For Advisory

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Figurative Language Poster

Create a poster of 8 Figurative Language devices and/or Literary Devices: Sample:

"This is the End My Friend"

Here is the final reflection response that is needed. Create a post with the same title as this one. Answer these questions in detail:
1. What I liked about this class (the layout, the structure, the things we did, and the materials/examples) and WHY?
2. What I learned most from this class and why?
3. What skills did I walk away from this class with? How this help me in the future?
4. What could made this class even better in the future? HAVE to give feedback for what to add/change, etc.
5. What were your strengths in this class? How do you feel about those strengths? (Did you know they were before, or did you discover that in this class?)
6. What were your challenges in this class? How do you feel about those challenges? (Did you know they were before, or did you discover that in this class?)

Agenda for Wednesday 10/3

This is what is to be completed at this time, in order we completed them:
1. Music EQ's on blog
2. Poetic Devices post on blog with words and definitions
3. Picture and picture poem posted on blog
4. "Last Line First" Stylistic poem posted on blog
5. Flobots, "Handlebars" song response + lyrics posted to blog
6. Gotye, "Eyes Wide Open" song response + lyrics posted to blog
7. Portage Glacier Poem, picture, and Tagxedo posted on blog
8. Garth Brooks, "We Shall Be Free" song response + lyrics
9. Brett Dennen, "Ain't no Reason" song response + lyrics
10. Figurative Language Oral Test (study #2 above)
11. YOUR song choice RESPONSE + lyrics
12. Visual Poster with 8 chosen Literary Devices, illustrated and with examples (pick ten from #2)
13. Response to Matisyahu: "One Day"

Reading Response for Songs

For each song we address, fill out the following form. Copy and paste it to your blog.

Song Response Guide:

Figurative Language Devices

You can copy and paste this list of terms directly from here. Create a blog post titled, "Literary Devices and Figurative Language Terms"

PLEASE put these in YOUR words, that you will remember and understand.

Define these words and put an example next to them. There are a few given for you...

Music, Poetry, & Me: Questions

Answer these questions in a blog post titled, "Music, Poetry, & Me" *Where do you think music come from? Why?

*What is the purpose of music? Why?

*Where do you think poetry came from? Why?

*What is the purpose of poetry? Why?

*What is the difference between music and poetry?

*What are the similarities between music and poetry?

* How does music sooth the savage beast?

*What is it that makes poetry so beautiful and powerful?

*What are the challenges with understanding poetry?

*What are the challenges with understanding music?

*What makes some music and poetry JUST OK and other music and poetry have the WOW factor

*Why is music and poetry seen as threatening?

*Have you ever felt a song explained what you were thinking better than you can said?

* What makes people feel connected to poetry?

*What poetic/musical devices are you familiar with?

The Beginning of the Madness!!

Hi!
As our first mini project within this intensive project, we are going to lay the foundation. We will be creating TAGXEDO's to showcase our thoughts and open the space for communication.


I am going to MOCK demonstrate my TAGXEDO for you for TWO reasons:
1. See my beliefs about education and my teaching style
2. Give guidance on how to present your TAGXEDO


Your mission (should you choose to accept it)
Step 1: In a word document, answer the questions below
-What is your purpose in this project
-What do you want to know? Gain?
-What would be the best you can get out this project, besides standards
-What intrigues you about this subject?
-What are you left wondering about this project?


Step 2: 
-Go to Tagxedo.com and go to the icon labeled "Layout" (under Create). 
-There is a space to enter text. Copy from your word document into the text box, then click submit on the right side of the box. You can then play with color layouts and font, etc.
-Be purposeful about your choices as you should be able to explain your reasoning in your presentation.


Step 3:
-Take a screen shot of your TAGXEDO and post it to your Project Blog. Also, post it as a comment to my blog post
-Save your word document as your name + PROJECT CURIOUSITY in Google Docs, then send the link to my email at carton_michelle@asdk12.org


Step 4:
-Think about what you are going to share with the class. When you scroll over a word, it will highlight. Pick the ones you want to address.
-Since we are using media based communication, record your presentation using Garage Band and save it out to i-tunes. Or, if you would like, you may use i-tunes to create a podcast, which incorporates voice
-Your presentation must be between 1-2 minutes (see the presentation rubric for your communication literature (writing) level.

Click here to see Carton's LIVE TAGXEDO

Movies for Understanding Reading Process

It is often assumed that core reading strategies are only obtainable through READING literature.  There are many ways to learn the READING PROCESS, and the one I have had much success with is engaging in film reviewing.

Note that I didn't say, "watching films", which is more of a passive process.

To actively engage with films, students are required to stop and reflect at various times throughout the film and participate in these activities:
1. Drawing conclusions/inferences,
2. Summarize what they just saw and why they think that is,
3. Identify the elements in the story that make it accessible to viewers (such as protagonists, types of conflict, etc).

4. By doing these activities and engaging in thought, they will also be responding to the text by coming up with their own "deep thinking questions" and "recall questions" and then engaging in those questions in groups.

We will be introducing a few NEW terms, that are listed below to reference from:  

Learning to THINK vs. Learning to DO

We are focusing, with our other endeavors, on learning how to become 
                   THINKERS. 
We are very used to being told what to do, and it become automatic, like with worksheets.


I have found that asking students to think is much more challenging. 


Saying, "I DON'T KNOW" has become second nature, that often it is a response to give when not wanting to THINK... We have even shortened that to "IDK" to save the breath.


The more we have opportunities to think, the more intellectual we will become.


Here is a resource I will be referring to...check it out!
click here to open 

Activism, Perspective, & Propaganda

In a BLOG post titled, "Activism, Perspective, & Propaganda" students are to answer 8 of the following prompts for proficient and 11 of the following prompts for advanced.

Global Citizenship- Student Chosen Focus

As I believe education to be pertinent to student lives, I have allowed students to vote on our final quarter focus in reading class. Students voted, unanimously, to find out more about "KONY 2012" and the many layers within.

Much controversy has arisen from the Kony 2012 campaign. In many ways this is great because criticism is important to finding/identifying the truth.  In class, he have now discussed propaganda and identified the propaganda techniques in this campaign. I understand completely, the importance of presenting all sides to a story, and allowing people to decide for themselves.

My intention is to FACILITATE the conversation of what is happening with regards to the KONY 2012 campaign. I intend to provide information that will allow young people to decide for themselves what is true. I will not ask any student to be a part of the movement and the activism. That is a personal choice and a parental choice.

Understanding the necessity of PRIMARY sources in identifying/formulating TRUTH, we will be doing/studying/digging into the following categories/subjects:

Propaganda:
*Defining Propaganda and understanding how this campaign is a form
*Learning, and/or familiarizing with, the many propaganda techniques
*Identifying language and the role it plays in persuasion
*Discussing the HOLLYWOOD nature of the campaign and the impacts that has on how messages are received.
*Activism and what it means to be an activist (Terrorists vs. Freedom Fighters)

FINDING TRUTH (Sources):

*Looking at TRUTH/NON-TRUTH vs. FACTS and OPINIONS (as these often get muddled)

*Locating the hard facts and investigating the opinion.

*Identifying the campaign criticism and discussing news media validity

*Teaching how to think and how to ask questions, in order to formulate personal opinions.

*Messages & perception and how they get shifted/adjusted (even in everyday life)

*Look at all the criticism and begin digging for truth. The first place we started in class on 3/26 is The Guardian, a UK alternative News Source, which addresses the issues systematically:

 Click Here to go to the link

Understanding Organizations:
*501c3, what it means and is included (non profit organization)
*Allocation of funds in basic non profit model
*Scams and scandals and how to tell (Better Business Bureau, etc)

Basic Economics:
*Value of money in different places in the world
*Overhead and funding a business
*Laws and regulations of business (transparency)
*Costs of Goods/Services (hard costs)


The DEEPER ISSUE: Basic Human Rights
*Identifying basic human rights
*Complications between developing and developed countries
*Familiarizing with organizations focused on these: Amnesty International, United Nations, and Invisible Children
*Discussing activism and social issues around the globe
*Viewing "If you Cried, You Died" a film about understanding Hitler's Concentration camp to understand how history repeats itself through intolerance
*Viewing "Hummingbird", a film about street children in Brazil and organizations assisting them

LRA: Who, What, Why, When, Where is it?
*Watch a video on LRA and discuss their rise to control
*Watch the only journalistic interview currently available of Joseph Kony
*Read materials on other LRA atrocities (see links below)

Related to KONY 2012:
*Viewing the original film, INVISIBLE CHILDREN, which was showcased here at HTH 4 years ago
*SKYPE interview with a personal friend of Mr. Welge's, who did work in Uganda and Invisible Children
*Watch an interview with Joseph Kony (to see the other side of the coin)

Materials to See/Print if desired and permitted: Click on Link Below
Click Here to see the Zine
Click here to See/Print the Poster
Click Here to See/Print Poster #2

Stories/Information to Read: Click on link below
"How to Catch Joseph Kony" on Human Rights Watch
Uganda Timeline
"The Christmas Massacres"
"The Scars of Death"
"Stolen Children"
"Uprooted and Forgotten"
"Trail of Death"
"CAR/DR Congo: LRA Conducts Massive Abduction Campaign"
"Update on the Trial of Thomas Kwoyelo, Former LRA Combatant"
NY Times Opinion Pages
Videos to watch: Click on Link Below
"Juliet's Story- From Child Soldier to global Campaigner"
"Inside the LRA- Uganda"
Ishmael Beah Story
"Dear Obama: A Message from Victims..."
"Thank You KONY 2012 Supporters"
Justice for KONY
Meeting Joseph Kony- Uganda June 2006

Websites for more data: Click on Link Below
Invisible Children

Living the Good Life

I hope everyone is enjoying their spring break as much as we are!

Spring Break Exit List

All this needs to be complete and available on your blog by Spring Break.

	I have taken my vocabulary flashcards test and got a proficient or advanced
	I have TEN reading logs on my blog that are 6-8 sentences each
	I have completed the summary standard for “Thank You, Ma’am”
	I have received hits for my blog creation and posting (if it is still developing)
	I have completed another standard for “Thank You Ma’am”
	Level E Only: I have all my FACT/OPINION Standard Hits Level 1 Only: I have completed ONE Common Persuasive Techniques task Level 2 Only: I have ALL my author’s purpose hits
	My reading snapshot is updated and all areas are marked off correctly

"My Father's Son" by Dexter Scott King

After reading the short non-fiction story, "My Father's Son", respond by answering the questions on the link below.

Post your answers in a post titled, "My Father's Son"

Also, in your post, say what the story is about and a theme the author has

Click Here to Respond to Reading

"Thank You Ma'am" by Langston Hughes

February 22-23 Read the story: Activities to follow, to be done by March 8th

Click Here for the Story:
"Thank You Ma'am" by Langston Hughes

In class these weeks, February 21- March 8th, we will be reading a short story, readers theatre style, and then digesting it. In digesting it, we will discuss they story to help prepare for the standards options.

YOU WILL BE CREATING a summary for this story if you need the summary standard.

In class, we will be covering how to make a proficient summary.

Each person will choose which standards they wish to address after reading the story. You may choose to do all three and potentially earn all three hits! These will be posted in blog posts on individual students' blogs.

(Standard 9) Predictions/Inferences related to the story, "Thank You Ma'am" by Langston Hughes
Level 2 click here
Predictions/Inferences- Level 1 Click Here
Predictions/Inferences- Level E Click Here

(Standard 3) Identify Literary Elements related to the story, "Thank You Ma'am" by Langston Hughes
Literary Elements- Level E Click Here
Literary Elements- Level 1 Click Here
Level 2 Click Here

(Standard 4) Summary (Level E) and Summary Outline Standard (Levels 1&2)
Level E Click Here
SUMMARY LAYOUT Level 1&2 Click Here

RS.07. Reading Response Blog Posts

As a group, you decided that having prompt question would help you. So, here they are!
If you get stuck, aren't exactly sure what to say, or just want to write something different than the same old thing, Click READ MORE:


Remember, you are logging to your blog at least two times each week, 6-8 sentences each.


You are to be reading each day for 20 minutes.

RS.03. Literary Elements

Everything you need to know about how to learn and complete the literary elements standard is here!

RS.04 Theme Standard

Theme is not…..

1. Sci-fi, fantasy, horror

                                    These are…GENRES

2. happy, scary, gloomy

                                    These are…MOODS

3. “be nice”

                                    These are…SHORT MESSAGES

4. Love, friendship

                                    These are…TOPICS

WHAT THE HECK IS IT????

Class Agenda- Go Here for what happened in class

February 21-March 2nd:

As a class, we will be reading "Thank You Ma'am" by Langston Hughes.

Students will choose which standard he/she wishes to accomplish after reading our short story.

Please see the blog post on "Thank You Ma'am" on my main page.

Some students are still finishing vocabulary assessments.

February 6-17th

This "week" (meaning the 4 days we meet over the next two weeks) we will accomplish the following:

*Each person will chose 20 words to study from InsideStoryFlashcards.com (click on vocabulary on the right side of this blog) and create a post with those 20 words listed.

*Each person will complete at least two other hits towards standards of choice.

*Each person will conference with Ms. Carton.

*Each person will read 20 minutes EACH DAY and log to a blog a total of 4 times in the next two weeks.

*Each person will create a post for his/her classroom book, providing input after class reading, as guided.

1st Period book is Boot Camp by Todd Strasser

2nd Period book is Forged by Fire by Sharon Draper

5th Period book is Compound by S.A. Bodeen

6th Period book Milkweed by Jerry Spinelli

January 23-Feb 3rd

First Post:
Standards I am working on
Standard #, Standard definition, activity used to get this

Second Post:
My Favorite Book and WHY

Third Post:
My Predictions
2 Pictures you chose to make predictions about
Predictions with full detail explaining what made you think this.
Include the actual pictures, pulled from my blog.

Fourth Post:
"Standard 7: Reads a Book"
Write this:
I am going to read _______ (fill in the blank)
I am going to read everyday for 20 minutes, and log to a blog 3 times during the week. My responses need to be 6-8 sentences long.

Makes Predictions from Pictures

Look at the pictures after you click the READ MORE button. Predict what is happening in 2 of the pictures you choose. Your answer needs to be thorough and at least 3 sentences long.

Look closely at the pictures you choose before making your prediction.

Poetic Devices: Click Here

Go to the following website to see the presentation on poetic elements:
Click Here to Start

Create a POST on YOUR blog and define, in an easy to read way, in your own words, and with an ORIGINAL example:
Alliteration, Onomatopoeia, Assonance, Consonance, Repetition, Rhyme, Metaphors/Similes, Imagery

Study These!!

Look BELOW the pictures to find out how to earn hits!

Level E: Prefixes/Suffixes Standard

Level E: Facts vs. Opinion

Telling the difference between Facts and Opinions is so important, so that you can know how to make your own mind up.  Can you tell the difference between fact and opinion? 

Let's find out!

Summary Standard

Remember when we did that summary on a movie? 

One class did Finding Nemo, another did Transformers, and another did Pirates of the Caribbean.

Follows Directions: All Levels

Create the Origami, following the instructions the following website. Bring finished product to Ms. Carton. Must be able to demonstrate.

All Vocabulary Standards- Click Here

Vocabulary has been moved to its own blog...

cartonvocabulary.blogspot.com

Click Here to go to Carton Vocabulary

Level 1: Common Persuasive Techniques

There will be a few options to choose from as there are so many common persuasive techniques that people use to try to convince you, sell you, and get you to believe things.

this is PROPAGANDA!

Standard: Author's Purpose

Welcome to 2nd Semester!

Aside from my fabulous reading classes, I am also teaching Propaganda Wheel Class and Poetry/Creative Writing. I look forward to having some new students and having my veteran students back in class!