Learning During School Closure

We can all be historians during this time away from school by journaling our observations and keeping a record of what's happening through our eyes.

Daily Assignment: 

• Last week I sent you home with your journal. If you were absent on Friday, use lined paper or your phone notepad. 
• Your job is to chronicle the changes you observe as your community, the country, and the world respond to COVID-19. 
• Each day, take note of what you are seeing and hearing on the news, among your friends, within your family, and in your community. 
• Feel free to use video, written language, poetry, sketches, etc. as you document your experience during this global pandemic. 
• The questions below are to guide your thinking. You do not need to respond to all of them. And, you are encouraged to ask your own questions.
• When we return to school, you will be asked to turn in your journal of daily observations for extra credit. 

Guiding Questions:

• What did the government announce/declare/implement today?
• Does it make sense?
• Does it impact your life? Why or why not?
• How did your family respond?
• What is open in your neighborhood? What is closed?
• What does your neighborhood look like? Are people walking around?
• How is today different from yesterday for you, your family, our nation, the world?
• Do you see any examples of racism, privilege, and income inequality in any of the events that happened today? (Locally, at the state level, nationally, or the world?)
• Did you see anything today that gave you hope? Anxiety? Fear? (In person, in the news, or on social media?)
• What does your family need today that you might not have, have enough of, or have no access to acquire?
• What do you and your family have that others may need?

Your unique daily observations will serve as primary sources to the people in the future. 

We can create a book of our journals so that others can see the world through our eyes. 

Be authentic. Be honest. Be reflective.

As always, email me if you have any questions: cdaniel@sandi.net 

Source: 

Bryan Shaw, Mt. Diablo Unified School District 

COVID-19 School Closure Information

Welcome! I miss you all already. 

School will remain closed until April 6th and this post will remain here with information you can use to catch up on missing, incomplete, or late work from the quarter. 

Hungry while school is closed? 

There are 8 locations around San Diego that will have free lunch and a packaged breakfast for you to take for the next day beginning Monday, 3/16 from 11 AM - 1 PM. 

• Clark Middle - 4388 Thorn St, San Diego, CA 92105
• Cherokee Point Elementary - 3735 38th St, San Diego, CA 92105
• Sherman Elementary School - 301 22nd St, San Diego, CA 92102
• Zamorano Fine Arts Academy - 2655 Casey St, San Diego, CA 92139
• Kearny High School - 1954 Komet Way, San Diego, CA 92111
• Walker Elementary School - 9245 Hillery Dr, San Diego, CA 92126
• Farb Middle - 4880 La Cuenta Dr, San Diego, CA 92124
• O' Farrell Charter School - 6130 Skyline Dr, San Diego, CA 92114

Completing Your Work From Home:

• I sent everyone home with a grade printout on Friday. 
• If you have a missing score, low score, or zero anywhere on that sheet it should be your goal to improve whatever you can over the next three weeks. 
• My biggest suggestion for you is to go through each text we've read and complete all of the activities for those texts at once so they are fresh in your mind. 
• I have also uploaded a DIGITAL copy of each text in Google Classroom in case you were absent or do not have a copy of that text in your binder. 
• You are not being held accountable for any extra work; just the work we have done up to Friday, 3/14.
• Anything you complete the next few weeks can be done on paper or in Google Classroom - just email me when it's done. 
• I'm happy to FaceTime or Google Hangout with anyone who needs 1:1 help finishing an assignment (Monday-Friday from 7:30 AM - 2:30 PM). 

cdaniel@sandi.net

Daily Journals: 

• A few of you asked for our daily journals to continue. I will upload a daily journal prompt each day at the top of the blog post. 
• You can find previous daily journals posted HERE (beginning Tuesday).
• I will be happy to give extra credit for anyone who continues their daily journal over the break, but this is not required. 

Reminders: 

Stay safe and wash your hands. Here are some resources for you:

• San Diego Unified COVID-19 Website
• Center for Disease Control Informational Website
• Tracking COVID Cases in San Diego
• San Diego Department of Health FAQ Sheets

Composing a Response

Goal: Compose your written response based on the claim and evidence map; begin a new text

Agenda: 
Journal
COVID-19 Update
Compose a Response
Reminders

1. Journal
If you were going to write about the most important moment in your life, what would that be?

2. COVID-19 Update 

• You can watch this news clip of COVID-19 coverage from CNN 10 
• You can find informational updates on the San Diego Unified plan HERE 
• Please click HERE to update your contact information in case remote learning happens 

3. Compose a Response 

• There is a question in Google Classroom for you to answer using the claims and evidence on your map. 
• Mr. C mentioned you guys struggled with this yesterday, so let's talk about it. 
• The question is: Can an author write about an experience they've never had directly? 
• Your job: Answer that with a YES or a NO and explain! 
• Yes, an author can write about an experience they've never have directly because ________________. 
• No, an author can not write about an experience they've never have directly because ________________. 

Reminders:
School will resume April 6th (unless the closure gets extended). Take care of yourself, wash your hands, and stay safe!

Using Evidence In a Written Response

Goal: Finish your backward outline and reflect on the criticism of Biss’ text

Agenda: 
Journal
Evidence Map
Compose a Response
Formative Reading
Reminders

1. Journal
Can an author write about something which they have never personally experienced?

2. Evidence Map 
Yesterday we began these evidence maps. I've included photos of our class models for 1st and 3rd period:

Period 1

Period 3

3. Compose a Response 

• There is a question in Google Classroom for you to answer using the claims and evidence on your map. 
• This is in the form of an essay question so it's your job to cite evidence from the map in your response!

4. Formative Reading 

• There is an assignment in Formative called "Relations" by Eula Biss 
• You will be reading and answering questions from just one section of the text. 
• Click here to access the assignment. 
• Be sure you click "sign in with Google" and use your sandi.net account to log in (it's also assigned to you in Google Classroom!)

Reminders:
I look forward to seeing you tomorrow! Enjoy your afternoon.

Evidence Map

Goal: Learn about different types of evidence and complete a backward outline of “Relations”

Agenda: 
Journal
Evidence Map
Formative Reading
Reminders

1. Journal
What do you think is the most important part of your identity?

2. Evidence Map 

• I will pass out the following evidence map to each of you. 
• You have seen this before in this class. 
• Today we're discussing claims and evidence Biss puts forth in her piece, "Relations" 

3. Formative Reading 

• There is an assignment in Formative called "Relations" by Eula Biss 
• You will be reading and answering questions from just one section of the text. 
• Click here to access the assignment. 
• Be sure you click "sign in with Google" and use your stu.sandi.net account to log in (it's also assigned to you in Google Classroom!)

Reminders:

• I will not be here tomorrow because I will be at an English department meeting. Be ready to work with Mr. Conaty on your evidence map and written response. 
• You can access the San Diego Unified updated info on COVID-19 HERE. They're keeping info updated and they will post if there are any school closures. 

Zooming into One Section of "Relations"

Welcome, Mr. Conaty! 

Goal: Zoom into one section of "Relations" and answer Exploring the Depths questions

Agenda: 

Journal
NTW Questions
Finish Your Précis
Reading on Formative

1. Journal 

How do our intersecting identities shape our perspectives and the way we experience the world? 

2. NTW Questions 

• Both 1st and 3rd period need to finish the NTW questions in Google Classroom.
• Work through these with Mr. Conaty. 
• Be sure to use complete sentences. 

3. Finish Your Précis

• On Friday, many of you did not get to the point where you were supposed to write a 4 sentence précis
• There is a document in Google Classroom where you should write your precis using the format we always use. 
• You know how to do this, so complete the precis for Eula Biss' piece, "Relations" 

3. Reading on Formative 

• There is an assignment in Formative called "Relations" by Eula Biss 
• You will be reading and answering questions from just one section of the text. 
• Click here to access the assignment. 
• Be sure you click "sign in with Google" and use your sandi.net account to log in (it's also assigned to you in Google Classroom!)

Reminders: 
Tomorrow is a short day. Can't wait to see you!

Zooming into "Relations"

Goal: Zoom into one section of "Relations" and answer Exploring the Depths questions

Agenda: 

Journal
Finish Your Précis
Reading on Formative
Grade Check

1. Journal 

How do the social groups we're part of contribute to who we are?

2. Finish Your Précis

• On Friday, many of you did not get to the point where you were supposed to write a 4 sentence précis
• There is a document in Google Classroom where you should write your precis using the format we always use. 
• You know how to do this, so complete the precis for Eula Biss' piece, "Relations" 

3. Reading on Formative 

• There is an assignment in Formative called "Relations" by Eula Biss 
• You will be reading and answering questions from just one section of the text. 
• Click here to access the assignment. 

Reminders: 
I'm taking 4th period on a field trip tomorrow so I will not see you. Mr. Conaty will be here and your job is to keep up with our work on "Relations."

Reading "Relations" Day 3

Welcome Ms. Natheos! 

Goal: Read the rest of "Relations" by Eula Biss and answer NTW questions

Agenda: 

Journal
Reading "Relations"
NTW Questions in Google Classroom
Writing a Rhetorical Precis 

1. Journal 

How do our group memberships contribute to our identity as individuals?

2. Read the rest of "Relations" 

• Today your job is to keep reading with Ms. Natheos
• Hopefully you can get through the rest of the text. 
• Stop and discuss as you read so you can ask questions and discuss with each other.

3. NTW Questions 

• There is an assignment posted in Google Classroom called "Navigating the Waters: Relations" 
• Try to finish these today. 
• You may work with people at your table. 

4. Writing a Rhetorical Precis 

• There is a document in Google Classroom where you should write a 4 sentence precis using the format we always use. 
• You know how to do this, so complete the precis for Eula Biss' piece, "Relations" 

Reminders: 
I will be back on Monday. I look forward to seeing you!

Reading Relations: Day 2

Welcome Mr. Obermeyer! 

Goal: Read up to paragraph 28 of "Relations" by Eula Biss and answer NTW questions

Agenda: 

Journal
Read up to Paragraph 28
NTW Questions in Google Classroom

1. Journal 

Do you think you see yourself in the same way others see you? 

2. Read Up to Paragraph 28 

• Today your job is to keep reading with Mr. Obermeyer. 
• Hopefully you can get up to paragraph 28. 
• Mr. Obermeyer can use cards to call on you so you all read together. 
• Stop and discuss to make sure you know what Biss is saying. 

3. NTW Questions 

• There is an assignment posted in Google Classroom called "Navigating the Waters: Relations" 
• Try to finish these today. 
• You may work with people at your table. 

Reminders: 

• I will not be here again tomorrow. 
• Refer to the blog for the assignments you need to complete. 

Relations by Eula Biss

Please refer to the blog while I'm out the next two days.
Everything you need is posted here.

Goal: Survey the new text and read sections 1-6 of “Relations” by Eula Biss

Agenda: 

Journal
Picking Up from Yesterday: Video Discussion

Survey the Text

Read the Text

1. Journal 

What do you think of the quote, “You are made up of the five people you spend the most time with?”

2. Video Discussion 

• Yesterday we began to watch a video clip in first period that showed young students being asked questions about a black and a white doll. 
• Today we're going to continue discussion about the video before we launch into our reading. 

3. Survey the Text 

• Look up: Eula Biss
• Who is she? 
• What kind of pieces does she write? 
• Do you think she has regret about anything she has written?
• Look up: 2008, United States 

4. Read Sections 1-6

• After getting context about the piece, let's begin reading. 
• This is a long piece so we're going to go section by section to gain understanding. 
• Today our goal is to finish the first six sections; tomorrow your goal will be to read the last portion of the text.

Reminders: 

• I will not be here tomorrow or Friday. 
• Refer to the blog for the assignments you need to complete. 
• Tomorrow you will have Mr. Obermeyer, a good friend of mine. 
• Please be kind and helpful to him.

What is Identity?

Goal: Establish definitions of identity and begin reading

Eula Biss' piece, "Relations"

Agenda: 

Journal 

Identity Chart 

Invisible/Visible Traits

Survey the Text

Read the Text

1. Journal 

What is identity?

2. Identity Chart

Create this chart in your journal to begin to uncover different parts of your identity: 

3. Visible/Invisible Traits

• Next to each trait, mark "v" for visible and "i" for invisible. 
• Ask yourself the following questions: 
• Were you surprised by any of your answers?
• How do these statements help you to better understand who you are as a person?
• What are the visible characteristics of your identity?
• What are the invisible characteristics?

4. Survey the Text 

• Look up: Eula Biss
• Who is she? 
• What kind of pieces does she write? 
• Do you think she has regret about anything she has written?
• Look up: 2008, United States 

5. Read the Text

After getting context about the piece, let's begin reading. This is a long piece so we're going to go section by section to gain understanding. 

Reminders: 

Tomorrow is a minimum day. 

Wrapping Up Education

Goal: Finish slides, Screencast, SOAPSTone, and venture into new “text”

Agenda: 
Journal
Finish Slides
Screencasting
SOAPSTone Form
Analyzing a New "Text"

1. Journal 
We are now in March and the quarter ends this month. What is one goal you have for yourself by then?

2. Finish Slides

• There is a slide deck template for you in Google Classroom called "Performance Task: How to Succeed"
• Your job is to complete the slide deck AND change the theme so it's personalized. 
• The rubric is posted to the right but there is an extra credit opportunity included for screencasting your slides.

3. Screencasting

• You can get extra credit for screencasting your slide presentation and sharing them with me. 
• If you get to a point where you are done with your slides early and want to aim for the extra credit, I highly encourage it. 
• Here are the steps you should follow: 

1. Go to Chrome extension store 
2. Download Screencastify as an extension 
3. Open up your slide presentation
4. Click on the Screencastify icon in the top right of your screen 
5. Allow access to the microphone and camera 
6. Record your slides 
7. Upload your video straight to Google Classroom 

4. SOAPSTone Form

• Complete this SOAPSTone Form for Tough's text, "How to Succeed" 
• You can work with people around you, but you are each responsible to fill in your own forms. 

5. Analyzing a New "Text" 

• Not all texts are made up of words like we've been reading. 
• There is an assignment in Google Classroom called "Navigating the Waters: Median Earnings by Education" that asks you to analyze a chart that shows how much money we make on average based on different education levels.  
• This is the chart on which the questions are based: 

Reminders: 
Have a fantastic week!