Bolduc, Kerr, Beams, Winters, Roy
- using Frayer Model for Bell Ringers
- vocab for Backpack
Backpack
ECE: pre-record for speech
graded differently
Identify if IEP
Backward Planning: impossible with District roll-out
Student Conference: Risk Level- Graduation and Post-Secondary
Backpack-Dashboard-Student Success
can screenshot and see specific areas of need and maintenance- very helpful for struggling students to gauge their risk in terms of graduation and life after HS
- WK 8: Backpack Rehearsal- data (formative)
- Monday- last day for slides: edits, additions, etc./ create speech to go along with slides
- Split into small groups: 3-4 (stay same all week, establish working relationship), we roam and give feedback- data
- Tuesday- practice Intro: handshakes, intro in speech, practice with each other
- spit into small groups: 3-4
- each student "presents" intro
- feedback for speech and slides
- Wednesday/Thursday- practice "middle" Success Skills 1,2
- each person goes through SS in speech
- feedback from group members on speech and slides
- Friday- practice conclusion
- feedback
- last questions
- Rubric Changes
- 5- discuss multiple content areas
- multi-dimensional student
- Trends
- attendance
- motivation
- template
- direct teach- hand holding: multiple ways of conveying info- did we confuse?
- Grades
- working grade? Class work?
- BOLDUC- Quiz grade for rehearsal-; if not prepared, half credit, but still present
- how do we read grade sheet from Roy? - Brannock explained
- Standard Based Grading 0-4
- Refusal-0
- Insufficient- 2
- Pass-3 (3.5 in IC)
- Exemplar-4
1st 6 weeks- Reflection
- how were grades?
- Bolduc-low grades due to missing assignments- Annotated Bibs, completion of Research Pres.- classwork
Schedule until Spring Break ??- (table until Friday?)
- Film Unit: 2 wks: (March 4-15)
- Critical Write: Choose an element of cinematography and analyze a scene from a film watched in class or of own choice. Provide evidence from film and explanation of director's choice of element; what's the purpose of that decision?
- Possible choices for films
- Slumdog Millionaire
- Donny Darko
- Sixteen Candles
- Grease
- 10 Things I Hate About You (Shakespeare adaptation)
- Gladiator
- Snatch
- The Departed
- Rain Man
- Hurricane
- Fried Green Tomatoes
- My Fair Lady (AP)
- Cinematography- WHY the choice of costume, music score, close up
- WS for analysis
- http://www.readwritethink.org/classroom-resources/lesson-plans/lights-camera-action-music-863.html?tab=4#tabs
- http://www.readwritethink.org/files/resources/lesson_images/lesson863/analysis.pdf
- Hamlet (intro) 2 wks: March 18-29
- WK 1 March 18-22- Shakespeare Intro
- TKW Chart, list of works, template for presentation (mini-poster, fill-in WS over work)
- M,T:student taught: research basic and interesting info, choose 1 piece of work that sticks out, WHY? Present to class
- W/TH,F: Teacher mini-lesson on Elizabethan Period
- Anonymous (film)- conspiracy that Shakespeare is not true author- shows time period, focus on Queen, class system, etc.
- WK 2 March 25-29- Hamlet Film
- Prompt: What theme was Shakespeare trying to convey? Use evidence from Hamlet and discuss how the universal ideas shown in the play contribute to the overall message Shakespeare is claiming.
- Mini-unit reviewing Universal Ideas
- noticeable UI Hamlet: revenge, deception, legacy (mortality), madness
- film WS but for literacy
- What was Shakespeare's reasons for choosing characters, plot, UI, tone, words, etc.
- What is he trying to "show" the audience?
- Read Hamlet after SB
- side by side notes
- Frayer Model- vocab
