Week 4

1. Week 4

2. Sci fi notes – which of these did you see in the story – explain and give specific examples: • • Science fiction may make predictions about life in the future. • • Science fiction can comment on important issues in society

3. Monday February 10thJB #1 If you had to make an important decision would you rely on a computer or a person? Why for each and what is the difference? • Objectives: /aka what I’m learning:1) how well I read the info reading 2) how well I can recall and respond to questions 3) review the effective forms of writing an ACT essay 4) a review and practice of essential grammar concepts and skills 5) reflection on learning. • I can do the bar graph reading quiz in 4 minutes and the short answer in 4 minutes. • I can review the note taking handout for effectively writing the ACT essay • I can evaluate someone else’s essay using the rubric provided and the (PEEL) principles from the next slides • I can take notes on and do Grammar practices on quotations, parentheses, commas, etc due tomorrow • I can do a take away

4. Essay practice 2 assessment • I can read the essay of another student • I can evaluate the essay using the next slides • I can re-evaluate my essay – what I did well, what I can improve upon • I can hand in the essay and the assessments and my opinion of what my overall grade should be on this assignment

8. Funsies… • Where does lightning go shopping? • The electrical outlet • What kind of dance do you do on a trampoline? • Hip hop • Name a book by Cole Dwether • Name a book written by Lou Zing • A book by Stan Stihl • Explain to me this – how can something be new and also improved?

9. Tuesday February 11thJB #2 At what point should a human not be considered human when kept alive by mechanical/artificial replacement parts? • Objectives: /aka what I’m learning 1) assess how well I understand basic punctuation and usage of it 2) practice reading under timed conditions to prep for ACT and improve my timed comprehension – develop skills in timed conditions 3) understand ethics – what determines a “person” from a “machine” 4) practice taking notes 5) applying notes to assessment paper for unit 6) independent reading – AoW 7) independent reading 8) reflection on learning • I can hand in my grammar hmwk – ask questions before handing it in • I can do ACT reading practice passages #1 & #2 and record the results on my score sheet (12 minutes) • I can participate in the “Is Sammy Alive” activity and share my thoughts with my reading group, then share with the class, and after the video and class sharing reconsider? http://cariboodesign.com/images/animations/sammy_full_movie_for_web.mp4 and then hand them in (15 minutes) • I can take notes from the video “Replacing Body Parts” http://www.pbs.org/wgbh/nova/body/replacing-body-parts.html (15 minutes) • I can do the non-fiction reading handout to the article about the Washington Post surveillance article – due tomorrow • I can SSR my book or AoW • I can do a take away

10. It’s not punny...What language do birds speak? • Foul language  • What’s the difference between ignorance and apathy? • I don’t know and who cares… • Name the book: written by Russ T. Pipes • Do It Yourself Plumbing • Name the author: book title Funny Bone • Hugh Morris

11. Wednesday February 12thJB #3 Answer this question by making two columns that list reasons for each: Should humans spend time and money to explore “outer” space? Then explain why or why not • Objectives: /aka what I’m learning1) review vocab and practice for next quiz 2) take notes on material reviewed so far keep notes updated 3) listen to a story and follow along as evidenced by answering questions of relevance and understanding 4) making meaning and connections of the story to life and the unit • I can hand in my reading from the Washington Post on surveillance • I can take notes on the video about last night’s reading http://www.washingtonpost.com/posttv/national/new-eyes-in-the-sky-for-police/2014/02/05/87d72b84-8e82-11e3-b46a-5a3d0d2130da_video.html • I can read part 1 of Calvin and Hobbes – I can do surface and deeper thinking practice with the cartoon • I can take notes on the following video on 3d printers Part 1 • http://www.foxnews.com/on-air/fox-friends-weekend/index.html#/v/4571364/the-future-of-printing/?playlist_id=163197 • I can use the fiction reading notes for the story “The Cold Equations” • I can be ready for a quiz on the reading tomorrow. • I can read the article about living forever and applying the non-fiction reading handout to it.

12. Tom Swifties: • “Is my pastry ready?” asked Tom • Tartly. • “Let me shred the cheese,” said Tom • Gratefully • “Who chopped down this tree?” asked Tom in a • Stumped manner.

13. Thursday February 13thJB #4 Explain each: So what do you think based on the article from last night – could we live forever? Should we try to live forever? Would you want to? Why? • Objectives: /aka what I’m learning1) practice voc usage 2) collect and assess skills and understanding from independent practice on decision making (Sammy piece) 3) continue reading and connecting to the theme of hard choices and tech 4) apply variety of reading strategies to assigned reading 5) assess ability to make meaning through guided questions and assigned questions (spy games) 6) group work to explore further meaning and collaboration in decision making • I can hand in my work on the reading “Could we live forever?” • I can do the reading assessment or the grammar quiz, hand in one when I’m done and then do the other. • I can use the fiction reading notes for the story “The Cold Equations” • I can do the following independent work when I’m done and have it completed when I return next week: • Read “Spy Games” do the questions for it,

14. Riddles & jokes • What did the troubled berry say to the orange? • Help I’m in a jam • Why did the bacon laugh? • Because the egg cracked a yolk. • What is a kangaroo’s favorite season? • Spring. • What is a polynomial? • A parrot without food – polly no meal 

15. Thursday February 13thJB #4 Explain why you agree or disagree with this statement – provide an example too” “Just because we can do something, does not mean we should do it.” • Objectives: /aka what I’m learning1) practice voc usage 2) collect and assess skills and understanding from independent practice on decision making (Sammy piece) 3) continue reading and connecting to the theme of hard choices and tech 4) apply variety of reading strategies to assigned reading 5) assess ability to make meaning through guided questions and assigned questions (spy games) 6) group work to explore further meaning and collaboration in decision making • I can read the Calvin and Hobbes cartoon and do the surface and deeper reading practice to it and hand it in • I can take notes on part 2 of the 3D printer Part 2 • http://www.foxnews.com/on-air/fox-friends-weekend/index.html#/v/4569815/after-the-show-show-3d-printing/?playlist_id=163197 • I can finish reading “The Cold Equations” and then do the quiz on the next slides • I can meet with Mr. Norton and conference about my 3Ps or do the following independent work while he conferences with my peers. • I can do the following independent work and have it completed when I return next week: • I can do my best on the three writing prompts during break • Read “Spy Games” do the questions for it, • and these two articles • one on 3D printing from The Economist which I will annotate and do the non-fiction reading activity for it • I can also read the other article about the laser controlled arm and do the questions for hmwk over break

16. Cold Equations addendumAnswer these in complete sentences: • Decision making process - decide or else… • Look at all options no matter how crazy or extreme • If you were Barton – list as many ideas as you can 2 minutes • If you were Marilyn 2 minutes • Let’s put on board starting with someone who has the most, then add to the list what is not there • Make decision from possible choices, vote and explain – did we do the “right” thing? • Now answer the questions from the next slide • 1. If you were the pilot what would you have done and why? • 2. If you were the girl what would you have done and why? • Do reading check page 29, and questions choose any four from 1 – 7 page 29 • Hand in when completed or time is up. Timed responses to be completed in 12 minutes.

17. – 15 minutes to decide or else… • 1. If you were the pilot what would you have done and why? • 2. If you were the girl what would you have done and why? • Do reading check page 29, and questions choose any four from 1 – 7 page 29 • Hand in when completed or time is up. Timed responses to be completed in 12 minutes. • There is a game to it too – and the story can end differently but you have to be wise http://www.jainansankalia.com/ColdEquations/ColdEquations.html

18. Week 5

19. portfolios • http://tiny.cc/ela3bportfolios • I can go to website and find the folder for my hour • I can create a folder with my name and add it to the folder for my hour • I can create folders in my folder labelled as journals, essays, other

20. Self healing tanks • http://www.youtube.com/watch?v=R6qHY1H6piE

21. I can do ACT reading practice quiz passage #3 and record my results

23. Thursday conferencing on 3Ps • Daily close reading practice • Calvin & Hobbes • ChickensaurusAoW during break. • Tech article 2 & 3 on brain power • Wired article on cybernetics

24. Reading lit & reading fiction form handouts for unit readings • http://pixabay.com/ free images

25. Elements of Frankenstein • Letter • Frame • Supernatural • Dilemmas • Disconcerting • Greed and gain • Frame story • Flashbacks • The arrangement/order of words • Word choice • Use of senses to create feelings in a piece

26. Technology: the potential for… & FrankensteinObjectives - By the end of this Unit, you will be able to: • correctly identify the literal incidents and their proper sequence in the plot. II. comment on examples of universal experiences found in the novel. III. discuss the following eight themes as they appear in this novel, and refer to events and incidents in the novel to demonstrate their importance. A. rejection/alienation of individuals B. importance of friendship in one's life C. taking responsibility for one’s actions and for the actions of others in the world D. seeking knowledge for glory’s sake E. obsession/revenge F. nature G. depression H. positive and negative consequences of actions

27. IV. be able to discuss the author’s style, the use of foreshadowing, the use of narration,and the characterization process. V. discuss the extent to which this novel is an example of a Gothic novel. VI. discuss the extent to which this novel is an example of the early Romantic period of literature. VII. discuss the significance of Mary Shelley’s title Frankenstein, or The Modern Prometheus. VIII. discuss the significance of religious references in the novel.

28. http://www.ted.com/talks/jason_pontin_can_technology_solve_our_big_problems.html

29. Go over results of reading test • Establish goals and objectives • Save pieces and notes about tech – create a place in folder or notes for it – make a folder for info. • Select words that you will want to use.

30. Review the AoW – evaluate the results compare your own to my expectations

31. poetry Se7en: https://www.youtube.com/watch?v=Arbk0J3kZb8&feature=youtube_gdata_player

32. Thursday February 6th JA #9 What does it mean to be in constant contact with the rest of the world? But to never touch anyone?

34. Friday February 17thJB #5 Respond to this quotation: “Keep us human. If we’re truly smart, we’ll refuse to foolishly tamper with our DNA.”-Bill McKibben(article about babies’ DNA) • Objectives: 1) explore the limits of ethics regarding human modification to body 2) assess and discuss the assigned reading “Spy Games” 3) independent record of videos – responses that show close watching, thinking and notes for essay. • Hand in hmwk – then discuss it • Respond to the following video clip in journal: Gattacahttp://www.youtube.com/watch?v=ZppWok6SX88&feature=related • Read an article about the nano-bird spy • Spying: Nano hummingbird video • http://www.allvoices.com/contributed-news/8227912-you-watch-it-too-us-4million-spy-drone-shaped-just-as-a-hummingbird-is-ready-now hummingbird video • Next video in 2 parts – notes on it as you watch it • Record thoughts so far before the end of class • Vocab quiz Monday! All 20 words!

35. PBS Frontline “Digital Nation” ~ 2010

36. Week 4

37. Wednesday February 15thJB #3 Are there things science cannot explain? Explain or give some examples? • Objectives:1) discuss the journal 2) practice vocab 3) collect and assess hmwk 4) do the practice reading comprehension • “The Cold Equations” listen – notes? • 20 minute ACT reading practice • Independent reading when done

38. Thursday February 16thJB #4 • Objectives: • Read • Save pieces and notes about tech – create a place in folder or notes for it – make a folder for info. • Select words that you will want to use.

39. notes Daily Schedule

40. Voice lesson #1 • Setting, mood and atmosphere: • Page 50 -51 • Elements: • VERISIMILITUDE: The sense that what one reads is "real," or at least realistic and believable. For instance, the reader possesses a sense of verisimilitude when reading a story in which a character cuts his finger, and the finger bleeds. If the character's cut finger had produced sparks of fire rather than blood, the story would not possess verisimilitude. • Note that even fantasy novels and science fiction stories that discuss impossible events can have verisimilitude if the reader is able to read them with suspended disbelief. • Time frame • Emotional effect • MOOD (from Anglo-Saxon, mod "heart" or "spirit"): In literature, a feeling, emotional state, or disposition of mind--especially the predominating atmosphere or tone of a literary work. • Most pieces of literature have a prevailing mood, but shifts in this prevailing mood may function as a counterpoint, provide comic relief, or echo the changing events in the plot. The term mood is often used synonymously with atmosphere. • Students who wish to discuss mood in their essays should be able to point to specific diction, description, setting, and characterization to illustrate what sets the mood.

41. ATMOSPHERE (Also called mood): The emotional feelings inspired by a work. The term is borrowed from meteorology to describe the dominant mood of a selection as it is created by • diction, dialogue, setting, and description. • Often the opening scene in a play or novel establishes an atmosphere appropriate to the theme of the entire work. • The opening of Shakespeare's Hamlet creates a brooding atmosphere of unease. • Poe's The Fall of the House of Usher establishes an atmosphere of gloom and emotional decay. • The opening of Pynchon's The Crying of Lot 49 establishes a surreal atmosphere of confusion, and so on.

42. wow • “you can’t have ‘plot’ and ‘setting’ really, until you have a character who wants something with all his heart. The character, on his way to getting what he wants (quest), be it love, survival, or destruction, will write your story for you.” • - Ray Bradbury

43. Thursday February 17thJB #1What's so special about human intelligence and will scientists ever build a computer that rivals the flexibility and power of a human brain? • Objectives:1) vocab review 2) rhetoric review and practice 3) smartest machine review apply to essay 4) assess and apply info • Vocab review and practice next slide • Essay handout to record info • Rhetoric style handout – hmwk style subtest • Quiz on “The Machine that Won the War” (15 minutes) • Smartest machine in the world video – answer the guided viewing questions for the unit • http://www.pbs.org/wgbh/nova/tech/smartest-machine-on-earth.html

44. 3 d machine for anything! Show and read after Calvin and Hobbes • Part 1 • http://www.foxnews.com/on-air/fox-friends-weekend/index.html#/v/4571364/the-future-of-printing/?playlist_id=163197 • Part 2 • http://www.foxnews.com/on-air/fox-friends-weekend/index.html#/v/4569815/after-the-show-show-3d-printing/?playlist_id=163197 • Economist article: http://www.economist.com/node/18114221

45. Tuesday February 22ndJB #3 What is essential about our humanity? What makes us human or special? How is the body important? The senses? • Objectives:1) independent reading and practice 2) introduce, pronounce and explain new vocab words 3) check and share understanding on the story that was assigned 4) assess understanding of the story 5) timeline of sci-fi to reality notes by student 6) explain bionics – significance to essay 7) complete and assign group and independent practice for closure to stories. • Independent reading (10 minutes) • New vocab next slide (5 minutes) • Finish notes from Friday • Discuss “The Machine that Won the War” take quiz on “The Machine that Won the War” (15 minutes) • Notes for essay to the following video collection and readings • Sci-fi 1970s style: http://www.youtube.com/watch?v=HofoK_QQxGc • To the 1990s: Watch and take notes http://www.pbs.org/saf/1209/video/watchonline.htm • To today: Bionic limb article of the week – due Friday. • Finish “The Cold Equations” hand in group work – hmwk: plot hand out for “Cold Equations” & “The Machine that Won the War” characterization handouts due tomorrow no late work on this.

47. PBS Frontline “Digital Nation” ~ 2010

48. Week 4

49. Funsies… • Mmm, a boiled egg in the morning is hard • to beat. • I knew a woman who owned a taser, man was she • stunning! • Did you hear about the guy whose whole left side was cut off? He's • all right now. • The new weed whacker is the best because it uses • cutting-hedge technology. • He didn't tell his mother that he ate some glue, not only because did he not want to get in trouble, but his lips • were sealed. • The frustrated cannibal threw up his • hands.

50. Monday February 20thJB #6 If you could invent only one thing in your life, what would it be and why that thing? • Objectives:1) assess completion of the independent reading 2) assess retention of vocab 3) complete the assessment of video by collecting and evaluating responses to video. • Collect hmwk on “Spy Games” • Take vocab quiz • Continue watching “Digital Nation”