3 B Transformational Thinking Transforming the World

1. 3 B Transformational Thinking Transforming the World Unit 4 Technology: Potential for Enhancing Human Life…

2. Monday January 20thJA #1 What is the one technological invention in the last 100 years that has benefited humans the most – explain with 3 points and a counter point - skip lines use the whole page. • Objectives: /aka what I’m learning: 1) understand the rules, expectations and orders of operation for the class 2) introduce the learning log and how it is to be used 3) explain and show how to use work logs 4) assign the info index to help me get to know students 5) discuss the journal and how it fits into the unit 6) assign the tech challenge 7) introduce vocab and expectations 8) go over the unit’s outcomes 9) reemphasize the novel and reading log usage • I can do the ACT reading passage #1 to my best abilities • I can go over the Class syllabus and the 3P grading system and ask questions and agree to the standards and policies for the class • Learning log – daily learning targets, next slide • Journal discussion and technology challenge – due Wednesday • I can bring a book for SSR and record my reading in a meaningful manner • I can do a take away

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5. Tuesday January 21stJA #2 Are you a technophiliac or a technophobiac? Explain with examples – neatness and complete sentences • Objectives: /aka what I’m learning: 1) discuss the journal and its application 2) diagnostic assessment of ACT reading skills 3) practice vocab • I can Discuss the journal • I can take notes for the Grammar practice quiz on Thursday – put into notebook • I can do an effective ACT Reading diagnostic #1 reflection • I can do a take away

6. Nouns – for each define and give example(s) in your notes • Defined: • Common or proper • Concrete or abstract • Count or non-count • Singular or plural – collectives may be either depending upon usage • Possessive nouns

7. Pronouns - for each define and give example(s) in your notes • Pronoun is used in place of a noun – the word it substitutes is the antecedent. • Sometimes they act as adjectives – demonstrative pronouns: this that these those • Types: is not as important as agreement – he/she when writing not “they” e.g. when someone makes a choice they have two options – is wrong should be he/she or he or she – in an essay avoid “you” • 1st 2nd 3rd person • Objective and subjective – I/me & who/whom • Singular and plural and indefinites, if ends in body or one = singular, otherwise the word it replaces

8. Wednesday January 22ndJA #3 Where do you think electronic trash goes when it is thrown away, where does America send it?? • Objectives: /aka what I’m learning: 1) discuss the journal 2) practice vocab 3) watch the video about robots and begging 4) respond to the video 5) discuss the results of the tech challenge 6) independent reading • I can Discuss the journal • I can meet with my project group and Go over the results and discuss the tech challenge hand it in • I can understand and begin collecting information for the unit essay – scientific advancement • I can continue notes for tomorrow’s ACT grammar practice quiz • I can do a take away • I can bring a book for SSR when I have time that is appropriate for it.

9. verbs • Express actions or states of being (helping verbs – 23 of them) which indicate tense – time • How to tell the main verb in a sentence – it will change form with a change in tense (time) e.g. I walk today. I walked yesterday. I will walk tomorrow. • In a sentence find the verb and ask who or what is doing the verb – this will be your subject (what the sentence is about – the focus) and it must agree with the verb e.g. I sing not I sings, girls sing not girls sings.

10. Friday January 24thJA #4 What makes something or someone smart? Explain. • Objectives: /aka what I’m learning: 1) the objectives for the unit and the goals. 2) what the first assessments will require 3) how to collect evidence for the paper 4) how technology makes our world better – beggar robot 5) review verbs 7) review parallelisms 8) how well I know basic grammar elements 8) how to do an effective Aow and why to practice AoW • I can complete the notes on the Unit overview • I can understand the Assessment for this unit – the Scientific paper • I can use the science quote collector for my paper and begin with viewing the following video: • I can watch the video and collect information for essay: http://www.sasosedlacek.com/anglesko/projects_beggar.htm • I can Respond to the video and as I watch it, write down 5 thoughts that come to my mind • I can share with someone else my responses and discuss the video, we can list 5 facts from the video and create 3 questions we have about it and hand it in with our notes (10 minutes) • I can read the AoW #1 and use for the assessment and do an AoW for Monday see review slide • I can take more grammar notes on parallelisms and verbs to prep for the quiz • I can do my best on Grammar quiz 2 • I can SSR when done with the quiz.

11. Unit 11.4 overview • Mystery and horror • Supernatural • Technology • Genetic • Cloning • Unintended • Human • Enhance and extend human life • Creation, fiction • Improve human • Traits • Creating, lengthening, bettering • Role • Solutions, new problems • No longer considered human • Technological advances • Question, consume • Price, immortality • Tradeoffs • moral

12. Lit elements • Emotions • Good • Thought • Opposition, authority, convention • Individuality • Belief, supernatural • Morbid, grotesque • Emotion • Weather • Nature • Innovation • Beginnings, possibilities • Nature • Terror • Satanic • Science technology • Speculative • Given • Future, reality, history • Problem, beyond • credibility

14. Parallel Structure • Parallel structure means using the same pattern of words to show that two or more ideas have the same level of importance. This can happen at the word, phrase, or clause level. The usual way to join parallel structures is with the use of coordinating conjunctions such as "and" or "or." • 1. Words and Phrases • With the -ing form (gerund) of words: • Parallel: Mary likes hiking, swimming, and bicycling. • With infinitive phrases: • Parallel: Mary likes to hike, to swim, and to ridea bicycle.ORMary likes tohike, swim, and ridea bicycle. • (Note: You can use "to" before all the verbs in a sentence or only before the first one.) • Do not mix forms. • Example 1 • Not Parallel: Mary likes hiking, swimming, and to ridea bicycle. • Parallel: Mary likes hiking, swimming, and ridinga bicycle. • Example 2 • Not Parallel: The production manager was asked to write his report quickly, accurately, and in a detailed manner. • Parallel: The production manager was asked to write his report quickly, accurately, and thoroughly. • Example 3 • Not Parallel: The teacher said that he was a poor student because he waiteduntil the last minute to study for the exam, completedhis lab problems in a careless manner, and his motivation was low. • Parallel: The teacher said that he was a poor student because he waiteduntil the last minute to study for the exam, completedhis lab problems in a careless manner, and lackedmotivation.

15. Parallel practice • Directions: For each of the following sentence pairs, identify the sentence that is written using correct parallel structure. • _____1. A. She was healthy, wealthy, and a regular reader of my column. • B. She was healthy, wealthy, and knowledgeable. • _____2. A. He was handsome, brave, and helpful. • B. He was handsome, brave, and the sort of person who would do anything for you. • _____3. A. For her birthday, Marsha received a cake, some clothes, and she got a new CD player. • B. For her birthday, Marsha received a cake, some clothes, and a new CD player. • _____4. A. Jack is a sports announcer, an alcoholic, and he is very confused. • B. Jack is a sports announcer, an alcoholic, and a confused person. • _____5. A. She likes to listen to music and reading the latest novels. • B. She likes to listen to music and to read the latest novels. • _____6. A. He spent his time studying Spanish, working at the convenience store, and jogging every afternoon. • B. He spent his time studying Spanish, working at the convenience store, and he jogged every afternoon.

16. Learning TargetsI can… • discuss the journal and its application • practice vocab and learn from it by how it is used • watch a video about robots and begging • respond to the video in a greoup discussion and then with the class • discuss the results of the tech challenge • Can share my tech challenge results with others • Make assumptions and arrive at conclusions about the tech challenges • do independent reading and record it in the reading log

17. Parallel StructureDirections: correct the following sentences so that they read in a parallel manner: • Keller quickly learned to understand words spelled into her hand, to read Braille, and typing. • My favorite pastimes include reading, gardening, and walks. • Slang is highly informal speech that includes words used in new ways, shortened words, and they might be entirely new words. • Images like “miniature thunder” and “curtain of falling flakes” show the poet’s familiarity with rural life and also that he was comfortable with the natural world. • Much of Dickens’s success in Great Expectations is due to his great skill at characterization and structuring of plot.

18. Directions: For each of the following sentence pairs, identify the sentence that is written using correct parallel structure. • _____1. A. In the facility construction stage, trees are often wounded by trenching, blacktopping, and by changing the grade. • B. In the facility construction stage, trees are often wounded by trenching, blacktopping, and changing the grade. • _____2. A. People inflict many wounds by pounding nails into trees, burning them with lanterns, and damaging their roots with vehicles and heavy equipment. • B. People inflict many wounds by pounding nails into trees, lantern burns, and damaging their roots with vehicles and heavy equipment. • _____3. A. The room was beautiful, the service impeccable, and I've never tasted better food in my life. • B. The room was beautiful, the service impeccable, and the food was delicious. • _____4. A. The Budget Information System is a query system, the database is small, and we need to recognize the fact that the response time is unacceptably long. • B. The Budget Information System is a query system, the database is small, and the response time is unacceptably long. • _____5. A. Declining trees have a higher probability of branch failures and of dying prematurely. • B. Declining trees have a higher probability of branch failures and of premature death.

19. Week 2