the hate u give ideas for technology

http://electronicenglishteacher.blogspot.com/2018/01/a-unit-plan-for-hate-u-give-with.html

Welcome Back, Sophomores!

AGENDA:



Welcome Back

1. Review Course Criteria/Google Classroom  (4veanc)

2. Morning Reflection:  Black Lives Matter  (Watch and post comment on blog for credit)
https://www.youtube.com/watch?v=Y5WeJaNtMQs

em·pa·thy

ˈempəTHē/

noun

1. the ability to understand and share the feelings of another.

sym·pa·thy

ˈsimpəTHē/

noun

1. 1.

   feelings of pity and sorrow for someone else's misfortune.

   "they had great sympathy for the flood victims"

   synonyms:

   compassion, caring, concern, solicitude, empathy; More
2. 2.

   understanding between people; common feeling.

   "the special sympathy between the two boys was obvious to all"

   synonyms:

   rapport, fellow feeling, affinity, empathy, harmony, accord, compatibility;  fellowship, camaraderie "sympathy with a fellow journalist"

3. What are the elements of fiction?

http://thewritepractice.com/elements-of-fiction/
http://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html

http://cstl-cla.semo.edu/hhecht/the%20elements%20of%20fiction.htm

http://www.readwritethink.org/files/resources/interactives/lit-elements/overview/

https://www.youtube.com/watch?v=ukU5kzAaxrI


4. The Hate U Give by Angie Thomas

https://www.youtube.com/watch?v=YiI3jtebWu0

https://www.youtube.com/watch?v=i8P7mvd0NQs

https://www.youtube.com/watch?v=pWRgIX_GyZU


5. Read aloud from text: Ch. 1 and 2. Discussion questions.
1. As Starr and Khalil listen to Tupac, Khalil explains what Tupac said “Thug Life” meant. Discuss the meaning of the term “Thug Life” as an acronym and why the author might have chosen part of this as the title of the book. In what ways do you see this in society today? (Chapter 1, p. 21)

2. Chapter 2 begins with Starr flashing back to two talks her parents had with her when she was young. One was about sex (“the usual birds and bees”). The second was about what precautions to take when encountering a police officer (Chapter 2, p. 24). Have you had a similar conversation about what to do when stopped by the police? Reflect upon or imagine this conversation.
https://www.youtube.com/watch?v=g96iU1zX-Fo

HMWK: Read to pg. 70 Ch. 5 in The Hate U Give for Monday
                Return Course Criteria

FINAL PORTFOLIO/FINAL EXAM

FINAL PORTFOLIO/FINAL EXAM

Agenda:
WORKSHOP--As you prepare your portfolio, select a piece to workshop in groups on Monday.


Get started on your final portfolio.
FINAL PORTFOLIO:

DUE: Friday, June 8th

Here are two (2) parts to your final portfolio.

1. A 4-6 page, double-spaced, typed self-evaluation essay
2. A variety of your best work chosen from all your CW classes

Your final portfolio will count for both 10th-grade creative writing classes and will be reviewed by Mr. Craddock & Ms. Gamzon. It will constitute 20% of your final grade.

Part A. Self-Evaluation Essay

Part B. Portfolio

Select work that you created this year in Ms. Gamzon or Mr. Craddock’s classes. All work should be copies of original work. No journals will be accepted. Follow the guideline below.

Table of contents. Your table of contents should order your portfolio into the following parts:

a. Poetry

b. Fiction

c. Non-fiction

d. Scripts

e. Special projects

Poetry. Choose 6-8 of your best poems. Select work that shows your understanding and growth in the field of poetry. Each poem’s title should be listed in the table of contents.

Fiction. Choose 4-6 of your best fiction pieces. Select work that shows your understanding and growth in the field of fiction. Each fiction piece’s title should be listed in the table of contents.

Non-fiction. Choose 4-6 of your best non-fiction pieces (including text of speeches, etc.) Select work that shows your understanding and growth in the field of non-fiction. Each non-fiction piece’s title should be listed in the table of contents.

Scripts: Choose 1-2 of your best scripts. Select work that shows your understanding and growth in the field of script writing. Each script’s title should be listed in the table of contents.

Special Projects: Choose 3-4 of your special projects (newsletter, slideshow or Prezi, brochure, literary magazine, media studies project, collaborative story project, human interest video, blog, animated  poetry,transmedia project,  etc.) which show your growth and creative ability. Each project should be listed in the table of contents. If you have been working on a project not assigned in class, you may include this work in your special projects. (Example: I am working on a novel, and I haven’t told my teachers or I have written a musical, etc.) Please do NOT print your special project, unless you already have an extra copy. Instead, please talk about these projects in your reflection.

Self Reflection Non-Fiction - Creative Essay:

During the entire freshman year, we have thrown quite a bit of information, projects, and assignments your way. We did not do this to be cruel, but to see how you react to pressure, deadlines, writing & reading skills, and so that you had the opportunity to grow as a writer and a student. It is true that the most important qualification for writers is that they write. Apart from this, reading is also the most important way to improve your writing at this stage. These introductory courses are designed to get you to know yourself as a student and writer a little better. Part of this is the need to self-reflect. Examine the writing rubrics and the material in your portfolio. Reflect on your work this year.

Reflective piece: 4-6 pages, double-spaced. Write about how you’ve grown as a writer this year, what has been easy/hard for you, what areas you feel you need more work in; reflect on your progress as a writer, a reader, and as a student. Write about each selected piece you have chosen to include in your portfolio (per genre): why did you include these pieces in your portfolio? How does the piece show your growth and development as a writer in this particular genre? What did you learn about yourself concerning writing from this assignment or project? Discuss the writing process you used to create the work, where you got your ideas, what you learned about the form or genre of the work as you wrote and revised it, what you learned about yourself as a writer, etc. Discuss special projects and reading that had an impact on you. What did you learn about writing and about yourself through these assignments this year?

Rubric

_____ Table of Contents 10 points

_____ Reflective Essay (4-6 pages) 30 points

_____ Poetry (6-8 poems) 10 points

_____ Fiction (4-6 short stories) 10 points

_____ Non Fiction (3-4 creative essays/speeches) 10 points

_____ Special Projects (3-4 special projects) 10 points

_____ Grammar (Work is clean, copy-edited, free of errors) 10 points

Penalty: (-1/2 point for each grammar error. Up to -10 points)

_____ Portfolio turned in complete and on time 10 points

Penalties:

• Late portfolios (-10 points per day late)

• Handwritten work (-1 for each handwritten page)

• Grammar errors (see above)

Reflection/Evaluation Transmedia Project

AGENDA:

Element group presents project.

All groups write a one-pager, single-spaced reflection.

Use rubric criteria for your reflection.

EXTRA CREDIT/NEW PROMPTS

AGENDA:

ELEMENTS group prepare to present on Tuesday of next week.

EXTRA CREDIT and NEW PROMPTS for portfolio:

Ask the substitute teacher for handouts.

1. DAILY WARM-UPS--Lots and lots of prompts!!!!

2. The PoJack--a Tim Seibles exercise (mad lib)

3. Taylor Mali : Generative Exercise #1--Poem Mad-Libs

Group presentations

AGENDA:
Gamzon Prezi

Transmedia Storytelling
https://prezi.com/wwhj91tmnjvi/transmedia-storytelling-in-the-creative-writing-classroom/



Go over tips:
https://artpetty.com/2010/04/16/9-tips-for-nailing-the-classroom-group-project-presentation/

Here is some information to help you with Group Presentations. Also refer to The Art of Public Speaking, Stephen Lucas, 8th Ed. Ch. 18 Guidelines for Planning a Group Project While every group (and every project for that matter) is unique, certain tasks seem to present themselves no matter what the particular group's assigned project is. The following group project task list offers a suggested order for approaching a project. It's certainly possible to do these steps in a different order if you wish. But taking the time to accomplish each step will help you produce better work. It's also likely that you'll have to go back and forth between steps. In other words, your group may decide that it needs to repeat one or more of these steps in order to correct deficiencies that become apparent after the group thinks that it has "finished" one part of its preparation. GROUP PROJECT TASK LIST STEP #1: ORIENTATION Group members need to learn who everyone is -- exchange names, phone numbers, addresses, etc. and keep a record of this information. Discuss what the group is expected to do -- don't assume that the requirements of the group project are clear to everyone. More often than not, people are not always sure about what the group is expected to do. STEP #2: DIVISION OF LABOR Divide the project up into a series of smaller steps or parts Put the parts of the project into a time sequence -- in what order must each step or part of the project be done?  Agree on a time table -- when must each part of the project be finished? Agree on who is responsible for each part of the project. Agree on what each person must PRODUCE for their part of the project by the agreed upon deadline. BE SPECIFIC -- everyone in the group must agree to turn in something tangible to the group at a stated time.  Agree about what to do if people in the group "get behind" and won't be able to meet a deadline. Agree upon a schedule of meetings -- most groups think all they need to do is divide up the work, meet five minutes before the presentation, and "whip it together." You can do it this way, but the approach rarely works! STEP #3. ASSESSMENT Use some of your group meetings to review what members have accomplished up to that point.  Have group members provide feedback about each other's work -- is the material provided by the member what the group needs, is something missing, what else needs to be done? Set new expectations and deadlines as appropriate -- group's usually discover as the project moves along that the original time table and division of group member responsibilities needs to be modified. Take the time to do that so that the work doesn't all pile up at the end. Pay attention to possible gaps in the group's work -- are there important topics or tasks that the group is overlooking? STEP #4. PRESENTATION PLANNING Once the research on the project is fairly far along, the group needs to turn its attention to the question of HOW to orally present the material the group gathered. MANY GROUPS MAKE THE MISTAKE OF WANTING TO TALK ABOUT THE PLAN FOR THE PRESENTATION TOO SOON. Wait until the group has a pretty good idea of what they'll be talking about. Decide on a presentation topic  Determine who will serve as the presentation moderator Decide on audio/visual aids for the presentation  Make decisions about physical arrangements for the presentation Practice  Work to improve delivery skills of the group members

Questions to consider for your project

• What does every platform uniquely offer?
• What medium is better to the experience you want the users to live?
• Does the platform add value or is it just a fad?