Exit Ticket

https://docs.google.com/forms/d/1QKNCWcdnqyI53ZkTgrkK-_fr1Q1BFe-vpD0t2nUUEAU/viewform

Welcome to Monday...get those projects started!

1. Highs/lows

• Make sure WebQuests are all collected from both days.
• Before you start today---> fill out this survey of goals for day
• Project link --->do you know how to access this?! 
• Begin work on project-->grades for participation and focus today.
• 10/10--a great deal of work produced/completely on task
• 9.2/10--a good deal of work produced/mostly on task
• 8.4/10 --some work produced/on task less than half of the time
• 7.6/10--very little work produced/rarely on task/need to be reminded to be on task multiple times.
• 0/10--no work produced

Sub Day. Second Web Quest.

Website if you read Speak--Click hyperlink

Website if you read Twisted--Click hyperlink

Link to a digital copy of the Web Quest--10 Participation Points

Thursday's Webquest & Project Paperwork

Good morning!

1. Today we will be doing a web quest as an independent activity.  You will be responsible for finding out four types of information on Laurie Halse Anderson, author of both Twisted and Speak.  Please pass in by the end of class, or if you don't complete in the 35 minutes given, take home and complete for homework.

2. Project Paperwork: Decide if you want to do a motivational speech or a five-paragraph essay.  Please decide by Monday.

No HW unless you have not completed the web quest (10 points).

Projects Choices: https://docs.google.com/document/d/1JPhM8yGWJByCQePP_Cs4prWedOEhxf8U80vNJixIoJc/edit?usp=sharing

Webquest on author: https://docs.google.com/a/rsu5.org/document/d/1mFReTDfCx4qP5_GRzpCwpe-OAzjyzdOKqTd9D09DnuI/edit?usp=sharing

Twisted 189-216

• High/low of the weekend
• Revisit select passages from last night's reading
• In-class question reflection (this will be a handout)
• Reading in class toward END of book by Wednesday

Work!

Goal:

Complete your graph!

I'm collecting whatever you have by the end of today to assess!

Reading over the weekend:

Twisted: 189-216 (27 pages)

Speak: 162-184 (22 pages)

Thursday: It's Graphing Time

• Passback homework from two nights ago.  Please keep!
• Intro: Vote with your feet activity!
• Graphing in English: Who knew all those mad math skills you'd been acquiring were going to go to good use in English too?
• Handout given in class has full detail. Click for digital copy too.
• Determine if you'd like to work with a partner or solo on this in-class activity.
• Collect last night's HW (keep until the end of class; you'll need it for the graph)
• HW: Keep reading!  162-184: Speak or Twisted: 189-216. Next readings are due on Monday.

REMINDERS

*Mid quarter checks are next Thursday*

*Final project for Twisted/Speak is due the Friday before vacation*

Keep on Readin'

Today's goal is to READ!
I will post the character's on the board so folks can volunteer to read.  If you are ahead on the reading, you may opt to go in the hall to continue on your own.

HW due tomorrow: 164-189 (we got to 179 in the book in class) & HW sheet...select which side you want to do, 2 songs or help/hinder.  Only do one.  

SONGS!

1. Using your homework from last night, suggest songs for each chunk of the reading on the slip of paper I hand out.
2. Listening/drawing activity for last night's reading. 
3. Homework: You pick--> help/hinder OR music side for next reading.  Due Thursday.

*Mid Quarter Checks are next Thursday*

Welcome Back!

Welcome back from your LONG weekend!
Here's what's up with today:

• Highs and lows
• Pass back LOTS of paperwork.  Keep it all, please!  
• Work toward reading that is due tomorrow & homework sheet (pick your own songs)
• Speak---> 123-140 due tomorrow
• Twisted---> 142-164 due tomorrow 

* Extension: Final Project for Speak/Twisted will be due on Friday the 20th before vacation*

Happy (Almost) Thanksgiving!

Move the Reading Assignment Due Date--> fix your yellow sheet
A NEW book by Laurie Halse Anderson: "Thank You, Sarah!"---festive and informative!
Today's funky schedule:

Block A       8:04 – 8:48
Block B      8:53 – 9:37
Block C      9:42 – 10:26
Fun time 10:30-10:53

Twisted/Speak

• Highs & Lows from the Weekend!
• Homework Activity
• Padlet for Group A: http://padlet.com/wall/7qctzzampe
• Padlet for Group B: http://padlet.com/wall/pqulto7iwv
• Speak: http://padlet.com/wall/9m362fkq33
• HW: Soundtrack Assignment (due after Thanksgiving)
• Reading time!

Friday HW Reminder

Don't forget to complete this sheet for HW due on Monday: https://docs.google.com/document/d/1Q0xPfBZLp8K2e-MwJzJy8aVAlAzBDTaweFL2xfFLNcg/edit?usp=sharing

Remember, you are looking for how the lyrics of each song relates back to specific passages in the text you are reading.  Make sure to record the sentences or paragraph that remind you of the lyrics on the handout we started in class (and is hyperlinked above).

Here are the lyrics to the songs associated with TWISTED.

Hurt by Johnny Cash

I hurt myself today
To see if I still feel
I focus on the pain
The only thing that's real

Twisted/Speak Soundtracks

• Collect HW questions from last night's reading
• Making Predictions using music videos worksheet
• Twisted
• Johnny Cash: Hurt
• Puddle of Mud: She Hates Me
• Speak
• Goo Goo Dolls "No One Is Listening"
• Avril Lavigne: Nobody's Home
• Catalyst
• Queen: Under Pressure
• Linkin Park “Runaway”

• Exit Ticket: Click to fill out a 3,2,1 exit ticket

• HW: for Monday get to 102-123 Speak & Twisted: 117-142.  Complete the Soundtrack worksheet started in class.

Funky schedule: READING!

Get to 102 in Speak or 117 in Twisted.

Only P1/2 today (English and Global...no science)

Twisted/Speak & Final Project

Collect HW due today!

Get quizzes back!

Link to Final Speech Project

2nd speech example: http://www.youtube.com/watch?v=sTJ7AzBIJoI

Exit Ticket for Today's Class

HW: Read to page 102 in Speak and 117 in Twisted for Thursday. Complete handout with questions for your particular reading assignment.

Twisted/Speak & Speech Writing

Highs and lows

Independent reading time

Common Core Goal: 

• Character development: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.)
• Why should we care???

Looking at an example speech:  Dalton Sherman (he's only 10!)

What he did in terms of speech writing: http://sixminutes.dlugan.com/dalton-sherman-keynote-speech-video/

Link to Final Speech Project

Exit Ticket for Today's Class

Due tomorrow: Reading assignment (61-82 Speak or 68-93 Twisted) and 4th handout.

Quiz Retake, Twisted/Speak reading

• Quiz re-take over apostrophes, capitalization, and credible source vocabulary
• Collect HW sheet (outline of a character, passage, explanation)
• New HW sheet due Tuesday & 61-82 in Speak, 68-93 in Twisted

Apostrophe Review & Quizlet

1. Apostrophe review activity
2. Apostrophe review sheet to do on your own time (answer sheet included)
3. Quizlet of 6 terms: http://quizlet.com/join/vjHBvwATU
4. Reading time

Reading Quiz, paper pass back

• Speak/Twisted hardcopy of a reading schedule
• Pass back hwork assignments & yesterday's quiz. Please keep in notebook!
• Reading quiz today over 1-40 ish in your book.
• Read for HW: 41-61 in Speak, 41-68 in Twisted & handout. Due Friday.
• Retake quiz on apostrophes, caps, and credible sources?? This Friday.

Final Project (initial information) for Twisted/Speak--Speech

Due: Dec 13th, typed, double-speaced, 12 point font

You must have 3 passages of your choice somewhere in your speech to support your answer.

1. Introduction:  Who you are (Tyler and Melinda) and why you are here today.
2. Body:
1. What was your inner conflict(s)?
2. When did you know the problem was happening (inciting incident is when we first see a problem)?
3. Who helped you as you faced your challenges/conflicts?
4. Who was poison to you as you tried to overcome your challenges/conflicts?
5. What was your climactic moment?  (When did you have an “Ah-ha!” moment?)
3. Conclusion:
1. What did you do to affect your own resolution?
2. How have you changed from the beginning of your experience to now?  
3. What you learned about being a teenager?
4. Where should your peers go for support (research real Freeport resources)

Final Project for Twisted and Speak

• Highs and lows of the long weekend
• Quiz over caps/apostrophes/credible sources (25 points)
• Reading schedule moving forward--currently digital only.  Will make color copies.
• Final Speak and Twisted project
• Reading due tomorrow: up to page 40ish & second "in the character's head" worksheet

Apostrophes & Twisted/Speak reading

1. Apostrophes/Caps/Credible Sources in Class Worksheet https://docs.google.com/document/d/1gurWY36eMW8fC3UHk2XPCaxoP_N5_ihUsh-C4CfmvfY/edit?usp=sharing
2. Homework due: Get in the Character's Head! 
3. HW for Tuesday: Quiz (use worksheet for help) 25 points.  For Wed: Twisted or Speak...get to page 41 & next "Get in Character's Head" WS.

Pick a Priority Question & Capitalization Pre-Quiz

• Pass back "Capitalization Rules" packet.  Keep for quiz study.
• Pre-quiz on capitalization
• Which priority question interests you?   Check out yesterday's post for the full list. Write down your question on a note on your iPad.
• Head to the library and chat with Ms. Moore about credible sources.
• Pick an article to help you answer your question.
• Make bulleted list of key information from the article.
• This will help us write a summary later on
• Apostrophes...I'm tabling this until tomorrow.

HW due tomorrow: TWISTED and SPEAK reading to page 20.  Complete the "What's in the character 's head?" handout.  

Upcoming next TUES: Quiz on capitalization, apostrophes, and words associated with credible sources.  Yesterday's blog has a list of what you need to learn.

Priority Question Selection, Apostrophes, & Common Core...oh my!

1. Common Core goals with "Teen Pressure" inquiry & Reading Twisted/Speak

• • 2 - central idea/summary (CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.)
• • 3- character development (CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.)

2. Select a priority question you'd like to investigate tomorrow (Wed) when we visit Mrs. Moore in the library.  Here are the priority questions both classes selected:

• • What about a teacher stresses a teen out?
  • What is the point of this activity?
  • Why is school seven hours long?
  • Are teenagers the only ones being stressed or pressured?
  • Why are teenagers so stressed out?
  • Why is one gender stressed out more than the other?
  • What causes stress?
  • Do parents cause a lot of the stress?
  • Why do people get put into groups instead of making their own choices?
  • What types of teen pressure are there?
  • How many teens are pressured a day?
  • Is pressuring bullying? If so, why or why not?
  • How do they feel when they get pressured?
  • How does it affect their life?
  • Are drugs the most common thing for teens to get pressured into?
  • Do friends and others pressure you?
  • Do drugs pressure you?
  • Does school pressure you?
  • Does homework  pressure teens?
  • Does society pressure teens?
  • How does bullying pressure teens?
  • Why do drugs and bullying interfere with school?

3. Let's get reading!  By Thursday, please read to page 19 in Twisted (stop at ch 7) or page 20 in Speak (stop at "Friends" chapter.  If you already read, simply review and fill out the homework sheet. Click for another copy of the HW sheet.

4. Upcoming quizzes: TUESDAY a quiz over capitalization/apostrophe work and key works associated with credible sources.  Here is a handy study guide:

• Capitalization (click to see worksheet, answer key, and rules)
• Proper noun (names, places)
• Seasons, not caps
• Dad, Grandpa...my dad, my grandpa
• Letter writing...Dear Ms. Peterson,
• Courses (Math 101, English 202)
• Quotes
• Credible Source Vocabulary (click to see the rubric we used in class)
• Credible
• Relevance
• Objectivity
• Accuracy
• Currency
• Authority
• Apostrophes
• Singular possessive (in class tomorrow)

Odds N' Ends

1. Worksheets: Proper Nouns
2. Correct a paragraph from YMATS 
3. Who did corrections for Man Friday?  I need to know so I can look at it.

How I graded your "Draft Letter" reflection, which was supposed to be 200-300 words:

+ = 100 (200 words)

✔+ = 92 (125 words or more)

✔ = 84 (75 words or more)

✔- = 76 (50 words or more)

- = 68 (less than 50 words)

less than 50 words...To Be Determined

Homework for tonight: #1-15 for capitalizing proper nouns worksheet.  It is on the back of the packet we did in class.  Not available online.

Thurs: Continue Work w/Credible Sources, Fri: Make-up work

Thursday:
Continue to work with Credible Sources.  Pick either the Bigfoot Article or Sea Monster article to evaluate (see links from yesterday).

Friday:
You will have about 25 mins to do make up work for English.  Quarter closes today.

Share Yesterday's Activity & Evaluating Websites

Share your create Top-Ten Lists, Poems/Songs, Obituaries, and Texts from the On-line Writing Lab article.  Do you feel like you gathered an accurate summary?

Is it a "credible source"?  Use the rubric from class (or click here) to evaluate the validity of each site.

1. http://zapatopi.net/treeoctopus/: Tree Octopus
2. http://en.wikipedia.org/wiki/Bigfoot: Big Foot
3. http://www.dailymail.co.uk/news/article-2468512/Pictured-Second-GIANT-fish-week-washes-depth-ocean-Southern-California-coast.html: Sea Monster

Tuesday: Complete Partner Activity & Exit Slip

1. Entrance Slip
2. Partner Activity w/Article from Online-Writing Lab on Credible Sources
3. Exit Slip

Obituary Example (Thank you Mrs. King!)

Credible Source. 1901-2013

     Millions of academics and students observed a moment of silence today, to pay their respects to Credible Source.  Credible Source was born at the turn of the previous century, at Harvard University.  Tremendously respected, her influence was felt throughout the educated world within just a few years.
     She set new standards in scholarship, and was adopted at fine universities, and then High Schools in states and countries where truth was valued.  She helped develop objective rules for writing, linking sources to other sources and respected research.  Her contributions will always be honored.
     She began aging rapidly in the '00 decade.  College students were choosing to cut corners in their scholarship, tempted by quick and easy choices on The Interwebs. Overworked teachers and professors succumbed to the trend, leading eventually to reports, term papers, and theses containing dubious or dated information.
      She perished, surrounded by her aging admirers, at her birthplace.  In lieu of flowers, please consider donating your efforts to instructing others in the diligent methods of proper research.

                                            -M.J. King,  M.Ed.

Credible Resources

Agenda:

• Highs and lows
• What do you think is reliable/credible as far as resources go? Take a survey based on the list we made last time in class
• Article to read with a partner: https://owl.english.purdue.edu/owl/resource/588/2/

• Activity to do with a partner (will take you to googledoc): https://docs.google.com/a/rsu5.org/document/d/1sbp5oEqvdDDJnVyXtD5pIiZB4nRPs_2gwPkcOucZW4k/edit?usp=sharing

*The new TWISTED books will be in this week; stay tuned!*

More Questioning!

We will continue work with the questions we developed yesterday!

• How do we start closed vs. open-ended questions differently?
• Open-ended: Why? How?
• Close-ended: Is? Do? Can?
• Either O/C: What? Who? Where? When?
• What is the purpose of either type of question?
• What are the three questions you are most interested in learning more about?

Questioning!

Friendly reminder: Want 5 points on your Man Friday essay? Rewrite a body paragraph for Friday.

First class only...take this survey:
https://docs.google.com/a/rsu5.org/forms/d/1nzjhsSWG219InjnrTqjanArnmPmtTzRO_500DZEK4_E/viewform

Activity: QUESTIONING!

Rules: (These will make sense in class)

1. Ask as many questions as you can.

2. Do not stop to discuss, judge, or answer any question.

3. Write down every question exactly as it is stated. (Don’t worry about spelling)

4. Change any statement into a question.

Groups:

1. Baile, Joe, Jacob
2. Virginia, Kanah, Dossey
3. Tyler, Dale (abs), Ethan, Kyleigh
4. Kym, Jeff, Lauren

1. Hunter, Katie, Rebecca
2. Joey, Asia, Ben
3. Matt, TJ, Teddy
4. Devin, Natalie, Bailey

Notes from today's class:

Group #1

1. Ask as many questions as you can.

• Easy: Because we can ask as many questions as you want.
• Easy: Because you aren’t limited.
• Difficult: Because you don’t know what you are asking questions about.
• Easy: Because there are three of us, and we are all talky-questiony people

2. Do not stop to discuss, judge, or answer any question.

• Difficult: it would be hard not to discuss, judge, or ask any questions.
• Difficult: We might be confused.
• Not sure: We don’t understand this rule. Difficult: Tyler talks too much.
• Difficult: Because Kym talks a lot and like to discuss.

3. Write down every question exactly as it is stated. (Don’t worry about spelling)

• Easy: Just copy down what someone said!
• Difficult: Because you need to write fast.
• Easy: Because you have to write down a question.
• Easy: Because it is copying, and we are in 9th grade, and we have a lot of practice.

4. Change any statement into a question.

• Easy: Just changing statement into a question.
• Difficult: Because it’s wicked friggin hard to change a friggin statement.
• Difficult: because we have to change a whole friggin statement.
• Easy: Because you have to switch words around and stuff.

Group #2:

1. Ask as many questions as you can.

• Easy: Because we question all the time.; we are inquisitive.
• Easy: Because questions are easy to come up with
• Not sure: Because we don’t know what the topic is.
• Easy: Because we are good at asking questions.

2. Do not stop to discuss, judge, or answer any question.

• Difficult: Because we like to make comments and judge.
• Not sure: Because we need to discuss with other people what they think.
• Difficult: Because we are the best group.
• Easy: Because none of us talk out loud.

3. Write down every question exactly as it is stated. (Don’t worry about spelling)

• Not sure: Because we can’t remember.
• Difficult: Because it depends on the subject.
• Easy: Because it’s all there.
• Difficult: Because it is hard to write exactly what is said.

4. Change any statement into a question.

• Not sure: Because we don’t know how to do it.
• Easy: Because we just have to say “why” and “how”
• Easy: Easy to turn stuff into questions.
• Difficult: Because it is challenging.

YMATS wrap-up and NEW BOOK INTRO

Goals:

• YMATS book collection
• YMATS reflection: https://docs.google.com/forms/d/1viR5pSWabsUZbdLtHtU3N7oiB8Ngd0U9o4aU89lxjWE/viewform
• New iMovies to view???
• Chapter 1 readings...Twisted and Speak...which one appeals to you more?  I'll read out loud, you just get to listen :)

Friendly reminder: Want 5 points on your Man Friday essay? Rewrite a body paragraph for Friday.

iMovie Videos Continued & Man Friday Essays Returned

Thank you to:
Joey, Ethan, Dale, Hunter, Dossey, Jeff, Kanah, Lauren, and Tyler who showed their videos to the entire group last Friday!  Looking forward to watching more today.

Reminder...75% (75 points) of your project grade is the written portion of the YMATS project...25% is the iMovie.

Man Friday Essays returned:

• If you would like to rewrite a (ONE) body paragraph for additional credit, please do so by this Friday.  Please select the paragraph that needs the most improvement. (+5 points)
• Make sure you have each element of the TRIAC in your body paragraph.
• See Ms. P or Mr. O for suggestions as to which one to rewrite if you are unsure.

Projects Due! Draft Letter!

Turning in your Project:

• I will explain how to export your iMovie
• Go the main screen for iMovie, click the box with the arrow button, and send to "camera roll"
• You can now add your movie to your GoogleDoc folder.
• Put your 3 TRIAC paragraphs in your GoogleDoc folder (w/draft letter...see below)
• We will play your videos from your individual iPads.

Draft Letter Assignment: YMATS Project

Overview: It’s never a good feeling to get a paper back only to be criticized for something you already know isn’t going well, or worse, for something that you thought was pretty great. Your draft letter will give you the opportunity to tell your reader(s) what you think about your piece before it’s evaluated. As a teacher, it’s easier for me to help you improve when I know what you think about a particular assignment!  Please use reasons and examples to support your judgements- try to incorporate at least one direct quote from your writing piece.

Task: Write a letter addressed to your reader (today...that's me!) that reflects on several aspects of your writing. Here are some reflection questions to consider examining in your letter:

• What is your favorite part of this particular piece and why?
• Are there any weaknesses you see in this piece? Tell me about them.
• What techniques did you try which differed from your regular process?
• How does this piece compare to other pieces you have written?
• What difficulties did you encounter when creating this piece and why?
• What really worked in this piece? Why did it seem to work well?
• What’s one thing you would like to do to improve this piece, if only you knew how to do it?
• What do you think is the one thing a reader is most likely to take away from your piece?

You are free to respond to as many or as few of these as you wish. The goal is to think about your writing process and also evaluate what worked well and what didn’t.

Length: 200-300 words

Location: At the bottom of the page of your TRIAC paragraphs in GoogleDoc.

Format: Follow letter conventions (date, greeting, body, closing, and signature)

This will count for one homework assignment and will be graded using the homework rubric.

12th graders help and ...PROJECTS DUE THURS!

Welcome back from the long weekend!

Remember, tomorrow is the ReadiStep testing, so you will not have English/Global/Science :(  As a result, this is your LAST day to prepare the two parts of your YMATS project.

• The first part includes THREE paragraphs, each using the TRIAC format. Typed. Spellchecked. See the packet for full detail.
• The second is your video with your five interviewees (one is yourself).

Ms. Leavitt's senior Journalism class has agreed to come and be interviewed this morning...so grab a senior while they are available!

Work on YMATS Project

Goals:

• Look at TRIAC paragraph #2 outline (check as a HW assignment)
• Give new TRIAC outline for paragraph #3
• New due date: Thursday (next Wed you have the Readistep exam which takes all morning)
• New paragraph option: You DON'T have to do option #8; you may pick any other another for your third paragraph.
• Final written pieces should be:
• Typed, double-spaced, spell-checked in Pages
• Include the prompt # above each paragraph.
• The paragraphs should all be on the same page.
• Transfer to your name folder on GoogleDoc when you are done.

Work on YMATS Project & Sushi!

Goals:

We are going to working on pieces to the YMATS project today.  Click for the project outline.  

• Pick what you most need to work on regarding your YMATS project:
• Type up the paragraph we wrote collectively in class using the TRIAC model.  This can count as 1 of the 3 you must write.  
• Outline your second paragraph.  Your outline is due tomorrow (FRIDAY). Click for the template as a PDF.
• Edit your interviews that you have collected so far on iMovie.  Begin to assemble.
• If you have done all of these things, talk with Ms. Peterson about conducting other interviews during this time (library, study hall).  
• Work on 3rd paragraph.  Remember, one has to be essay option #8.  

• HW: Outline your second paragraph on the template Ms. P handed out in class on Wednesday.  See the second bullet for the template again.  

IMovie instruction

• Quiz...long one!
• iMovie instruction

HW: have two interviews tomorrow filmed.

TRIAC Packet completion

Goals:

• Take MENTOR SURVEY--it's quick!
• Quiz...did you finish the book yet?!
• Complete TRIAC paragraph we have been working on in class.
• Prepare to type this TRIAC up; you may use for your project.
• Outline your next TRIAC paragraph, which you will use for your project.

Preparing for iMovie:

• Have you contacted those you hope to interview?  Remember, two 18+, 18 or younger.
• iMovie demo will be on Wednesday

YMATS is finished!

Goals:

• Highs and lows of weekend
• TRIAC paragraph work in packet provided by Ms. P (hard copy in shared google folder)
• Look at YMATS project

YMATS & Symbolism

When you walked in the door today, you've completed reading Ch 21 & 22! 

We are on the home stretch!

Thank you Devon your artistic efforts as we work toward deciding if the tuna is a a symbol...or maybe it's just a fish?!

Goals for today:

• Add descriptions to the fish image handout based on last night's reading
• Debate: are we dealing with a symbol? Or not?
• Begin TRIAC paragraph packet (hard copy in the shared google folder)
• HW: Finish the book for Monday! Woo hoo!

More YMATS!

Starting off with...
A QUICK QUIZ!  Please go to the shared folder of documents, and copy and paste the questions to your own new document.  Save to your name folder.

Goals:

• Review "Confessions" HW assignment & how to upload.
• Look at project and timeline (ran out of time...)
• Continue Reading!  

HW: Using the bluefin tuna picture, make note of all the references that the author makes to the fish.  Started in class; finish for HW.

Substitute Day!

• Submit your 30 second videos to the shared folder on Googledoc.  Make sure you name it your first and last name.  If you want to write your answers in a google doc instead of the video, you can submit it to the same folder called “Ch13-16 Confessions.” Some students uploaded last time we did a Dr. Phil episode; ask others for help as to how to do this.
  
  
• Time to read Young Man and the Sea!  Read through Ch. 20...and be ready for a quick quiz tomorrow.
  
  
• You've been reading out loud, so if you'd like to, please continue while I'm out.  Here are the roles that need to be filled:
• Skiffy (Tyler in Group A and Ethan in Group B)
• Big Skiffy (Jeff in A, Joey in group B)
• Mr. Woodwell (Dale in A, Natalie in B)
• Narrator (Kym and Baile in A, Devin and Rebecca in B--switch every other page)
• If there are other parts, students can volunteer to read.  

YMATS Ch 8-12 due Monday...Ch 13-16 due Tuesday

Goals:

1. Discuss the role of symbolism in YMATS.  What evidence from the book supports a theory on what the Mary Rose could represent...other than just a boat?
2. Continue reading toward Ch 16.

Good to know:

• Mr. Ogilby and myself are currently grading your Man Friday essays...be patient! 

HW:

Part I: Read through Ch 16.  

Part II: 30 Second confessional.  Using your iPad's camera device, record a 30 second confessional as Little Skiff (not as you...as the character).  You have just decided to make a BIG decision, and you just HAD to tell someone before you went and did it.  

1. Explain what you are going to do
2. Why you are going to do it (be specific)
3. What you hope the outcome will be
4. Any fears or challenges you have.

The recording can be basic, or feel free to use props.  Have fun!