Labels for Family projects

Labels for exhibited projects for Family Night: Due Monday with your project by the end of class (so I can have time to print and organize them).

So that family and community members can know what they are looking at when they view your project, you need to explain the project to them in a generally understandable way. This is similar to how museums and art galleries often label the work that they display.  It may describe the materials and technique used, but also describe its personal, cultural, or historical context.  Answer these questions in an thoughtful and creative way either by hand on a 3x5 index card, a  or typed out on a separate page (if you are already printing your project).  

Here are the questions (make each question its own paragraph, but you do not need to label them on the card unless you really want to):

1. Title: Include a title for the project at the top of the card (it should go with the title on your project--if you have one).  
2. Context: What topic or concepts were we studying that related to this project?  How does this project connect to that topic?
3. Skills:  What practical and/or academic skills did you learn or improve through this project?
4. Reflection:  Why did you choose this project?  How does it reflect your interests, abilities, or hard work?  What was interesting about it?
5. Label: Include your full name and grade level at the bottom.

Examples:

Cereal Box Blunder     In our study of culture, we have been learning to see the connections between the visible way people behave and the the invisible values that drive those behaviors.  One common American value is egalitarianism (the idea that we should all be treated equally), while other cultures may emphasize hierarchy or rank.  Cereal box design, I attempted to market the cereal in a way that would appeal to a foreign value, but would not appeal to the American value.     In this project, I had to apply and analyze the ideas from the article we read about American values. I then use my creativity to express the conflict of values that often happens between cultures,     I like how this project gave me a chance to use art and humor to express complex ideas.  I also find cultural conflict fascinating because it happens all the time, even between people of the same culture with some different values. -Mr. Sullivan, 17th grade

Cereal Box Blunder (simpler version) In Seminar, we have been studying culture from the point of view of Anthropology.  We learned that culture is like an Iceberg, where values are huge and invisible under the water, but behaviors are the very small part of culture that is visible above the water.  People have disagreements when these values conflict.  In the Cereal Box Blunder, we have to recreate one of these conflicts.   We read and summarized an article about values, presented values to the class, and took notes.  Now we are creatively applying the ideas.  We are also using artistic skills and sense of humor.     I like that our cereal box design seems so ridiculous, but that people in other cultures might think it makes sense.  I also like cereal and drawing, so that is a plus. -HMS student, 6-7th grade

While I'm gone . . .

This Friday while I am gone, you will be meeting in H 25 (Mrs. Newton's class).  I had planned to use the computer lab, but all labs are closed for test preparation tomorrow.  We have reserved the iPad lab to share with Mrs. Newton's classes.  Please be respectful of Mrs. Newton's space and rules and follow your sub's instructions as well!

Gifted Language Arts (1st Period):  
Your assignment is to practice the vocabulary from the "Galloping Foxley" story we just read (see the quizlet.com link).

• Begin by reviewing the word list using the flash card mode and the games.
• I groups of 3 or less (you may work alone) create a google doc entitled "Foxley Vocab Words." Clearly write the names of each group member at the top of the document.  Include the following elements:
• Choose your 10 favorite words from the list.
• QUOTES: Choose a quote from goodreads.com that uses each word in a way that you admire.  Paste each of the 10 quotes into the QUOTES section of your document.
• STORY/POEM: Now that you have seen the word used effectively, do your best to use each of the 10 chosen words appropriately in a story or poem.

Gifted Seminar (2nd, 3rd, 4th, & 6th)

You have two choices of what you work on:

• Prepare your group presentation on american values for Monday.  A picture representing or demonstrating each value will improve your presentation considerably.
• Review the project you have selected to showcase for Family Night.  Make any improvements you can think of in presentation quality, editing, and content.  Then exchange projects with another student and get their feedback.  Look for any way you can make the project more impressive and interesting to a general audience of parents, siblings, and students.

Have a great Friday!

-Mr. Sully

American Values Analysis

Read your page from Kohls' Guide to American Values.

For each value on your page, complete these steps.

1. Summarize the Information
1. mark key words in each section
2. In one sentence, summarize the value in your own words
3. vocabulary: mark any difficult or unfamiliar words using a different color
2. Analysis: For each value in your section . . .
1. Give an example of this value in action from your own experience.
2. Give a personal example of someone violating this value.
3. Describe the opposite value (see chart) in basic terms.
4. make a graph like below for each value and have each person in your group identify how they rate the value on the scale (example below):

control -1--2--3--4--5--6--7--8--9--10- fate/luck

name: value rating.  Briefly explain why.

Mr. Sullivan: 4.  I make many efforts to improve my life and situation, but I also see any real sense of control as an illusion.  

Seminar: Culture and Humor

Guiding Questions: How does culture influence what we find funny?
                  Why do these things often fail to translate across cultures?
Analyze these two articles:

http://www.kwintessential.co.uk/read-our-blog/translation-of-humour-across-cultures.html

Include: Kim Jong Un; Kwintessential; universal; The Onion; Mandarin; satire; slapstick; quintessential
http://splitsider.com/2011/04/the-myth-of-universal-humor/

Include: Comedy Tourism; zinger; LaughLab; "grain of salt"; corroborate; "macro topics"

Your analysis of the article needs to include the following:

1. At least one note (key words/ideas)  AND one question per paragraph (can be about word meanings, ideas mentioned, interpretation, or expanding)
2. Describe the most interesting or important point the author made.
3. Summarize the essential of what the author says in 3 sentences or less.
4. Go back and answer questions at the end (you may ask for help).
5. Be prepared to present your findings to the class.

GLArts: Theme comparison

COMPARING THEME in two stories: “The Old Grandfather and His Little Grandson” and “The Wise Old Woman” (Jan 15-16)

the theme of the story is the message that the author is expressing in the story, often taking the form of what characters learn (or what readers can learn from the characters).  In both stories, there are characters who learn an important lesson. What theme do the stories have in common? Describe how the characters learn this lesson in each story, using this difference to show the slight differences in the themes each author is revealing. 

Explain your answer in a well developed paragraph using these elements:

Introduce the stories and question/topic [3 pts], topic sentence [2 pts], evidence from stories (use page and line numbers)[10pts], expansion of themes [5pts] and conclusion [5pts].  [25 points total]

"The Old Grandfather and His Little Grandson"

p470

p472

Seminar vocabulary review

Review the words from seminar this semester on Quizlet.  You will be given participation points for your scores on the games.

Seminar: The 3 little pigs . . . South Valley version

Vocabulary and Culture Teamwork Creativity Challenge:

Your task is to retell the story of the three little pigs, but to change it to fit the culture and setting of the South Valley of Albuquerque.  Be sure to include a description of the setting and characters, the conflict each experiences, and the resolution of the conflict with the antagonist. Possible changes: animal, type of shelter, antagonist, etc.  This is due by the end of class on Wednesday.

You may accomplish this in a written story with visuals (pictures, maps, diagrams, etc.) or as a skit (or puppet show) with props.

Each person is responsible for 1 vocabulary word (use the word assigned to you).  Your word must be used correctly in the story/skit to receive full credit for your individual part.  You must also include a distinct prop, drawing, or visual action that represents the word in a memorable way.

Group Rubric (20 points total):

• Cultural adaptation of story -5 points
• Creativity and Originality of story- 5 points
• Quality of visuals or performance- 5 points
• Completeness of the plot  - 5 points

Individual Rubric:

• Correct use of vocabulary word - 5 points