Archive for October 9, 2019

World Lit: Flipgrid Filming!

Standard: 

  • ELAGSE9-10W6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
  • ELAGSE9-10SL4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
  • ELAGSE9-10SL5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Learning Target: I can use Flipgrid to publish a video explaining my social issue, in order to practice presenting for my Sophomore Capstone and to share information about my social issue with my classmates.

Opening Session: I’m going to hand back your Social Issue essays – these have been graded and your grade is on the top. I’ll give you a minute to read over your essay and any edits or feedback. You’re going to be presenting on your essay today via Flipgrid, so get ready!

Work Session: Take fifteen minutes to prepare yourself to film a flipgrid!

  • Highlight any parts of your essay you want to read (like quotes)
  • Make notes on notecards for anything you want to remember to say
  • PRACTICE what you are going to say!!

You will have 5 minutes  to film yourself for Flipgrid, and you should plan for your video to be at least four minutes long. That means you will need to PRACTICE and have NOTES do you don’t forget!

If you mess up while recording and forget your place, you can pause the video and then come back once you’ve collected your thoughts.

The Flipgrid class code is on the whiteboard. The password is Cardinal.

Your video should:

  • Inform the viewer about your social issue by answering the following:
    • What is the issue?
    • How does it affect your culture?
    • How does it affect another culture or the whole world?
    • Why is it a big deal?
  • Entertain the viewer by being engaging and interesting (don’t speak in a monotone)
  • Inspire the viewer to learn more about your issue or take action to fix it.

This video is a practice for your Sophomore Capstone presentation, so you need to really try or it won’t be very good practice!

Closing Session: For the last 20 minutes of class, flip through Flipgrid and watch some of your classmates’ videos. Choose one and record a short response. We will be having a watch party on Friday before the pep rally!

Assessment: Formative (Flipgrid as a formative check in for presentation readiness); Summative (this is a part of the Social Issue essay, a major summative assessment)

Differentiation: Process/product (video/spoken information instead of written)

AP Lit: Brave New World Reciprocal Teaching, Continued

Standard:

  • ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
  • ELAGSE11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Learning Target: I can analyze multiple themes in Brave New World by discussing with my classmates so that I can write an AP-Style essay about the book.

Opening Session: Let’s share out from our dystopian stories you wrote yesterday!

Work Session: Today we are continuing with our Brave New World reading and reciprocal teaching model. Check the board for your group members and assignments! You will have 20 minutes to discuss with your Work Group, then we will transition to Home Groups, and then we will debrief as a class.

Closing Session: Write me a paragraph for your Ticket Out The Door:

  • Consider the themes of Brave New World we have discussed so far, particularly the consumer culture and the idea of the “right to be unhappy.” Consider how the consumer culture, soma, and “everyone is happy nowadays” interact with one another. In a well-developed paragraph, explain how consumerism and drugs are taking away someone’s “right to be unhappy,” and whether or not you think that is a bad thing.

Assessment: Formative (class discussion, paragraph writing)

Differentiation: Groups will be paired heterogenously, with strong students helping weak students. The teacher will also provide support to students who are struggling.