Here are the notes I left for Mr. Allen.
BEFORE
viewing the TED talk about Neil Harbisson:
As a class,
discuss what a cyborg is: cybernetic organism – part mechanical
(biomechatronic) and part organic ie. Part machine, part human.
Do cyborgs
really exist or are they simply the creations of comic books and movies?
Individually,
before viewing (5-10 min) – give them a piece of letter sized paper. If they
could be a cyborg, what would they be? Draw a quick sketch and label the
non-organic parts. Have them leave it on their desk, get up and wander around
and see what others have come up with.
DURING
viewing:
List 3
advantages Neil Harbisson has over people who are not cyborgs.
AFTER
viewing:
Work in a
group of 4 for 4 minutes. What was Neil Harbisson’s Most Important Point?
Groups come up with one MIP and share with the class after the 4 minute
debrief.
After viewing the TED talk:
1.
Student should go into their character
groups for Unwind. There are 8 groups. Ask them to sit down and organize desks
for group work. Each group is receiving one page from a different section of
the novel. After they have read their page, they are to prepare a paragraph on
chart paper that outlines the basic plot of the novel. To do this, students
will have to use context clues from their excerpt. Ask students to elect a
representative from each group to present their plot summaries to the class.
1.
Read Unwind – if you feel like
reading some of it aloud that would be great. By next Wednesday students must
have read the first 3 chapters: Connor, Risa, Lev.
Parent teacher interviews
Wednesday
At long last we began our journey into Unwind. First, we began by tidying up some unfinished business: we marked the editing quiz from last week. Next, I gave everyone a playing card to determine which character group you would be going to. Groups of three have each been assigned a significant character from the book. To start things off, each group got a very large piece of poster paper and traced the outline of one person in the group. This is the starting point for your group's life-sized character "study." On the poster, your group should present as much information about your character as you can gather from our reading of the book: physical appearance, personality (use quotes, or adjectives to share this), relationships, behaviour/actions, attach significant artifacts to your poster, glue hair on, in short, USE YOUR IMAGINATION! Have some fun with this :O
Tuesday
I collected the stories based on a primary source document today at the end of the class.
During class we took a look at three different drawings of a typical English town/village during three different time periods: 1750s, 1830s, 1890s. The purpose of this activity was to draw your attention to how different a town might look after 150 years of the Industrial Revolution. Was that change violent? Why is it called the "Industrial" Revolution?
At the end of the class, I gave each person an important figure from the Industrial Revolution. Your task tonight is to: find and print a picture of the person (you can print in the class, but must be done before class begins); provide the connection between your person and the Industrial Revolution; research their date of birth and death; find out something "quite interesting" about your person.
Monday
Today was the due date for the good copy of the poem/song review. It was handed-in with the first draft, the rubric and the comment slip.
In future, printing of assignments will not take place during class time. If you must use the classroom printer, you must do so before school, during lunch, or at the end of the day.
Our inquiry question in Social Studies for the next few weeks is:
Does a revolution have to be violent to create change?
We began the unit by conducting a "People Search" to see what various people around the room might already know about the Industrial Revolution in Britain. Next, as background, we went through some information in the Crossroads textbook in groups of six.Tuesday
I collected the stories based on a primary source document today at the end of the class.
During class we took a look at three different drawings of a typical English town/village during three different time periods: 1750s, 1830s, 1890s. The purpose of this activity was to draw your attention to how different a town might look after 150 years of the Industrial Revolution. Was that change violent? Why is it called the "Industrial" Revolution?
At the end of the class, I gave each person an important figure from the Industrial Revolution. Your task tonight is to: find and print a picture of the person (you can print in the class, but must be done before class begins); provide the connection between your person and the Industrial Revolution; research their date of birth and death; find out something "quite interesting" about your person.
For tomorrow's class, please bring your primary source document from last week, the page of notes you took and the draft short story you wrote.
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