Class Scribe

Class Scribe
Written by: Thereza Protasio

Our Agenda:
• Do Now
• Rubric Analysis
• Practice Mis-en-Scene (if there is power)
• Edit your film or work on presentation

      The first thing we did was our Do Now. Our Do Now today was about our filming and how we thought we had worked and what core values best came together with our work.  We then shared our answers with a partner and then to the class.

**REMINDERS**
*Film presentation (Thursday)
*City Of Ember Movie Review (Sometimes next week)
*Map testing next week

    We then started looking at a Presentation sheet and thinking what we thought was important in it. After 2 minutes we started sharing our thoughts with our partners.  We talked about important words in the sheet and what we had in good of our films. The we started looking at the rubric and thinking what we could have done in our films and finding key and important words.


                                Next we started working on our editing and and our presentation.

No Homework due tomorrow , but edit on film

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.

Enzo's Class Scribe Blogpost of the 4th Quarter Tcham! Tcham! Tcham!

• Do Now
• Tableaux
• Symbolism in City of Ember
• Intro to Film Scene
• Reading Time   

We first started with our Do Now that is making connection's to from the quote to the world then infer what lesson might be teaching the reader about the world. After the time was  up on working on our Do Now's we talked about what we did in them with person sitting next the to you. The one's who did not have a person sitting next to them moved in other desk's to talk to the person who were sitting on these desk's.

Then we went into Talbeoux that is making images for the vocab, but of course we first made the group's. Make and plan and make our images and then present them.  After Tableoux the we went to Symbolism in the City of Ember that is making a blogpost and compare the Symbolism of the city of Ember.  After the time was up on making the blogpost we started reading on the book of the City of Ember for the rest of the class. 

                             

                       Here is Lupe working on here blogpost and things and concentrating a lot. 

Homework:

Finish the blogpost on comparing Symbolism of the City of Ember if you didn't finish it in class. 

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.

Class Scribe 4-28-15

       Agenda

• Do-Now
• Vocabulary Images
• Theme Talk 
• Reading Time

• 

  Here is Jae's picture for catastrophe.

       Today was like every other day, we started with the Do-Now. In the Do-Now we had to draw a picture for every vocabulary word we are learning. We had 20 minutes to work on this. Some people brought out their laptops so they could look at the words' meaning incase they forgot.



         Once we finished that we had to do the vocabulary images. This is where we had to match our 10 vocabulary words with 10 different pictures. We had 1 minute to do each picture. Since there were 10 pictures we had only 10 minutes to find out all the pictures. People did the same thing as to Do-Now they took out their laptops to look at words and definitions.



    Then we were given a passage we had to read. We each took turns reading a sentence. If you think you have found something that has to do with the theme, you would underline it in the text or write it down.

Class Scribe Post by Victoria

Agenda: 

• Do Now
• Intro to Dystopia
• Video
• RDG
• Intro to City of Ember
• Quote Chalk Talk
• Prediction
• Reading time

_________________________________________________________________________

First we did our do now's. We opened up Quizlet in the City of Ember 1 and learned some new words that we will find in the book. After that we shared with the person sitting next to us what dystopia and Utopia. We watched the beginning of Wall.E and discussed why was that scene related to dystopia. We watched another scene of Wall.E and discussed what were some other elements that were dystopians in that piece. Sophie thought that one negative effect was that they were too antisocial even though they were all together. One Dysthopean Novel that was famous was the Hunger Games because it looked pretty cool but it really wasn't that cool. We are now moving on to Quote chalk talk  that is when we write thoughts of a quote that is here in the table . People had many ideas to share. We had many different quotes and many different ideas about some quotes that are in the book. One quote I saw was: " The main thing to do is to pay attention. Pay close attention to everything, notice what no one else notices. Then you'll know what no one else knows, and that's always useful." and it got many good questions and responses to the questions asked. We stared(★) questions that we thought were good questions. 

 
We got our City of Ember books and we are going to start reading the first part. After the map and the contents there was the introduction.  We shared some questions that we had about the book and the introduction. For the last 5 minutes of class we read a little bit of the fist chapter. The class was dismissed.

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.

        

Drafting, Drafting, Drafting...

Agenda:

• Do Now
• Poem 4
• Drafting time

Today was another normal day. We piked up and started the Do Now. In our Do Now we had go to our Humanities folder and open the document called "Triangle Fire poem". We had to skim through our pre-writing. It was the information that you found about your character last class. Link to see the list of victims. We had to think about what poetic techniques we had not tried to use yet that might fit with the tone of your poem. We had to jot down some ideas about what poetic techniques you would like to try to use. Then we had to check in with a partner.

After this we had time to improve our poem. When we thought that we were done with the poem. We could move to start drafting (Draft of the triangle shirtwaist fire). This took the rest of the class.



HW: No homework!!
That's all I have to say
                                                       

                                                                             Tarik and Raj working on there poem

Class-Scribe 3/12/15

          Agenda

• Do-Now
• Pre-Writing
• Mind Map
• Outline
• Evidence 
• Drafting

Big learning target 1.0: I can evaluate the extant in which industrialization benefits societies

by analyzing from a variety of sources.

Supporting learning target 2.2: I can cite textual evidence to support my ideas.

First we started like any other day with the do-now. On the do-know we had to answer in one sentence why you want the reader to know the significance of the  triangle shirtwaist factory fire. Then we had some time to organize our writing. The once we finished that we went over it as a whole class.

Next we had to go back in to our folder and find anything that could be evidence for our writing. Once we found some evidence we went over all of them as a class. 

Jae and Lucas working to find evidence.

Next we had to look for evidence and added it to our mind-map and draft. Then we had a while to work on this and try to find some evidence. After around 20 minutes we checked in with a partner.

When we checked in with partners I heard a lot of good discussions. I also heard some clarifying questions about people's evidence. Next we had the last little bit of class to add find evidence and add it in.

Our readings we can use for evidence.

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:

Rachel's Class Scribe Post ♥

♥ Agenda: ♥                                                                                 ♥ Homework ♥

• Do Now                                                                       The homework due today was 

• Add to Poetry Toolbox                                                 Chp 10-14 + Double Journal

• What is it?

• Technology behind the revolution

• Debrief

              TODAY WE STARTED WORKING WITH THE DO NOW AS ALWAYS AND IT WAS ABOUT SIMILES, METAPHORS, PERSONIFICATION AND FIGURATIVE LANGUAGE. tHIS IS A VIDEO THAT SHOWS EVERYBODY WORKING HARD AND PAYING ATTENTION ON THE WORK SHEET (DO NOW) TO GET EVERYTHING CORRECTLY FOR OUR DISCUSSION IN PARTNERS AND WITH THE CLASS THAT WE DO AFTER THE DO NOW. 

AFTER SOME TIME, WE ENTERED OUR POETRY TOOLBOX ON THE GOOGLE DOCS. WE TALKED ABOUT THE THINGS WE COULD ADD THERE. HERE IS A VIDEO THAT SHOWS WHAT WE DID AND WHAT WE TALKED ABOUT.

        I LIKED THE WAY THAT EVERYBODY SHARED WITH THE POETRY TOOLBOX IN CLASS. I LIKED THE WAY A LOT OF PEOPLE PUT THEIR HANDS UP TO ANSWER SOME QUESTIONS. WE PUT THE EXAMPLES AND THE WHY WE USE THAT AND MS. V EXPLAINED A LOT AVOUT WHY WE USE FIGURATIVE LANGUAGE BECAUSE IT IS VERY IMPORTANT. EVERYBODY WAS COPYING, SHARING, GIVING COMMENTS AND ALSO ASKING QUESTIONS. I WAN'T TO SAY THAT NINA AND JAE WON DID A GREAT JOB ON SHARING AND ASKING QUESTIONS, GOOD WORK!

      

        

Class Scribe

Agenda

• Do Now: Word Nerd
• Poetry Toolbox
• Poem 2

      - comment
      - share

• Create Poetry Rubric
• Cause/Effect Chart

We started our Humanities class with our Do Now. Our Do Now was to go on Quizlet and study the new vocabulary words called Economic Vocabulary. 

After studying the new words, we shared with our partners about something strange that happened in carnaval break, something awesome and what are we looking for now that we are back in São Paulo. After sharing, we opened the document Poetry Toolbox and added Assonance, Consonance, Rhyme, Onomatopoeia. We tried to add the definition with our partners sitting next to us. Then we did it with the class.

After, we opened our Poem 2. We commented on our poems about where we did a risk and where we made a choice. Then, we chose our partners with our eyes. Then we started sharing with our partners where we did a risk or a choice.

After, we got a sheet of paper like this: 

 We made our own rubrics for our poems with                                                                          our partners.           We only had to do part 1 & 7. 

HW: Read chapter 10-14 and do the double entry journal. 

The class were we started saying about the paragraphs of poem's

• Do Now
• Poem # 4
• Close Read # 3 (continued) 
• Jigsaw 
• Cause + Effect Chart

We first started with our Do Now as usual and we did it is about Stanzas that is a new thing about poem's. When the time was up Ms.Vallilo told us to join with our groups to talk about the Do Now and after the time was up she told us read the poem Nothing Gold Can Stay. When the time was up we our teacher told us to Ms.Vallilo told us to talk about the poem and lots of the students talked lots of things.

                          Here is the class talking about the poem Nothing Gold Can Stay

After the time was up of talking about the poem Nothing Gold Can Stay.  Then we worked on our second poem that is the poem each student in the class is doing. After the time was up on each student of the class working on their poem Ms.Vallilo said for the students to come back to their desks, because when it was time for each student to work on their poems Ms.Vallilo let they sit anywhere they wanted. Then she told us to read the text of industrialization. Then Ms.Vallilo told us to stop reading, because the class time was ending. 

Homework

Finish reading Chapter 9 of Boys without Names and do the Double entry Journal. 

Class Scribe 2/12/15 -Nic Landau

Agenda:
•Do Now
•Poem #4
•Close Read #3 (continued)
•Jigsaw
•Cause + Effect Chart

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

Supporting Learning Targets:
1.1: I can describe factions that cause industrialization, citing evidence from the text.

        We first started out with the Do Now like always. The Do now was about lines and stanzas of poems. A stanza is a paragraph of poetry, and each line would be a sentence if it was not poetry and a real paragraph. We had to read over a poem on the do now, and figure out how many lines it had and how many stanzas it had. After everyone finished we discussed the do now with the class.  We saw when and how to use rhyming, and if you are using it correctly.

    Before we got into the poem we talked about what you think the word "change" means. A good definition was: "change means growth and how things grow over time". Then we flipped over our do now and looked at a poem. We read it and had to find out the rhyme schemes. After that Ms. V gave us questions to discuss about the poem.

Gabriel working on the Poem.

 Next we got into our own poem about the object Ms. V picked out of our first poem. We just had to keep adding on to out poem and use the rhyme schemes we just learned. When we were done we shared what new things we added to our poem.

   Ms V tolled us to take out our reading from yesterday. With the reading we opened up the jigsaw document and filled in the questions to the section we read. There was 5 different questions.

  Now people with reading A would go into a group and discuss the section of the reading  they read. And same thing for the people that read part B and C.

-Homework: Read Ch. 9 in BWN. And finish the double entry journal.

The Close Read #3

Class Scribe 2/11/15

        Agenda            

• Do-Now
• Peer Cheek In
• Cartoonify Tableaux
• Image Analysis
• Close Reading #3

Big Learning Target: I can write a poem in which I make effective choices based on my audience, purpose and message.

Supporting Learning Target: I can use Juxtaposition symbolic imagery in my writing. I can use strong verbs to enhance my description.

First we started with the Do-Now. We had where given time to brainstorm our poem and start writing it. The poem that we are making is about an object that we chose last class or that is in the poem we wrote. We need to add in our poem strong verbs, we need to add all the 5 senses, add in juxtaposition and we need to play around with words. Next we got to check in with a partner and receive feedback.

Once we finished we got to cartoonify our pictures. We got blank pieces of paper and our pictures of us explaining pre-industrial industries. To cartoonify our pictures we made speech bubbles, thought bubbles and more. We got around 20-30 minutes to do this. When we finished we handed in our finished pictures. Then We showed all of the pictures up on the board.

After we finished that we got to do an image analysis. We got 2 images on our desk and with our partner we had to try to find out what it meant. While we did this I went around and heard a lot of great discussions. Once we finished talking with our partner we went over it as a class.

This is image 1.

This is image 2.

Next we did our third close reading. When we got the paper we each got sections of the reading that we needed to read. Once we got to the page that we would read we asked three questions using what we know already knew. Once we asked the three questions we had to read the first paragraph and then gist.

For homework we need to read chapter 9 of Boys Without Names and do the double entry journal.

Class Scribe: Feb. 10th, 2015

posted by Cata, acting as class scribe

Agenda:

• Do Now
• Lit Circle Quiz #3
• Lit Circle #3
• Debrief
• Poem #2

Big Learning Target 3.0:

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

Supporting Learning Targets 3.0:

- I can juxtapose symbolic imagery in my writing.

- I can use strong verbs to enhance my description.

Do Now:

Take the poem Skyscraper and do a third reading of it. This time, notice what poetry tools the author is using. Analyse...

1. Strong verbs that clearly describe something. Instead of walk you might use a stronger verb such as amble, meander, wander, stumble, hurry, gallop. Circle place in the poem where Carl Sandburg uses strong verbs.

2. Highlight and annotate moments you see the following poetic tools. Create a key with different colours and symbols you are using to mark up your poem. 

        a. Alliteration

Nic and Gabe working on their quiz

        b. Onomatopeia

        c. Nonsense Words

        d. Rhyme

        e. Repetition

3. What are moments in the text where Carl Sandburg juxtaposes two unlike things? Cite evidence from the text. Why does he do this? What effect does it have? 

Lit Circle Quiz #3:

Everyone took out their computers and filled out the Socrative quiz. Nic and Gabe, good job on staying on topic and quiet while we are doing the quiz.

Isa, Balti, and Matt in their lit circle

Lit Circle #3:

Today I observed Isa, Balti, Matt, and Verdi's group. Overall, every group did a good job in using evidence from the book. Our homework due today was to read chapters 7-8 and fill out the double-entry journal. If we want to improve as a class, everyone has to bring their book to the lit circle and chip in with information.

Debrief:

Now everyone took their time to write down the score they think their group got today, why, and how they can improve. Right after, we organised our 

Poem #2:

working on the poems

Now we began creating a new poem in which the topic was about an object Ms. V highlighted in your previous poem. We kept on working until the end of class.

Homework:

There is no homework, but if you want to read ahead, chapter 9 with the double entry journal is due Friday.

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