Performance Task Assessment: For the Love of Pretty Things

Goal: Finish our performance task for "For the Love of Pretty Things"

Agenda: 
Journal
Compare/Contrast Paragraph
Self-Evaluation Form
Individual Conference Doc

1. Journal 
How was your extra weekend day? Write about it.

2. Compare/Contrast Paragraph 

• Your performance task for this text is to write a compare and contrast paragraph, evaluating the effectiveness of the mediums on this story. 
• Last week, you began your assignment in Google Classroom 
• There are two documents - you MUST complete step 1 first then step 2
• Do not move on to step 2 until you have step 1 CHECKED by Ms. Daniel
• This is due TODAY 11/12 by the END of the period

3. Self-Evaluation 

• When you have FINISHED both part 1 AND part 2 of the assignment, click here to fill out the self-evaluation form. 
• You are going to be asked to score yourself according to the same exact rubric I will use to score your work:

4. Individual Conference Preparation 

• One way I like to keep you on track with your graduation goals is by having 1:1 conferences. 
• If you had me last quarter, you already know what to expect from this. 
• There is an individual conference doc in Google Classroom for you to complete. 
• Complete this over the next few days. 
• Individual conferences will take place next week before Thanksgiving break.

Reminders: 

• Happy Tuesday! Tomorrow we have an early day. 

Compare and Contrast: Film and Text

Goal: Compare and contrast the written text "For the Love of Pretty Things" and the Youtube documentary "Glowing in the Dark: Radium Girls"

Agenda: 
Journal
EdPuzzle Video Review
Venn Diagram
Compare/Contrast Paragraph

1. Journal 
What is the biggest difference between the film and text version of the Radium Girls' story?

2. EdPuzzle Video Review 

• You were supposed to watch the film clip called "Glowing in the Dark - The Radium Girls" on EdPuzzle (pictured right)
• Let's review the main ideas about the film together, and you will need to complete a Venn Diagram with the similarities and differences. 

3. Venn Diagram 

• The Venn Diagram is the next step in looking at the similarities and differences between the film and text versions of "The Radium Girls"
• You can click here for a Youtube link to the video (to compare and contrast who the author is, what's in the description box, etc.) 
• Ultimately, you will be writing a compare and contrast paragraph evaluating the effectiveness of film or text for this story
• You are looking for the following:
• Structure/organization of both pieces 
• Information covered in both pieces
• Details explained in both pieces 

4. Compare/Contrast Paragraph 

• Your performance task for this text is to write a compare and contrast paragraph, evaluating the effectiveness of the mediums on this story. 
• There is an assignment in Google Classroom for you to work through this project. 
• There are two documents - you MUST complete step 1 first then step 2
• Do not move on to step 2 until you have step 1 CHECKED by Ms. Daniel
• This is due ON TUESDAY 11/12 by the END of the period

Reminders: 

• No school on Monday due to Veteran's Day. I'll see you on Tuesday! 

EdPuzzle: For the Love of Pretty Things

Goal: Compare and contrast the written text "For the Love of Pretty Things" and the Youtube documentary "Glowing in the Dark: Radium Girls"

Agenda: 
1. Journal
2. EdPuzzle Video
3. Venn Diagram
4. Google Classroom Questions

1. Journal 
Why did the Radium Girls "die for science?"

2. Finish Google Classroom 

• Yesterday you were supposed to finish the questions in Google Classroom called "Navigating the Waters: For the Love of Pretty Things" 
• We are not spending any other time on this tomorrow (so these must be finished today). 
• This should not even take up the whole class period. Use these time guidelines to pace yourself: 
• 1st period: Finish questions BY 8:15 AM (then move on to the video) 
• 3rd period: Finish questions BY 11:30 AM (then move on to the video) 

3. EdPuzzle Video 

• On Tuesday I showed you how to access a film clip called "Glowing in the Dark - The Radium Girls"
• Today you're going to watch it and answer some questions on a site called EdPuzzle. 
• I get your results in real time, so even though I'm not here your work is still due.
• You need to be logged into your stu.sandi.net Chrome account for it to work. 
• This is what you're looking for:

4. Venn Diagram 

• If you've finished answering the video questions and you're finished with the Navigating the Waters Questions in Google Classroom, ask Ms. Natheos for a copy of the Venn Diagram so you can start comparing and contrasting.
• You are looking for the following:
• Structure/organization of both pieces 
• Information covered in both pieces
• Details explained in both pieces 

Reminders: 

• I look forward to seeing you tomorrow! 

Answering Using the RACE Format

Goal: Answer questions about our new text, "For the Love of Pretty Things"

Agenda: 
1. Journal
2. Google Classroom Questions

1. Journal 
What was the most disturbing to you about the story we read yesterday?

2. Google Classroom Questions 

• There are questions posted in Google Classroom called "Navigating the Waters: For the Love of Pretty Things" 
• Your job is to answer these questions. They are due today. 
• Use the RACE format below for each answer (cite evidence!)
• If you have had me before for English, explain to your classmates how to respond using the RACE format.

Reminders: 

• BRING HEADPHONES TOMORROW. You will need them to watch a film and answer questions.

For the Love of Pretty Things

Radium Girls in a factory during WW1

Goal: Read our new text, "For the Love of Pretty Things"

Agenda: 
1. Journal
2. KWL Chart
3. Reading
4. Set Up Venn Diagram
5. Preview Documentary

1. Journal 
What do you know about World War 1? Explain.

2. KWL Chart (Period 3) 

Tomorrow we're reading a complex piece that took place in the early 1900s (but was written about later). I want you to Google the following words, phrases, and questions and find out what they have in COMMON: 

• Marie Curie 
• What did women do during World War 1? 
• Grace Fryer
• Undark

Let's make a KWL chart for this time period (in your journal): 

3. Reading

• I will give you your next reading. 
• Keep this in your BINDER so that you have it the next few days. 

4. Set Up Venn Diagram 

• You will be completing a Venn Diagram (comparing the text we just read to a documentary we are going to watch) 
• This will be your task when I am out the next two days.

5. Preview Documentary

• I will show you the film clip once today, but you will watch it again on Thursday on a site called "EdPuzzle" on your own computers (and answer questions about it) 
• There will be a lot to do while I'm out the next two days, so make your success a priority.

Reminders: 

• BRING HEADPHONES TOMORROW. 

Finishing our Performance Task

Goal: Finish our performance task for "The Danger of a Single Story"

Agenda: 
1. Journal
2. Performance Task
3. Peer Feedback
4. Check Yourself
5. Tomorrow's Reading

1. Journal 
How was your weekend? Write about it.

2. Performance Task

• Last week we underlined the different types of evidence Adichie uses in our copies of the text
• Personal Anecdote = PA
• Hypothetical = H
• Commonly Held Belief = CHB  
• Pull out the blank version of the graphic organizer (main idea, claims, evidence) 
• I will help get you started with the second section of evidence, but your job is to find the claims that come from those pieces of evidence.

3. Peer Feedback

• We are going to give our peers feedback on their performance task using sticky notes.
• Write down:
• 1 thing they did well
• 1 thing they can do to improve

4. Check Yourself: 

Here are some things you want to make sure are finished from this text (we're moving on to another text tomorrow): 

• The green main idea/evidence document (on paper in your binder) 
• The paraphrasing section of your text copy (the right column) 
• The SOAPSTone form we completed last Wednesday
• The Google Classroom assignment, "Navigating the Waters: The Danger of a Single Story" 
• The Google Classroom assignment, "Exploring the Depths: The Danger of a Single Story" (p. 3)

5. Preview Tomorrow's Reading 

Tomorrow we're reading a complex piece that took place in the early 1900s (but was written about later). I want you to Google the following words, phrases, and questions and find out what they have in COMMON: 

• Marie Curie 
• What did women do during World War 1? 
• Grace Fryer
• Undark

Let's make a KWL chart for this time period (in your journal): 

Reminders: 

• Check out the classroom library. We have lots of great books and if you need a recommendation I can help you out! 
• A few grades are already in Powerschool. Make sure your work reflects the AMAZING potential you have! 

Evidence Detectives

Goal: Find specific supporting evidence and begin our Performance Task

Agenda: 
Journal
Evidence Detectives
Performance Task

1. Journal 
Write what the single story is in your own words. Use as much detail as possible. 

2. Evidence Detectives 

• Yesterday we briefly discussed types of evidence Adichie uses in her talk 
• Today we are going to highlight the different types of evidence Adichie uses. 
• Use the codes and/or the colors below to mark in your text (highlighter, colored pencil, marker)
• I will do a few with you. 
• Personal Anecdote = PA
• Hypothetical = H
• Commonly Held Belief = CHB  

3. Performance Task 

• Performance tasks ask you to demonstrate your knowledge about a subject we have been learning about. 
• This is your first performance task of the quarter. 
• In order to successfully complete this, we need to know three things:

Check Yourself: 

Here are some things you want to make sure are finished before the end of today: 

• The SOAPSTone form we completed on Wednesday
• The Google Classroom assignment, "Navigating the Waters: The Danger of a Single Story" 
• The About Me form from the first day of class

Reminders: 

• Have a fantastic weekend!