responsible for making consumers aware of the quality of ingredients of their food?
- Who's responsible for the unintended consequences of our actions?
- Draft a declaration that outlines the responsibility of the main stake holders in the food industry: the consumer (you), the producer (companies growing/providing the food), the corporation (companies in charge of marketing products, selling them to consumers, distributing the supply) and the government (those in charge of governing the rules for the industry).
October 31, 2014
No School!
No School!
October 30, 2014
Bell Work
Prompt: "The greatest threat to our planet is the belief that someone else will save it " (Robert Swan).
- Relevance: Since you've formed an understanding for, and an opinion of the picture, write an analysis- How does it apply to today?
Classwork
- Work Day to catch up on Discussion Guides
Bell Work
Prompt: "The greatest threat to our planet is the belief that someone else will save it " (Robert Swan).
- Relevance: Since you've formed an understanding for, and an opinion of the picture, write an analysis- How does it apply to today?
Classwork
- Work Day to catch up on Discussion Guides
October 29, 2014
Bell Work
Prompt: "The greatest threat to our planet is the belief that someone else will save it " (Robert Swan).
- Reflect: After you have formed a sense of understanding, reflect on the prompt- What do you think about it? Why?
Classwork
- Chapter 3: Unintended Consequences
- Discussion
- Reflections
Bell Work
Prompt: "The greatest threat to our planet is the belief that someone else will save it " (Robert Swan).
- Reflect: After you have formed a sense of understanding, reflect on the prompt- What do you think about it? Why?
Classwork
- Chapter 3: Unintended Consequences
- Discussion
- Reflections
October 28, 2014
Bell Work
Prompt: "The greatest threat to our planet is the belief that someone else will save it " (Robert Swan).
- Translate: After considering the prompt, write a brief translation- What did the quote mean? What does the picture/video show or represent? etc.
Classwork
- Food Inc.
- Food Inventories DUE
- Chapter 3: Unintended Consequences
- Viewing Journal
- Chapter Title
- Summary
- Discussion Notes:
- Who's responsibly for keeping our food safe?
- Who's responsible for Kevin's death?
- You are a salesperson at the restaurant who sold the hamburger to Kevin's mom. Are you responsible?
- You are the meat distributor who sold the meat to the restaurant. Are you responsible?
- You are a worker at the meatpacking plant whose job is to cut the carcuss. You follow the procedures set up by the plant. Are you responsible?
- You are a board trustee or the CEO of the cattle distributor and/or meatpacking plant. Are you responsible?
- You are the federal court judge who says that the government doesn't have the authority to shut down a meatpacking plant that repeatedly fails contaminant tests. Are you responsible?
- What about the people who started feeding corn to cows in the first place? Are they in anyway responsible?
- If any of these people didn't intend for Kevin to die, does that get them off the hook?
- Reflection: Feeding cattle cheap and abundant corn seemed like a good idea when people started doing it, but it had some unintended consequences. What is a parallel situation in which something that started as a solution created more problems than existed in the first place. (ex. the use of gasoline-powered cars has not only depleted a natural resource but has had the unintended consequence of raising carbon dioxide levels in the air.)
Materials
Bell Work
Prompt: "The greatest threat to our planet is the belief that someone else will save it " (Robert Swan).
- Translate: After considering the prompt, write a brief translation- What did the quote mean? What does the picture/video show or represent? etc.
Classwork
- Food Inc.
- Food Inventories DUE
- Chapter 3: Unintended Consequences
- Viewing Journal
- Chapter Title
- Summary
- Discussion Notes:
- Who's responsibly for keeping our food safe?
- Who's responsible for Kevin's death?
- You are a salesperson at the restaurant who sold the hamburger to Kevin's mom. Are you responsible?
- You are the meat distributor who sold the meat to the restaurant. Are you responsible?
- You are a worker at the meatpacking plant whose job is to cut the carcuss. You follow the procedures set up by the plant. Are you responsible?
- You are a board trustee or the CEO of the cattle distributor and/or meatpacking plant. Are you responsible?
- You are the federal court judge who says that the government doesn't have the authority to shut down a meatpacking plant that repeatedly fails contaminant tests. Are you responsible?
- What about the people who started feeding corn to cows in the first place? Are they in anyway responsible?
- If any of these people didn't intend for Kevin to die, does that get them off the hook?
- Reflection: Feeding cattle cheap and abundant corn seemed like a good idea when people started doing it, but it had some unintended consequences. What is a parallel situation in which something that started as a solution created more problems than existed in the first place. (ex. the use of gasoline-powered cars has not only depleted a natural resource but has had the unintended consequence of raising carbon dioxide levels in the air.)
Materials
chapter_3_unintended_consequences.doc | |
File Size: | 34 kb |
File Type: | doc |
October 27, 2014
Bell Work
Prompt: "The greatest threat to our planet is the belief that someone else will save it (Robert Swan)."
- Record: Copy the quote or passage down legibly, in clear and correct print. Yes, this is a handwriting lesson! Practice your "professional" script. If it is a picture, video or other media, record the title, creator and any description given.
Classwork
- Food Inc.
- Chapter 1 Journals DUE
- Chapter 2: A Cornucopia of Choices
- Viewing Journal
- Chapter Title
- Summary
- Discussion Notes:
- Do people have the right to know what is in their food?
- Were you surprised to find that corn is so prevalent in our foods? Why aren't more people aware of this? Do you think that this reality is kept secret?
- Food labels actually do list corn-based ingredients, but not always in a recognizable way. How do you feel about ingredients being included in your diet without your knowledge?
- Whose responsibility do you think it is to inform us about what is in our food?
- Reflection: In the film, food science professor Larry Johnson says, "if you go and look on the supermarket shelf, I'll bet you 90 percent of [the products] would contain either a corn or soybean ingredient. And most of the time, it'll contain both." Why might it be a problem that the majority of our food is made mostly from just corn and soybeans-- so that nearly everything we eat contains them?
Homework
- Home Products Inventory
- Go through your cabinets at home, record the brand/product next to the corn additive it contains
- Which corn-based ingredient was most prevalent?
- What types of foods/products were corn-free? Did it contain soybean?
Materials
Bell Work
Prompt: "The greatest threat to our planet is the belief that someone else will save it (Robert Swan)."
- Record: Copy the quote or passage down legibly, in clear and correct print. Yes, this is a handwriting lesson! Practice your "professional" script. If it is a picture, video or other media, record the title, creator and any description given.
Classwork
- Food Inc.
- Chapter 1 Journals DUE
- Chapter 2: A Cornucopia of Choices
- Viewing Journal
- Chapter Title
- Summary
- Discussion Notes:
- Do people have the right to know what is in their food?
- Were you surprised to find that corn is so prevalent in our foods? Why aren't more people aware of this? Do you think that this reality is kept secret?
- Food labels actually do list corn-based ingredients, but not always in a recognizable way. How do you feel about ingredients being included in your diet without your knowledge?
- Whose responsibility do you think it is to inform us about what is in our food?
- Reflection: In the film, food science professor Larry Johnson says, "if you go and look on the supermarket shelf, I'll bet you 90 percent of [the products] would contain either a corn or soybean ingredient. And most of the time, it'll contain both." Why might it be a problem that the majority of our food is made mostly from just corn and soybeans-- so that nearly everything we eat contains them?
Homework
- Home Products Inventory
- Go through your cabinets at home, record the brand/product next to the corn additive it contains
- Which corn-based ingredient was most prevalent?
- What types of foods/products were corn-free? Did it contain soybean?
Materials
chapter_2_a_cornucopia_of_choices.docx | |
File Size: | 14 kb |
File Type: | docx |
food_inventory.doc | |
File Size: | 40 kb |
File Type: | doc |
October 24, 2014
Bell Work
- Turn in Bell Work
Classwork
- Food Inc
- Preview: A Cornucopia of Choices
Bell Work
- Turn in Bell Work
Classwork
- Food Inc
- Preview: A Cornucopia of Choices
October 23, 2014
Bell Work
Prompt: “Live like your life depends on it (unknown)."
- Relevance: Since you've formed an understanding for, and an opinion of the picture, write an analysis- How does it apply to today?
Classwork
- Food Inc.
- Chapter 1: Fast Food to All Food
- Discussion
- Class example: Journaling
- students will work together as a class on the first journal
Bell Work
Prompt: “Live like your life depends on it (unknown)."
- Relevance: Since you've formed an understanding for, and an opinion of the picture, write an analysis- How does it apply to today?
Classwork
- Food Inc.
- Chapter 1: Fast Food to All Food
- Discussion
- Class example: Journaling
- students will work together as a class on the first journal
October 22, 2014
Bell Work
Prompt: “Live like your life depends on it (unknown)."
- Reflect: After you have formed a sense of understanding, reflect on the prompt- What do you think about it? Why?
Classwork
- Food Inc.
- Overview of the documentary: The documentary "provides a critical look at the industrialized nature of our country's food supply. It explores the relationship between how our foo is produced and human health, workers' rights, animal welfare, and other issues.
- Explanation of Viewing Journal
- In addition to student/class discussion, students will track their understanding through journaling. Journal entries consist of the following
- Title of the Movie Chapter
- Summary of Chapter (the who, what, when, where, why, how)
- Discussion Notes
- Final Reflection
- Chapter 1: Fast Food to All Food
- Example of Viewing Journal
- Title: Chapter 1- Fast Food to All Food
- Summary- "Fast food has transformed not only what and how people eat, but also farming practices and the entire global food system... The food industry has altered the way that chickens are raised, including changes in farm operations, the living conditions of chickens, and even the chickens themselves."
- Discussion Notes:
- Do animals have the right to a certain quality of life?
- Do your pets have the same rights as you? other people in the household? What rights do they have? What rights are limited?
- Are there any rights that all animals should have?
- If animals should have certain rights, how and do they apply to farm animals (chickens, cows, pigs)
- How do you think farm animals should be treated? How does that compare to the reality depicted in the movie clip?
- Reflection- Write a reflection based on the following prompt: Richard Lobb of the National Chicken Council says in the films, "In a way, we're not producing chickens, we're producing food." What does this statement mean? Do you agree or disagree with it? Why? Make sure to support your thoughts with either evidence from your life or the movie.
Materials
Bell Work
Prompt: “Live like your life depends on it (unknown)."
- Reflect: After you have formed a sense of understanding, reflect on the prompt- What do you think about it? Why?
Classwork
- Food Inc.
- Overview of the documentary: The documentary "provides a critical look at the industrialized nature of our country's food supply. It explores the relationship between how our foo is produced and human health, workers' rights, animal welfare, and other issues.
- Explanation of Viewing Journal
- In addition to student/class discussion, students will track their understanding through journaling. Journal entries consist of the following
- Title of the Movie Chapter
- Summary of Chapter (the who, what, when, where, why, how)
- Discussion Notes
- Final Reflection
- Chapter 1: Fast Food to All Food
- Example of Viewing Journal
- Title: Chapter 1- Fast Food to All Food
- Summary- "Fast food has transformed not only what and how people eat, but also farming practices and the entire global food system... The food industry has altered the way that chickens are raised, including changes in farm operations, the living conditions of chickens, and even the chickens themselves."
- Discussion Notes:
- Do animals have the right to a certain quality of life?
- Do your pets have the same rights as you? other people in the household? What rights do they have? What rights are limited?
- Are there any rights that all animals should have?
- If animals should have certain rights, how and do they apply to farm animals (chickens, cows, pigs)
- How do you think farm animals should be treated? How does that compare to the reality depicted in the movie clip?
- Reflection- Write a reflection based on the following prompt: Richard Lobb of the National Chicken Council says in the films, "In a way, we're not producing chickens, we're producing food." What does this statement mean? Do you agree or disagree with it? Why? Make sure to support your thoughts with either evidence from your life or the movie.
Materials
chapter_1_fast_food_to_all_food.doc | |
File Size: | 28 kb |
File Type: | doc |
October 21, 2014
Bell Work
Prompt: “Live like your life depends on it (unknown)."
- Translate: After considering the prompt, write a brief translation- What did the quote mean? What does the picture/video show or represent? etc.
Classwork
- This I Believe Video Essay
- Finish presentations
Bell Work
Prompt: “Live like your life depends on it (unknown)."
- Translate: After considering the prompt, write a brief translation- What did the quote mean? What does the picture/video show or represent? etc.
Classwork
- This I Believe Video Essay
- Finish presentations
October 20, 2014
Bell Work
Prompt: “Live like your life depends on it (unknown)."
- Record: Copy the quote or passage down legibly, in clear and correct print. Yes, this is a handwriting lesson! Practice your "professional" script. If it is a picture, video or other media, record the title, creator and any description given.
Classwork
- "This I Believe" Video Essay
- DUE today
- presentations
Bell Work
Prompt: “Live like your life depends on it (unknown)."
- Record: Copy the quote or passage down legibly, in clear and correct print. Yes, this is a handwriting lesson! Practice your "professional" script. If it is a picture, video or other media, record the title, creator and any description given.
Classwork
- "This I Believe" Video Essay
- DUE today
- presentations
October 17.2014
Bell Work
- Turn in Bell Work
Classwork
- "This I Believe" Essay
- Creating visual presentation
- DUE Wednesday, 10/20/14
Bell Work
- Turn in Bell Work
Classwork
- "This I Believe" Essay
- Creating visual presentation
- DUE Wednesday, 10/20/14
October 16, 2014
Bell Work
Prompt: “There are some things you learn best in calm, and some in storm (Willa Cather)."
- Relevance: Since you've formed an understanding for, and an opinion of the picture, write an analysis- How does it apply to today?
Classwork
- "This I Believe" Essay
- Creating visual presentation
- DUE Wednesday, 10/20/14
Bell Work
Prompt: “There are some things you learn best in calm, and some in storm (Willa Cather)."
- Relevance: Since you've formed an understanding for, and an opinion of the picture, write an analysis- How does it apply to today?
Classwork
- "This I Believe" Essay
- Creating visual presentation
- DUE Wednesday, 10/20/14
October 15, 2014
Bell Work
Prompt: “There are some things you learn best in calm, and some in storm (Willa Cather)."
- Reflect: After you have formed a sense of understanding, reflect on the prompt- What do you think about it? Why?
Classwork
- "This I Believe" Essay
- Creating visual presentation
- DUE Wednesday, 10/20/14
Bell Work
Prompt: “There are some things you learn best in calm, and some in storm (Willa Cather)."
- Reflect: After you have formed a sense of understanding, reflect on the prompt- What do you think about it? Why?
Classwork
- "This I Believe" Essay
- Creating visual presentation
- DUE Wednesday, 10/20/14
October 14, 2014
Bell Work
Prompt: “There are some things you learn best in calm, and some in storm (Willa Cather)."
- Translate: After considering the prompt, write a brief translation- What did the quote mean? What does the picture/video show or represent? etc.
Classwork
- "This I Believe" Essay
- Creating visual presentation
- DUE Wednesday, 10/20/14
Bell Work
Prompt: “There are some things you learn best in calm, and some in storm (Willa Cather)."
- Translate: After considering the prompt, write a brief translation- What did the quote mean? What does the picture/video show or represent? etc.
Classwork
- "This I Believe" Essay
- Creating visual presentation
- DUE Wednesday, 10/20/14
October 13, 2014
Bell Work
Prompt: “There are some things you learn best in calm, and some in storm (Willa Cather)."
- Record: Copy the quote or passage down legibly, in clear and correct print. Yes, this is a handwriting lesson! Practice your "professional" script. If it is a picture, video or other media, record the title, creator and any description given.
Classwork
- "This I Believe" Essay
- Creating visual presentation
- DUE Wednesday, 10/20/14
Bell Work
Prompt: “There are some things you learn best in calm, and some in storm (Willa Cather)."
- Record: Copy the quote or passage down legibly, in clear and correct print. Yes, this is a handwriting lesson! Practice your "professional" script. If it is a picture, video or other media, record the title, creator and any description given.
Classwork
- "This I Believe" Essay
- Creating visual presentation
- DUE Wednesday, 10/20/14
October 9 & 10, 2014
No School!
No School!
October 8, 2014
Bell Work
- No Bell Work
Classwork
- "This I Believe" Essay
- Begin creating visual presentation
Bell Work
- No Bell Work
Classwork
- "This I Believe" Essay
- Begin creating visual presentation
October 7, 2014
Bell Work
- No Bell Work
Classwork
- "This I Believe" Essay
- Compile material for video presentation
- pictures, quotes, music, other media
- Remember: if you use anything from the Internet, you will need to cite your source.
Bell Work
- No Bell Work
Classwork
- "This I Believe" Essay
- Compile material for video presentation
- pictures, quotes, music, other media
- Remember: if you use anything from the Internet, you will need to cite your source.
October 6, 2014
Bell Work
- No Bell Work
Classwork
- "This I Believe" Essay
- Drafting Outline
- Rough Draft
Bell Work
- No Bell Work
Classwork
- "This I Believe" Essay
- Drafting Outline
- Rough Draft
October 3, 2014
Bell Work
- Turn in Bell Work
Classwork
- This I Believe
- Work Day
Bell Work
- Turn in Bell Work
Classwork
- This I Believe
- Work Day
October 2, 2014
Bell Work
- Prompt: Picture: Natural Toys
- Relevance: Since you've formed an understanding for, and an opinion of the picture, write an analysis- How does it apply to today?
Classwork
- This I Believe
- Work Day
Bell Work
- Prompt: Picture: Natural Toys
- Relevance: Since you've formed an understanding for, and an opinion of the picture, write an analysis- How does it apply to today?
Classwork
- This I Believe
- Work Day
October 1, 2014
Bell Work
- Prompt: Picture: Natural Toys
- Reflect: After you have formed a sense of understanding, reflect on the picture- What do you think about it? Why?
Classwork
- This I Believe
- Essay Assignment
- Examples: Example 1
Example 2
Materials
Bell Work
- Prompt: Picture: Natural Toys
- Reflect: After you have formed a sense of understanding, reflect on the picture- What do you think about it? Why?
Classwork
- This I Believe
- Essay Assignment
- Examples: Example 1
Example 2
Materials
assignment_details.docx | |
File Size: | 17 kb |
File Type: | docx |
score_guide.docx | |
File Size: | 19 kb |
File Type: | docx |
personal_essay_outline.docx | |
File Size: | 15 kb |
File Type: | docx |
September 30, 2014
Bell Work
- Prompt: Picture: Natural Toys
- Translate: After considering the picture, write a brief translation- What do you think the picture means? What does the picture/video show or represent? etc.
Classwork
- This I Believe Essay
- Read, summarize and reflect on at least two This I Believe Essays
- Go to the website and click on the "explore" tab
Bell Work
- Prompt: Picture: Natural Toys
- Translate: After considering the picture, write a brief translation- What do you think the picture means? What does the picture/video show or represent? etc.
Classwork
- This I Believe Essay
- Read, summarize and reflect on at least two This I Believe Essays
- Go to the website and click on the "explore" tab
September 29, 2014
Bell Work
- Prompt: Picture: Natural Toys
- Record: Write down, practicing good penmanship, a description of the image.
- Turn in last week's Bell Work
Classwork
- This I Believe Essay
- Read,two "credos." Students are to pick one lesson from both stories and reflect on it.
- Things to consider:
- What is the lesson?
- Why is the lesson important?
- How does the author explain his "life insight" using the commonality to life?
- What does he use to simplify his message?
- What is a connection you've had with the lesson/message?
Materials
- All I Really Ever Needed to Know I Learned in Kindergarten by Robert Fulghum
- The Top 10 Lessons I Learned from Charlie Brown by Jim Allen
Bell Work
- Prompt: Picture: Natural Toys
- Record: Write down, practicing good penmanship, a description of the image.
- Turn in last week's Bell Work
Classwork
- This I Believe Essay
- Read,two "credos." Students are to pick one lesson from both stories and reflect on it.
- Things to consider:
- What is the lesson?
- Why is the lesson important?
- How does the author explain his "life insight" using the commonality to life?
- What does he use to simplify his message?
- What is a connection you've had with the lesson/message?
Materials
- All I Really Ever Needed to Know I Learned in Kindergarten by Robert Fulghum
- The Top 10 Lessons I Learned from Charlie Brown by Jim Allen
September 26, 2014
Bell Work
- Turn in Bell Work next week
Classwork
- Happy Homecoming!
Bell Work
- Turn in Bell Work next week
Classwork
- Happy Homecoming!
September 25, 2014
Bell Work
- Prompt: “Autumn is a second spring when every leaf is a flower (Albert Camus).”
- Relevance: Since you've formed an understanding for, and an opinion of the prompt, write an analysis- How does it apply to today?
Classwork
- This I Believe Essay
- Seeing is Believing
- Students will finish posters of belief statement or quote
Bell Work
- Prompt: “Autumn is a second spring when every leaf is a flower (Albert Camus).”
- Relevance: Since you've formed an understanding for, and an opinion of the prompt, write an analysis- How does it apply to today?
Classwork
- This I Believe Essay
- Seeing is Believing
- Students will finish posters of belief statement or quote
September 24, 2014
Bell Work
- Prompt: “Autumn is a second spring when every leaf is a flower (Albert Camus).”
- Reflect: After you have formed a sense of understanding, reflect on the prompt- What do you think about it? Why?
Classwork
- This I Believe Essay
- Quotes to Lead From
- Students will be given a variety of quotes to look at.
- Look for three different sayings that they themselves have discovered to be true in their own life experience.
- Students should freewrite/reflect on quote for 5 minutes
- With a partner, students will pick one quote or belief and brainstorm, stories, ideas, images, etc on Seeing is Believing sheet
- Students will create a poster of one quote or belief to share with the class
Materials
Bell Work
- Prompt: “Autumn is a second spring when every leaf is a flower (Albert Camus).”
- Reflect: After you have formed a sense of understanding, reflect on the prompt- What do you think about it? Why?
Classwork
- This I Believe Essay
- Quotes to Lead From
- Students will be given a variety of quotes to look at.
- Look for three different sayings that they themselves have discovered to be true in their own life experience.
- Students should freewrite/reflect on quote for 5 minutes
- With a partner, students will pick one quote or belief and brainstorm, stories, ideas, images, etc on Seeing is Believing sheet
- Students will create a poster of one quote or belief to share with the class
Materials
quotes_to_consider.docx | |
File Size: | 20 kb |
File Type: | docx |
seeing_is_believing.docx | |
File Size: | 14 kb |
File Type: | docx |
September 23, 2014
Bell Work
- Prompt: “Autumn is a second spring when every leaf is a flower (Albert Camus).”
- Translate: After considering the prompt, write a brief translation- What did the quote mean? What does the picture/video show or represent? etc.
Classwork
- This I Believe Essay
- Belief Statements
- Finish sharing stories
- Group will determine the "best" story ("bestness" should be measured by connection to belief) to share with class
- Class will determine what story is showing. Does it meet the "bestness" criteria?
Bell Work
- Prompt: “Autumn is a second spring when every leaf is a flower (Albert Camus).”
- Translate: After considering the prompt, write a brief translation- What did the quote mean? What does the picture/video show or represent? etc.
Classwork
- This I Believe Essay
- Belief Statements
- Finish sharing stories
- Group will determine the "best" story ("bestness" should be measured by connection to belief) to share with class
- Class will determine what story is showing. Does it meet the "bestness" criteria?
September 22, 2014
Bell Work
- Prompt: “Autumn is a second spring when every leaf is a flower (Albert Camus).”
- Record: Copy the quote or passage down legibly, in clear and correct print. Yes, this is a handwriting lesson! Practice your "professional" script. If it is a picture, video or other media, record the title, creator and any description given.
Classwork
- This I Believe Essay
- What Do Students Really Believe?
- Students complete What Do You Think?
- In groups, students should find one belief statement on which all members agree and record the common belief on the Show Me the Money sheet.
- Each member of the group should tell a story (which everyone records) that shows the personal belief in action OR explains why the teller believes as he/she does.
Materials
Bell Work
- Prompt: “Autumn is a second spring when every leaf is a flower (Albert Camus).”
- Record: Copy the quote or passage down legibly, in clear and correct print. Yes, this is a handwriting lesson! Practice your "professional" script. If it is a picture, video or other media, record the title, creator and any description given.
Classwork
- This I Believe Essay
- What Do Students Really Believe?
- Students complete What Do You Think?
- In groups, students should find one belief statement on which all members agree and record the common belief on the Show Me the Money sheet.
- Each member of the group should tell a story (which everyone records) that shows the personal belief in action OR explains why the teller believes as he/she does.
Materials
what_do_you_think.docx | |
File Size: | 13 kb |
File Type: | docx |
show_me_the_money.docx | |
File Size: | 13 kb |
File Type: | docx |
September 19, 2014
Bell Work
- Turn in Bell Work
Classwork
- This I Believe Essay
- Finish reading and notating samples of personal writing (cont. from yesterday)
Bell Work
- Turn in Bell Work
Classwork
- This I Believe Essay
- Finish reading and notating samples of personal writing (cont. from yesterday)
September 18, 2014
Bell Work
- Prompt: "Knowing trees, I understand the meaning of patience. Knowing grass, I can appreciate persistence (Hal Borland)."
- Relevance: Since you've formed an understanding for, and an opinion of the prompt, write an analysis- How does it apply to today?
Classwork
- This I Believe Essay
- Discussion/Notes
- A This I Believe Essay is a personal essay
- Difference between types of personal writing
- Personal essay: focused on belief or insight about life that is significant to the writer
- Personal narrative: focused on a significant event
- Personal memoir: focused on a significant relationship between the writer and a person, place, or object
- A personal essay often combines elements of both the narrative and the memoir since an insight about life or a personal belief is usually based upon both experiences and relationships that have taught the writer what individual values are most important.
- Begin reading examples of different types of essay and differentiating between the different kinds and observing the commonality withing the personal essay as relative and/or reflective in the narrative and memoir
- While reading, employ an Active Reading Strategy as discussed in class. Things to consider:
- What is the author's focus
- What support and/or examples does the author use to support their focus/purpose
- What is significant or key details from each
- What is different between the three? What is the same?
- How does the Personal Essay utilize components of the memoir and narrative to support its belief or life lesson?
Materials
Bell Work
- Prompt: "Knowing trees, I understand the meaning of patience. Knowing grass, I can appreciate persistence (Hal Borland)."
- Relevance: Since you've formed an understanding for, and an opinion of the prompt, write an analysis- How does it apply to today?
Classwork
- This I Believe Essay
- Discussion/Notes
- A This I Believe Essay is a personal essay
- Difference between types of personal writing
- Personal essay: focused on belief or insight about life that is significant to the writer
- Personal narrative: focused on a significant event
- Personal memoir: focused on a significant relationship between the writer and a person, place, or object
- A personal essay often combines elements of both the narrative and the memoir since an insight about life or a personal belief is usually based upon both experiences and relationships that have taught the writer what individual values are most important.
- Begin reading examples of different types of essay and differentiating between the different kinds and observing the commonality withing the personal essay as relative and/or reflective in the narrative and memoir
- While reading, employ an Active Reading Strategy as discussed in class. Things to consider:
- What is the author's focus
- What support and/or examples does the author use to support their focus/purpose
- What is significant or key details from each
- What is different between the three? What is the same?
- How does the Personal Essay utilize components of the memoir and narrative to support its belief or life lesson?
Materials
sample_personal_writing.docx | |
File Size: | 21 kb |
File Type: | docx |
September 17, 2014
Bell Work
- Prompt: "Knowing trees, I understand the meaning of patience. Knowing grass, I can appreciate persistence (Hal Borland)."
- Reflect: After you have formed a sense of understanding, reflect on the prompt- What do you think about it? Why?
Classwork
- Self Reliance
- Finish Active Listening Activity
- Turn in Active Listening Chart
Bell Work
- Prompt: "Knowing trees, I understand the meaning of patience. Knowing grass, I can appreciate persistence (Hal Borland)."
- Reflect: After you have formed a sense of understanding, reflect on the prompt- What do you think about it? Why?
Classwork
- Self Reliance
- Finish Active Listening Activity
- Turn in Active Listening Chart
September 16, 2014
Bell Work
- Prompt: "Knowing trees, I understand the meaning of patience. Knowing grass, I can appreciate persistence (Hal Borland)."
- Translate: After considering the prompt, write a brief translation- What did the quote mean? What does the picture/video show or represent? etc.
Classwork
- Self Reliance
- Students will share/listen to 3 - 4 other students' quotes, their interpretation of, and their positions on, the quote or passage. Students will then write a brief response that includes the summary of the main idea and how the interpretation and explanation of the quote or passage relates to his or her impression and/or response.
- Students are assessed on their ability to listen actively
- listen actively for the main idea
- listen and reflect on another student's comments
- connect to and build on the ideas of a previous speaker
Bell Work
- Prompt: "Knowing trees, I understand the meaning of patience. Knowing grass, I can appreciate persistence (Hal Borland)."
- Translate: After considering the prompt, write a brief translation- What did the quote mean? What does the picture/video show or represent? etc.
Classwork
- Self Reliance
- Students will share/listen to 3 - 4 other students' quotes, their interpretation of, and their positions on, the quote or passage. Students will then write a brief response that includes the summary of the main idea and how the interpretation and explanation of the quote or passage relates to his or her impression and/or response.
- Students are assessed on their ability to listen actively
- listen actively for the main idea
- listen and reflect on another student's comments
- connect to and build on the ideas of a previous speaker
September 15, 2014
Bell Work- Prompt: "Knowing trees, I understand the meaning of patience. Knowing grass, I can appreciate persistence (Hal Borland)."
- Record: Copy the quote or passage down legibly, in clear and correct print. Yes, this is a handwriting lesson! Practice your "professional" script. If it is a picture, video or other media, record the title, creator and any description given.
Classwork
- Beauty Survey Summative Analysis DUE
- Self Reliance
- Notes: Active Listening Strategies
- It is important to listen carefully to the opinions of others and to consider how others' opinions relate to their own.
Materials
Bell Work- Prompt: "Knowing trees, I understand the meaning of patience. Knowing grass, I can appreciate persistence (Hal Borland)."
- Record: Copy the quote or passage down legibly, in clear and correct print. Yes, this is a handwriting lesson! Practice your "professional" script. If it is a picture, video or other media, record the title, creator and any description given.
Classwork
- Beauty Survey Summative Analysis DUE
- Self Reliance
- Notes: Active Listening Strategies
- It is important to listen carefully to the opinions of others and to consider how others' opinions relate to their own.
Materials
active_listening_strategies.docx | |
File Size: | 16 kb |
File Type: | docx |
September 12, 2014
Bell Work
- Turn in Bell Work
Classwork
- Compile and Review Beauty Survey results
- Summative Analysis:
- Description of people within sample group (Who did you survey?)
- Summary of results (What was concluded using the survey? What trends did you see? What seemed significant?)
- Analysis of results (What does the information show and/or describe about the perception of beauty as observed by the UHS student body?)
- Reflection of entire process (What are your thoughts? What can be gained or learned? What can be concluded?)
Homework
- Summative Analysis DUE 9/15
Bell Work
- Turn in Bell Work
Classwork
- Compile and Review Beauty Survey results
- Summative Analysis:
- Description of people within sample group (Who did you survey?)
- Summary of results (What was concluded using the survey? What trends did you see? What seemed significant?)
- Analysis of results (What does the information show and/or describe about the perception of beauty as observed by the UHS student body?)
- Reflection of entire process (What are your thoughts? What can be gained or learned? What can be concluded?)
Homework
- Summative Analysis DUE 9/15
September 11, 2014
Bell Work
Prompt: "One touch of nature makes the whole world kin (Shakespeare)."
- Relevance: Since you've formed an understanding for, and an opinion of the prompt, write an analysis- How does it apply to today?
Classwork
- Self-Reliance
- Students should choose a quote or passage that they feel stands out for them. Using the Active Listening Chart hand-out, students will copy their quote down, write an interpretation of the quote (their understanding of it; what is Emerson trying to say?), and then reflect on their position (whether they agree or disagree with it and why; make sure to connect reflection back to a personal example to support position).
- Students are assessed on ability to:
- summarize content effectively
- relate what is read to his or her own experiences and feelings
Homework
- Beauty Survey of sample group completed by 9/12
Materials
Bell Work
Prompt: "One touch of nature makes the whole world kin (Shakespeare)."
- Relevance: Since you've formed an understanding for, and an opinion of the prompt, write an analysis- How does it apply to today?
Classwork
- Self-Reliance
- Students should choose a quote or passage that they feel stands out for them. Using the Active Listening Chart hand-out, students will copy their quote down, write an interpretation of the quote (their understanding of it; what is Emerson trying to say?), and then reflect on their position (whether they agree or disagree with it and why; make sure to connect reflection back to a personal example to support position).
- Students are assessed on ability to:
- summarize content effectively
- relate what is read to his or her own experiences and feelings
Homework
- Beauty Survey of sample group completed by 9/12
Materials
active_listening_chart.pdf | |
File Size: | 23 kb |
File Type: |
September 10, 2014
Bell Work
Prompt: "One touch of nature makes the whole world kin (Shakespeare)."
- Reflect: After you have formed a sense of understanding, reflect on the prompt- What do you think about it? Why?
Classwork
- Self- Reliance
- Read excerpt from Ralph Waldo Emerson's Self- Reliance.
- Annotate quotes of significance
- Discuss quotes of significance
- Quotes to consider:
- "Envy is ignorance"
- "God will not have His work made manifests by cowards."
- "Trust thyself: every heart vibrates to that iron string."
- " A foolish consistency is the hobgoblin of little minds."
- "To be great is to be misunderstood."
Homework
- Beauty Survey of sample group completed by 9/12
Materials
Bell Work
Prompt: "One touch of nature makes the whole world kin (Shakespeare)."
- Reflect: After you have formed a sense of understanding, reflect on the prompt- What do you think about it? Why?
Classwork
- Self- Reliance
- Read excerpt from Ralph Waldo Emerson's Self- Reliance.
- Annotate quotes of significance
- Discuss quotes of significance
- Quotes to consider:
- "Envy is ignorance"
- "God will not have His work made manifests by cowards."
- "Trust thyself: every heart vibrates to that iron string."
- " A foolish consistency is the hobgoblin of little minds."
- "To be great is to be misunderstood."
Homework
- Beauty Survey of sample group completed by 9/12
Materials
self_reliance_excerpt.docx | |
File Size: | 15 kb |
File Type: | docx |
September 9, 2014
Bell Work
- Prompt: "One touch of nature makes the whole world kin (Shakespeare)."
- Translate: After considering the prompt, write a brief translation- What did the quote mean? What does the picture/video show or represent? etc.
Classwork
- Self-Reliance
- What is Self- Reliance?
- Who do you consider self-reliant? Why?
- Notes: Active Reading Strategies
Homework
- Beauty Survey of sample group completed by 9/12
Materials
Bell Work
- Prompt: "One touch of nature makes the whole world kin (Shakespeare)."
- Translate: After considering the prompt, write a brief translation- What did the quote mean? What does the picture/video show or represent? etc.
Classwork
- Self-Reliance
- What is Self- Reliance?
- Who do you consider self-reliant? Why?
- Notes: Active Reading Strategies
Homework
- Beauty Survey of sample group completed by 9/12
Materials
active_reading_strategies.doc | |
File Size: | 31 kb |
File Type: | doc |
September 8, 2014
Bell Work
- Prompt: "One touch of nature makes the whole world kin (Shakespeare)."
- Record: Copy the quote or passage down legibly, in clear and correct print. Yes, this is a handwriting lesson! Practice your "professional" script. If it is a picture, video or other media, record the title, creator and any description given.
Classwork
- Beauty Survey Assignment
- Finish creating the Beauty Survey
- Students should finish surveys and begin executing using sample survey groups
- After information has been collected and reviewed, students will reflect on findings through a Summative Analysis that includes:
- Description of people within sample group (Who did you survey?)
- Summary of results (What was concluded using the survey?)
- Analysis of results (What does the information show and/or describe about the perception of beauty as observed by the UHS student body?)
- Reflection of entire process (What are your thoughts?)
Homework
- Beauty Survey of sample group completed by 9/12
Bell Work
- Prompt: "One touch of nature makes the whole world kin (Shakespeare)."
- Record: Copy the quote or passage down legibly, in clear and correct print. Yes, this is a handwriting lesson! Practice your "professional" script. If it is a picture, video or other media, record the title, creator and any description given.
Classwork
- Beauty Survey Assignment
- Finish creating the Beauty Survey
- Students should finish surveys and begin executing using sample survey groups
- After information has been collected and reviewed, students will reflect on findings through a Summative Analysis that includes:
- Description of people within sample group (Who did you survey?)
- Summary of results (What was concluded using the survey?)
- Analysis of results (What does the information show and/or describe about the perception of beauty as observed by the UHS student body?)
- Reflection of entire process (What are your thoughts?)
Homework
- Beauty Survey of sample group completed by 9/12
September 5, 2014
Bell Work
- No Bell Work
Classwork
- Beauty Survey Assignment
- Creation of survey
Bell Work
- No Bell Work
Classwork
- Beauty Survey Assignment
- Creation of survey
September 4, 2014
Bell Work
- No Bell Work
Class Work
- Beauty Survey Assignment
- Review: Google Forms
- Student Google Account Log-in
- Google Forms Overview
Bell Work
- No Bell Work
Class Work
- Beauty Survey Assignment
- Review: Google Forms
- Student Google Account Log-in
- Google Forms Overview
September 3, 2014
Bell Work
- No Bell Work
Classwork
- Beauty Survey Assignment
- Students will work individually and within groups to generate questions for the Beauty Survey
Bell Work
- No Bell Work
Classwork
- Beauty Survey Assignment
- Students will work individually and within groups to generate questions for the Beauty Survey
September 2, 2014
Bell Work
- No Bell Work
Class Work
- Beauty Survey Assignment
- Skim through the following websites and do some Google-ing of your own. Tomorrow you will be in groups so that you can discuss what you learned from the video and your web search. Using the group discussion, you will begin creating a survey that will allow you to evaluate the perception of beauty as observed within the students at UHS. Make sure that you have notes and or discussion points to contribute to the discussion tomorrow. Use today not only as a research day but as a day to gather your thoughts.
- Websites:
- Looking Good: The Psychology and Biology of Beauty
- Beauty Matters
- The Daily Orange
- Beauty Photoshopped
Bell Work
- No Bell Work
Class Work
- Beauty Survey Assignment
- Skim through the following websites and do some Google-ing of your own. Tomorrow you will be in groups so that you can discuss what you learned from the video and your web search. Using the group discussion, you will begin creating a survey that will allow you to evaluate the perception of beauty as observed within the students at UHS. Make sure that you have notes and or discussion points to contribute to the discussion tomorrow. Use today not only as a research day but as a day to gather your thoughts.
- Websites:
- Looking Good: The Psychology and Biology of Beauty
- Beauty Matters
- The Daily Orange
- Beauty Photoshopped
September 1, 2014
August 29, 2014
Bell Work
- Bell Work DUE
Class Work
- Beauty Survey Assignment
- Continue/Finish watching Discovery Education: Prescribing Beauty
Bell Work
- Bell Work DUE
Class Work
- Beauty Survey Assignment
- Continue/Finish watching Discovery Education: Prescribing Beauty
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|
August 28, 2014
Bell Work
- Prompt- " Do not go where the path may lead, go instead where there is no path and leave a trail (Emerson)."
- Relevance: Since you've formed an understanding for, and an opinion of the prompt, write an analysis of the prompt- How does it apply to today?
Class Work
- Syllabus slips DUE
- Prescribing Beauty
- What is beauty? Hard question right?
- Students will work in groups to determine "criteria" of beauty and share in class discussion.
- Beauty Survey Assignment
- Students will watch the Discovery Education documentary: Prescribing Beauty and skim several websites to gain a perception of what beauty can be defined as. Students will take this information and conduct their own research, via survey/questionnaire, to conclude the perception of beauty as defined by the students at UHS. Students will be assessed on their ability to successfully conduct a non-biased survey and then reflect on their findings in a summative analysis.
- Discovery Education: Prescribing Beauty
Bell Work
- Prompt- " Do not go where the path may lead, go instead where there is no path and leave a trail (Emerson)."
- Relevance: Since you've formed an understanding for, and an opinion of the prompt, write an analysis of the prompt- How does it apply to today?
Class Work
- Syllabus slips DUE
- Prescribing Beauty
- What is beauty? Hard question right?
- Students will work in groups to determine "criteria" of beauty and share in class discussion.
- Beauty Survey Assignment
- Students will watch the Discovery Education documentary: Prescribing Beauty and skim several websites to gain a perception of what beauty can be defined as. Students will take this information and conduct their own research, via survey/questionnaire, to conclude the perception of beauty as defined by the students at UHS. Students will be assessed on their ability to successfully conduct a non-biased survey and then reflect on their findings in a summative analysis.
- Discovery Education: Prescribing Beauty
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August 27, 2014
Bell Work - Prompt- " Do not go where the path may lead, go instead where there is no path and leave a trail (Emerson)." - Reflect: After you have formed a sense of understanding, reflect on the prompt- What do you think about it? Why? Class Work - Discussion: What is self-esteem? - Watch Dove "Real Beauty Sketches" - Questions to consider: - What does this video examine about people's self-perception? - How can you connect/reflect on your own self-perception? - Take the Barksdale Self-Esteem Evaluation - Questions to consider: - How does self-esteem affect relationships with others? - How does self-esteem affect life choices (college, career, family, etc.)? - How does self-esteem affect the environment?! - Note: This I believe- Your ability to influence the natural world around you begins inherently in the perception of self. - How can you help raise the self-esteem of yourself? Others? Homework - Syllabus Slips DUE tomorrow! - Reflective Response (see below) |
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HomeWork: Reflective Response
August 26, 2014
Bell Work
- Prompt: " Do not go where the path may lead, go instead where there is no path and leave a trail (Emerson)."
- Translate: After considering the prompt, write a brief translation- What did the quote mean? What does the picture/video show or represent? etc.
Class Work
- Self Awareness
- Flower activity
- Each student will choose the "best" flower from a "virtual" bouquet. I'm using the FlowerPedia app.
- Student explanations of what determined his or her criteria for the "best" flower.
- Questions to consider:
- How is this activity comparable to human nature?
- Are all the flowers the same on the inside?
- Are all people the same on the inside?
- When we smell the flowers, do they all smell the same?
- Is one flower better than the other?
- Is one person better than another?
- Students will fold a piece of paper in half lengthwise. On one side, list all the things they don't like about themselves. On the opposite side, list the things they like about themselves. Share perceptions.
- Questions to consider:
- Why did you choose the words you selected to describe you?
- Why do you feel these words describe you? (List the characteristic and then give an example where that characteristic is evident)
- Which of these descriptions do you feel proud of?
- Which of these words describe things about yourself that you would like to change? Why?
- Why may is be more difficult to list the things you liked about yourself?
- What influences your feelings about yourself?
Bell Work
- Prompt: " Do not go where the path may lead, go instead where there is no path and leave a trail (Emerson)."
- Translate: After considering the prompt, write a brief translation- What did the quote mean? What does the picture/video show or represent? etc.
Class Work
- Self Awareness
- Flower activity
- Each student will choose the "best" flower from a "virtual" bouquet. I'm using the FlowerPedia app.
- Student explanations of what determined his or her criteria for the "best" flower.
- Questions to consider:
- How is this activity comparable to human nature?
- Are all the flowers the same on the inside?
- Are all people the same on the inside?
- When we smell the flowers, do they all smell the same?
- Is one flower better than the other?
- Is one person better than another?
- Students will fold a piece of paper in half lengthwise. On one side, list all the things they don't like about themselves. On the opposite side, list the things they like about themselves. Share perceptions.
- Questions to consider:
- Why did you choose the words you selected to describe you?
- Why do you feel these words describe you? (List the characteristic and then give an example where that characteristic is evident)
- Which of these descriptions do you feel proud of?
- Which of these words describe things about yourself that you would like to change? Why?
- Why may is be more difficult to list the things you liked about yourself?
- What influences your feelings about yourself?
August 25, 2014
Bell Work
- Prompt: " Do not go where the path may lead, go instead where there is no path and leave a trail (Emerson)."
- Record: Copy the quote or passage down legibly, in clear and correct print. Yes, this is a handwriting lesson! Practice your "professional" script. If it is a picture, video or other media, record the title, creator and any description given.
Class Work
- Finish Icebreaker(s)
- Discussion: What is "environment?" How is it relative to Environmental English?
Bell Work
- Prompt: " Do not go where the path may lead, go instead where there is no path and leave a trail (Emerson)."
- Record: Copy the quote or passage down legibly, in clear and correct print. Yes, this is a handwriting lesson! Practice your "professional" script. If it is a picture, video or other media, record the title, creator and any description given.
Class Work
- Finish Icebreaker(s)
- Discussion: What is "environment?" How is it relative to Environmental English?
August 22, 2014
Bell Work
- No Bell Work
Class Work
- Teacher expectations
- Icebreakers
Homework
- Syllabus Slips DUE August 27th
Bell Work
- No Bell Work
Class Work
- Teacher expectations
- Icebreakers
Homework
- Syllabus Slips DUE August 27th
August 21, 2014
Bell Work
- No Bell Work
Class Work
- Class Expectations
- Icebreakers
Homework
- Syllabus slips DUE August 27th
Bell Work
- No Bell Work
Class Work
- Class Expectations
- Icebreakers
Homework
- Syllabus slips DUE August 27th
August 20, 2014
Bell Work
- No Bell Work
Class Work
- Review Syllabus
- Syllabus Slips DUE August 27, 2014
- Icebreakers
Bell Work
- No Bell Work
Class Work
- Review Syllabus
- Syllabus Slips DUE August 27, 2014
- Icebreakers
env_eng_syllabus_2014-2015.doc | |
File Size: | 55 kb |
File Type: | doc |