Class Scribe

 AGENDA
-Research
-Think Of Ideas
-Think Of How You Could Do It


       First we worked on our research for the project. In this we researched what we wanted to learn about. Some people choose woman's rights, child labor or even poverty. For information some people went back to the videos we watched yesterday and others went to websites. With the research on our project you would then put it in your presentation. If you had trouble doing this you could ask Ms. V. Also, if you found a good cite you can put it on the document with the links, so others can use it.

Everyones name and what they are doing.

      
      While we were working on this we took a brake and everyone wrote what they were doing on the board. Once everyone finished writing their names, we went back to working. Once you thought you had enough information you had to figure out how to solve the problem you choose.

Class Scribe - 5/18/15 - Nic L.

Agenda:
• Do now
• Rubric Analysis
• Practice Mis-en-Scene
• Edit Your Film or Work on Presentation

Big Learning Target:
* I can explain my symbolic + thematic choices as a filmmaker.


    We started off with the Do now. The Do now was about our  filming last week. It asked you what some struggles you had filming or working with your group and what are somethings that worked out well. Then it asked you how you could improve on this task if you had to do it again. You had to talk to your partner about how you thought filming went for you and your group. Then Ms. Valillo cold called on some people and they shared out what they thought. Also what core value you thought you demonstrated during filming, and what core value you should work on.


      We moved on to looking at a rubric of our film. We read aloud with our partners how to get a 7 and a 6 and so on. And we also talked about how you will create and make your presentation represent your film and theme, and what you should include. Ms Valillo made us pick three important words out of the text. Some of them were choices, theme, etc. Again, we met up with a partner and shared your ideas.


    Now we started to edit our film or if you finished that you could started your presentation.

Class Scribe May 8, 2015

Tarik, acting as class scribe.
Learning Targets:Close up, ECU,  Medium shot
Agenda:
-Do Now
-Feedback
-Revise
-Storyboard

Today we started out with the do now. It was about head room. Head room is the distance between the top of someone's head and the top of the frame. Head room is important to make your film or picture look good. There is too much head room, correct head room, and too little head room. Bad head room makes something called dead space. Too much or too little will make your subject end up with a cropped head, and it distracts your audience from what is really important.
We also found out what lead room is. Lead room is when there is too little space from where the action is coming from, and more where it is going to. That is good because viewers always want to see what is ahead. In a football game, it is very important to use lead room, because the viewer wants to see who will catch the football.

Then, we had to fill out a storyboard for the film we were going to make.

The film storyboard is due Monday.

Class Scribe: May 6th

May 6th, 2015
written by Cata, acting as class scribe
     
      Today we started off the class with a do now that consisted in reading some vocabulary words for scripts and identifying a part of a script. Then, we had to write down how screenplays are written differently than novels. I noticed that Layla, Takuma, Dominik, and Priscilla got started right away, so shout out to them. After we jotted down what we saw, we discussed with our partner and later on with the class. Some of the vocabulary words that were on the do now were,

Layla working on the do now

slugline; this tells the reader of the script where and when the scene takes place.
action; these are the essential details of the scene and sets the scene, describes the setting, and allows you to introduce your characters. ex: the room is filled with students in desks.
dialogue; this is used when anyone on screen speaks like a conversation between characters, a characters out loud or to himself, or when a character is off-screen and only a voice is heard.
parentheticals (aka "wrylies"); and attitude, verbal direction or action direction from the actor who is speaking the part.
       After the do now, we began working on our film scenes and making them into screenplays. I noticed that Matt stayed on task and was always working hard, so good job. Apart from that, good job Luisa and Sofia posing while I was taking Matt's picture, we have a Brazil's next top model! When were worked on the screenplays, you had to watch out to make sure that you followed the guide lines because some one else would have to follow your screenplay and act it out, so it's easier if everyone writes it the same.
      Finally, we closed our computers and it was time to go.

Class Scribe - Lupe

Agenda
- Do Now
- Vocab Tableaux
- Revisit questions                                                                               Lupe acting as class scribe
- Reading Time
- Speed Dating

Lately, in class, we have been doing the same things, first Do Now, then vocab, then revisiting questions, then reading time, and last but not least, speed dating. This has been our routine lately and it has been working out pretty well.

Tableaux

We started with the Do Now. It was a reading about dams. Lately we have been concentrating in dams and trying to connect dams to the book City of Ember. We are investigating different dams, and today we studied the dam in China, its called China's Three Gorges Dam. We have started to notice that dams are controversial, and that it isn't always the best idea to make  a dam.

After that, we started doing tableaux. We each had 2 words and had to make 2 Tableaux. We started discussing what to do and then started trying different posses and trying different expresions to fit the word(s).  Everyone worked really well and tryed really hard. Before trying to guess, we all took out our vocab sheet just to have an idea of what words we had to guess from. Everyone did an amazing job, they had  alot of fun, and they all made the funniest and wierdest poses. 

Then, we read. Afterwards, we discussed our ideas by speed dating.

Rachel Safdié as Class Scribe

        Agenda:                                                         

• Do Now
• Poem 4
• Drafting Time

           Today we started doing the Do Now, the Do Now was about poem techniques and about a poem that we read yesterday "Triangle Fire Poem" Here is a video of the Do Now that shows everybody working on their poems and creating and finding new techniques to right a very good poem.

        After the Do Now, we started to work with them poem and thinking of ways to improve it. After all, we had some drafting time to think about the ideas that we could brainstorm of and put in the poem in a very good way.

        

Class Scribe: March 12th

written by Cata, acting as class scribe
Big Learning Targets: 1.0 I can evaluate the extent to which industrialisation benefits societies by analysing evidence from a variety of sources
Supporting Learning Targets: 2.2 I can cite textual evidence to support my ideas
Purpose: To improve our journalising pieces.
Agenda

• Do now
• Pre writing: mindmap, outline, evidence
• Drafting

Do Now

Nic, Verdi, and Arthur looking for evidence

Today's do now was talking about the purpose in writing the articles and forwards about the Triangle Fire. The first question was, in one sentence, what do you want your reader to know about why this factory was significant? Then you had to go to the document called Outline of RAFT - first name last name and your Mind map. Take out some time to organize your writing into an outline that includes the features we decided to include. We took some time to share with our partners what we had written on the do now. On the do now,  wrote 5 things that you needed to find evidence of:

1. examples of owners not carrying about safety
2. examples of bad working conditions
3. examples of how women's rights were fought for
4. examples of ways the labour unions affected the owners and factories
5. examples of how workers reacted to the fire
6. examples of how fire changed history and society

Before we started the pre writing, we looked for important readings that would help with the writing of the articles and forwards of the Triangle Factory.

Pre Writing

Now we started looking for evidence that would help visualize the articles and forwards. Once we did that, we started brainstorming ideas for the articles and forwards we are going to write.  Everyone was working hard when we were looking for evidence.

Dominik, working on his writing

Drafting

Once we finished brainstorming our ideas, we began drafting the articles and forwards. 

Home work:
Read chapters 23-25 and fill out the double entry journal.

Class Scribe

Agenda:                                                                         

Do now

lit circle quiz #6

intro to socratic seminar (Summative)

Mini-workshop:preparing for discussion.

prep for discussion

roles+norms

practice socratic seminar

debrief

BLT: 

5.0 I can participate in high quality, text based discussions with diverse partners

1.0 I can evaluate the extent to which industrialization benefits societies by analyzing evidence from varieties of sources.

SLT:

First we did the do now that was about going on this website and put some notes down then we used clarifying and deep discussion questions. Then we looked at the socratic rubric. We wrote what thinking you should do in discussion and what strategies we should use. Now we will practice a discussion and then do one. The discussion was very well done.

Isaac and Felipe talking about 8 hours for work, rest and for what we will.

this reading is to practice for discussion.

We looked at clarifying and deep discussion questions.

5.1 I can ask critical and deep questions that spark discussion. 

This is the rubric

Thinking:
Strategies:

Class scribe

Date: 13th of February

Class scribe: Rachel H

Agenda:

• Do now: Poem 2
• Literature circle quiz #4
• Literature circle #4
• Debrief
• Close Read Jig saw
• Cause + Effect chart

Sofi working on her poem.

Doing a great job discussing about the book

As usual we started with the Do now and the Do now was about the poem that we are writing and to continue drafting. The main idea is to incorprate all the five senses (see, fell taste, smell, hear), also juxtaposing and finally to describe the object that Ms. V chose. After we took the literature circle quiz and we were suppose to read chapter 9 and answer the literature circle questions. 

After taking the literature circle quiz, we started to discuss about the book with the class for a minute. We talked about a part of a book and we had to think what were the problem that Gopal was facing and also what they were expecting when they came to Jama's house. After we saw a video about latrine. 

Now we entered in our literature circles and discussed about chapter 9. My group talked about 

Now we are going to discuss about the jig saw and also discuss about the reading. We finished the Jigsaw and discussed about the question and the answer that we wrote.

Have a nice Carnaval!!!!!

Hw: Finish our 2nd poem and do the lit circle for chapter 10-14!!

Class Scribe February 9 2015

Agenda:

- Do Now

- Boys Without Names

- Skyscraper

- Debrief

- Poem #2

Big Learning Targets:

I can write a poem in which I make effective choices based in my audience, purpose and message

Supporting Learning Targets:

I can juxtapose symbolic imagery in my writing

I can use strong verbs to enhance my description 

Guiding Question:

Whats is good Poetry?

Purpose:

Become risk taking, motivating, playful poets


Homework:
Boys without Names chapters 7-8

Like normal we started out class with the Do Now. The Do Now was about Alliteration, Nonsense words and Juxtaposition. There were 7 questions on the Do Now.  Ms. Vallillo told the class to open a document called Poetry Toolbox. The document is used to record the sound devices in Poetry. Last week we learned about juxtaposition, a photo that has one kid holding a rife and a kid next to him with a dodgeball.  This is a example of juxtaposition. Then you go filling the other squares with the information we learned.  

Now the class moved on to Boys Without Names  Ms. Vallillo gave them ten minutes to read the book.

When Ms. Vallillo stopped them, she moved on the Skyscraper. She asked the class the two questions on the photo and then the class turned to their partners and talked. After she asked the class to turn the Do Now over. Then she gave a poem called SKYSCRAPER by: Carl Sandburg. Then she thought them something called sketch noting. Underline lightly the words you don't know. After the time Ms. Vallillo gave to the class she asked the class to re-read the poem with a partner. 

Takuma's sketch noteing

Class Scribe of the Day Nina Stevens

Agenda:

• Do Now
• Lit Circle quiz
• Image Analysis
• Review Norms + Skills
• Lit Circle #1
• Debrief
• RAFT Writing Time

      The first thing we did today was the Do Now and in the Do Now it explains what is supply and demand. Supply is how much something is valuable, for example, if you have 6 rocks the supply of rocks is 6. Demand is how much something people want, for example, if 10 people want rocks, then demand is for rocks is 10.
      The second thing we did today was the Lit Circle Quiz. This quiz is important because then Ms. V can know if we are reading the book and it is really important because it sometimes makes us understand and remember what happened in the last chapter.
      The third thing we did today was the Literature Circle discussions. Rachel said that she thinks the book is going to be really sad because the boys probably will have to hid and can't tell their real names. Ms. V gave us pictures of where the story takes place, that makes us understand and view what is happening in the story. It helps us visualize what is happening. After we had to reflect how we did in the discussion.

Homework:

• Finish your first draft of your RAFTS about the Triangle Shirtwaist Factory Fire.

      

Class Scribe Post

Agenda             Jan 28 2015     DAY A

• Do Now
• Raft #1
• preview our book
• begin our lit.circle book
• debrief

1.0 I can evaluate the extent to which industrialization benefits societies by analyzing evidence from a  variety of sources.

Guiding questions: How does industrialization benefit, harm societies?

How can writing create change?

Felipe and Isaac working on the post it note. 

We had a question that was how can the poem the Lorax an example of Industrialization. I word that both Leilani and Rachel said were BIG.  We got a post it note and we had to write a quote of the Lorax and write why is it industrialization.

We put the post it notes on the back board.
Then we went on to the Rafts Triangle Shirtwaist.

we started looking at a sentence from the book boys without names in each. In each desk we looked at some sentences.

We then revived the book Boys without names.

we predicted what the book would be about.

We then read very little with the class of the book.

this is what we wrote

Read chapter 1-4! DO YOUR HOMEWORK

Class Scribe

• Agenda: 
• Do now 
• workshop:revising for word choice
• peer critique
• revision time

• BlT-3.0 I can a clear and engaging historical fiction narrative that takes place during apartheid.
• supporting learning target 3.4 I can show not tell in my writing by using strong verbs, sensory details and dialogue
• SLT- I can use figurative language to enhance my description

We started the class like usual by doing the Do now. Then we talked about what we changed on our Pacing to make it more interesting.  We read Big learning target and supporting learning targets we Ms Vallilo asked some people to read it out loud for the class.  We flipped our Do now over and looked at the word choice.

Then we went over it and looked at the figurative language that we found while reading.  We had to say if it was dialogue sensory details or figurative language. we highlighted it also.
Then we did a peer critique with someone that you think will help you with your writing

We stayed about 10 min going over someones writing and helping out their verbs to make it better. Then we got it back and we went revise or the rest of the class

Homework= REVISE THE WRITING!!!!!

Class Scribe - 11/24/14 - Nic L.

   Agenda:

* Do Now
* Critique for L.T. 3.0
* Track + Process Feedback
*Writers Workshop: Style
* Writing Time
--------------------------------------------------------------------------
BLT:

3.0: I can write a clear + engaging historical fiction narrative that takes place during Apartheid.

SLT:

3.7: I can use figurative language to enhance my description.

The Do Now

------------------------------------------------------------------------
     First, we started with the Do Now. The Do Now was an example of someones story plan. We had to read the plan and see what is believable about the story and what is not believable about the story. We also had to see if this story clearly teaches about the Apartheid, and if it could be told in 3 to 4 pages.

   Then we went to the back of the Do Now to see two blog posts that two people in our class made. Then we got a rubric for a Example 1 and a rubric for example 2. With our partners we had to grade both of the blog posts. By highlighting what the blog post shows, on the rubric. Self-grade the blog posts from 1-7. We did this to see if we made the same mistakes in our blog post and if we should add some things we didn't have. We all figured out that Example 1 was the best. And that example 2 had no real style.


   

The Rubric for the Blog Posts.

   Now we are taking time to talk about figurative language and how we could/should use it in our writing. We were shown a very intricate picture and we had to on our desk write a metaphor, a personification, etc about all the nouns we could think of that were in the picture.

   Now we started to track our learning targets. We took out our learning target tracker from our accordion folder. We took the pink dots and put our score one the poster board with the learning target. Also, for the people that did the blog post we got feedback from Ms. V. Then we went back to our blog post and on another piece of paper we put down what feedback we got, and what I think about the feedback.

Thats all we got to today.
We don't have any homework.

Class Scribe, November 19th

November 19th, 2014

written by Cata, acting as a class scribe

Do Now

Big LT 3.0: I can write a clear and engaging historical fiction narrative that takes place during Apartheid.

Big LT 3.6: I can create a voice in my writing that is believable for my character.

Agenda:

-Do Now

-Writers workshop

-Writing time

-Peer critique

Do Now: 

In the Do Now, we had to look back into The Noose, and find out what the main character, symbolic object, external conflict, internal conflict, and change were. The formula for finding the change in the story or in the character is: character + conflict = change. After we got  information from The Noose, we shared with our partners and discussed about: What makes up a good plot? and What was The Noose plot outline?

Good job Gabe, Dom, and Rachel discussing, nice plot picture! 

Writers Workshop:

Before we got into writing, we wrote down some restrictions for the summative essay that we were going to write: 3-4 pages, 3-5 scenes, the character has to be your age or a few years older/younger, 1-2 days, avoid Disney ending (good endings), and Apartheid's effect on your character. Then, we began brainstorming some ideas we wanted to write about. Don't forget to use who, where, what, when, why, and how! 

Writing Time:

Time to work on the summative essay planner sheet! Everyone took time to work on a planning sheet to prepare for the summative essay about Apartheid.

Peer Critique:

Now we shared our planning with our partners to get some feedback from our peers.

Homework:

NO HOMEWORK GUYS!!!

Class Scribe 11/06/2014

Learning targets 

Agenda:

• Do Now 
• writers workshop dialogue 
• writing time 

          We are starting the do now and it tells us to get important dates on the text The Rise and Implementation of Apartheid and write it down. Now we moved on to the writers workshop dialogue paper, since we learned all of the other negative techniques, today we are learning about the dialogue.  Since today was a half day, that is what we did today.

 Homework: Double Entry Journal, One Day Lily due tomorrow

Luísa Pereira acting as the class scribe  

Rachel - Acting as A Class Scribe

Agenda:

• Do Now
• Writer's Workshop Dialog



This is our Do Now activity. We put some New information
 in our Timeline.

• Writing Time

Homework:

Read: One Day Lily 

Due: Friday

We first started with our Do Now:

- We read our part (A or B)

- We discussed with the class

- We found important dates

- Filled in the Do Now sheet

         This video shows our Writer's Workshop Dialog. Ms.V gave us  a chat and we had to know things and purposes that the characters talk about. 

                  After that we discussed the character's lives and what and how they are talking about. We talked about different types of dialogs. We also talked about what are dialogs and how dialogs can make a difference in a piece of writing.

After 2 minutes, a group from their scavenger hunt came, so we had to dance with them! Here's a video!

Class Scribe Post

Karishma acting as Class Scribe

Day C

October 24, 2014

Agenda:

• Do Now: Sequence timeline
• Quick Write #2 work time
• Writer's Workshop: Adding in sensory details + special transitions

Big Learning Targets:

1.0 I can write an accurate historical fiction narrative that demonstrates a sophisticated understanding or Apartheid

3.0 I can write a clear + engaging historical fiction narrative 

Do Now:

Picture of Catalina's Do Now

On our Do Now, we had to go back to any of our readings that we read this quarter and find a specific date. After finding the date, we had to jot down why that date was important and which reading you got it from. The picture to the right is of Catalina's Do Now. She did a great job in finding relevant dates in our readings this quarter. 

Screenshot of Quick Write 

Quick Write 2:

Our objective for our second quick write was to study an image and pretend you are a bystander (someone watching this event happen).  Think about where you would be standing, what you would be doing, and how it would affect what you saw.  Describe this picture as if you were explaining what you saw to someone who wasn’t there.  Make sure you use sensory details, clear descriptions, and transitions that show movement through space. You also had the freedom to choose which kind of format you wanted to write.

Picture of revising the paragraph

Writer's Workshop: Adding in sensory details + special transitions:
We received a sheet of paper on which was a descriptive paragraph. It was describing a picture of a young woman in the Soweto uprising. We had to revise the paragraph by adding more descriptive words and phrases. After we were done revising, the paragraph sounded much better than before. 

The picture we described in the paragrapg

Homework: 
Read Out of Bounds: The Noose + Double Entry Journal (due Friday)


HAVEA GOOD WEEKEND!!

Marcos: Acting as Class Scribe.

Agenda:
Do Now: Blog Post
Review Close Reading Note-catcher
Writers Workshop: Description 1
Quick Write 2
Peer Critique
Debrief: Writers Toolbox

Big Learning Targets:
1.0 I can write an accurate historical fiction narrative that demonstrates a sophisticated understanding of apartheid.

3.0 I can write a clear and engaging historical fiction narrative.

Today in humanities we started of with the Do Now like everyday. On the Do Now, there was a question that we had to answer as a blog post on our blogs, the question was "How can language be a form of oppression?"They had to put evidence form the book, Out of Bounds or from the text, The Soweto Uprising. After this we quickly reviewed the learning targets. After that, Everyone took out their homework and they had to share their answer with the person sitting next to them and if they were not completely sure of their answers, they could use their partners to help them. Baltasar read aloud a paragraph that would help us on question number 2 on the homework and we talked about that paragraph. We talked about stereotypes that went on in apartheid and how that affected lots of people. We also talked about how race was a social construct. Now, Ms. V gave us a direction were a person has to read a slip of paper that was passed out and then the persons partner has to try and draw what they think the slip of paper is describing. Now the person who read the slip of paper is going to get a marker and draw what they think the paper that the partner is reading is describing. After that, Ms. V asked us to circle words on the two papers that were read and they had to circle words that they think that make it easier  to understand and draw. Then, people shared the words or phrases they circled and why. Next, Ms. V asked us to open a document on google drive called Writers Workshop Debrief were we had to answer some questions about the activity that we just did. After we shared the questions a bit from the doc, Ms V asked us to open another document another document called Quick write were we had to write about a picture as if you were a bystander and describe what it would be like.

Oct/23/2014










                                                                                                                 

Class Scribe / October 22

 Agenda:

*Do now, Summary of Typewriter

*Track Learning Targets

*Pre-Reflection

*What is race?

*Post-Reflection

*Add summary to Research Note-catcher

---------------------------------------------------------------------------------------------------------------------

Big Learning Targets: 

1.0: I can write an accurate historical fiction narrative that demonstrates a sophisticated understanding of Apartheid.

4.0: I can conduct high-quality research about South Africa + Apartheid.

Supporting Learning Targets:

1.8: I can explain how race is a social construct.

4.1: I can write an unbiased, fact-based summary of a text.

------------------------------------------------------------------------------------------------------------------------

   So, to start Humanities class we began with the Do now. For the Do now we had to create a new summary about the chapter called the Typewriter in the book we are reading called Out of Bounds. On the Do now sheet, it gives you some examples of what to use in your summary to make it filled with relevant facts and details. We had to look for specific facts from the chapter in the book to make the summary. After everybody finished the summary, they had to switch summaries with there partner and then they read it and check off what was High Quality about their summary and what was lame about their summary. 

   After the Do now, we started to talk, and track our learning targets. One of the learning targets is 1.0 witch is above on the Big Learning Targets. The other Learning Targets were 2.0, 3.0, 4.0. We looked at the description of each learning target and assessed ourselves on if we should I've our self a 1,2,,3,4,5,6, or 7. My class were mostly around 2 and three, because the learning targets are about Africa, and the Apartheid, which we really don't know a lot about yet. 

   Next, we started our Pre-Reflection. In the Pre-Reflection we answered 4 questions about race and racism. It is just to see what we believe about race and racism. The questions were like what do you think race is and what do you think about racism. This just to see what you think about what we are beginning to talk about.

Marcos working hard on the Reflection

   One thing we started after the Pre-Reflection is "What is race". Ms. Vallillo gave us little papers with circles on it. Some of the circles where half black and half white, and half white and half striped, and so. Then we had to make categories of how to divide the circles. Some of the people classified the circles/papers by the numbers on it. Others classified them by how much color is in a circle. So there wasn't really a certain way to classify them. During that we went on to a website

 (Sorting Races) which we were supposed to sort people in specific groups such as White, Black, Latino, Asian, and European. This was supposed to see how you sort people. It could be by color of skin, their face, etc. 

     At the end of class we started to read a text. The title was What does it mean to say that race is a social construction. We just had to read the 4 paragraphs and gist them in our own words. After we made the gists we read them to our partner to see if they were good and accurate. 

**HOMEWORK**: For homework we have to finish your gists if you haven't finished it. Also you have to answer the questions on the close reading note catcher.