Friday, January 31st

1. Read and Chill-

2. The Iliad Pre-Reading Quizlet.
Read through the following flashcards. Iliad Pre-Reading Flash Cards

3. For class today, we will watch the following video, and take notes.
Introduction to Homer and The Iliad- Video

Thursday, January 30th

1. R & C-

2. The Iliad Introduction

This week we will begin reading a version of The Iliad, an ancient Greek epic poem that tells the story of 41 days during the Trojan War. Before we begin reading, it is important for you to gain some background information about the war and how it all got started. Navigate through the website below to learn about the people and the places associated with this great war.

Trojan War Who's Who Interactive Site

DIRECTIONS: 

First: In your notes you will be constructing 3 SEPARATE  3- column charts that will look like this:

Chart #1: 

Trojan                   Relationship with Others            Role in the War

1. Hector

2. Priam

3. Andromache

4. Paris

Chart #2:

Greek                   Relationship with Others             Role in the War

1. Achilles

2. Agamemnon

3.  Helen

4. Menelaus

Chart #3: 

Immortal                  Relationship with Others            Role in the War

1. Apollo

2. Aphrodite

3. Athena

Using the interactive website linked above, work to fill out the 2 columns (Relationship with others and Role in the war).  This will help you have the needed foundation to understand what is going on in The Iliad and why.

Wednesday, January 29th

1. Ancient Greek quiz

2. Read and Chill.

No homework.

Tuesday, January 28th

In the news today...  34 years ago, the Challenger Space Shuttle exploded killing all 7 astronauts.
The death of the Challenger and birth of Commercial Space

1. Read and Chill- First 10 minutes.

2. 3rd Quarter Student Growth Expectations.

3. Focused notes practices- Group
 - Starting on page 168, your table will read silently a section on this page. Then, as a group, you will work on taking notes together. Remember the idea of the sifter. What is significant in the section. Once that section is done, move on to the next section and repeat.

TO OMIT:
- 12 Olympians on 168

TO EMPHASIZE:
- Anything literature/writing based. How it came about. How it was written. What form did it take. Who did it.
- Make note of 2 examples from each section of the timeline.

For Wednesday:

1. Get ready for Ancient Greek quiz on Wednesday by completing STEP 2 of CORNELL NOTES (Writing Questions). Look at my sample from yesterday to help you out.

2. Do class request survey in Schoology. This is only to help me with class recommendations for you. This is not final enrollment.

Monday, January 27th

Today marks the 75th Anniversary of the Liberation of Auschwitz
75 Years After Auschwitz Liberation- NPR

Please consider following the Auschwitz Memorial on Twitter- @AuschwitzMuseum

Kobe Bryant's Poem- "Dear Basketball"

-----------------------------------------------------------------------------
1. Independent reading.

2. Power and Machiavelli projects due at the beginning of class.

3. Read and TAKE CORNELL NOTES on pages 162-73. 

Ancient Greek Literature Introduction

Here come the GREEKS! Be ready for a quiz on WEDNESDAY! You will be allowed to USE YOUR NOTES... take good notes!

Note taking tips:
1. Keep in mind the purpose of the reading/lecture. What are you supposed to get from this experience? What does your instructor want you to know?
2. Think about what you need to know and what you can leave out of your notes. You need to be a good "sifter" of information. Think like a writer.. what functions as main points? What functions as evidence? Imagine the outline of this reading or lecture...
3.What stands out in the writing? Terms? Bold information? Lists?
 4. Look to transitions to help determine how information is working.
5. Try not to copy down things word for word. Summarize. Condense.
6. As you are shrinking down the ideas... shrink down your writing.  No need for complete sentences. Abbreviate. Use symbols.  (EXCEPT if you are copying a direct quote).
7. Reference page numbers often when taking notes from reading.

10-2-2 
Stop every 10 minutes to process your notes.
You will then have 2 minutes to confer with a partner about the
notes they have taken, revising, adding to, deleting, questioning, and
clarifying what you have written.
Lastly, you will have 2 minutes for individual reflection and revision of the notes
before moving on.

EXAMPLE: I did the body of notes first. Then I went back and wrote questions.

FOR TUESDAY: Continue reading and go through the 10-2-2 process at least twice before class tomorrow.

Thursday, January 23rd

1. Independent reading.

2. Finish The Prince close reading and power analysis in Schoology.

2. Begin work on Machiavelli and power project. This will be turned in at the beginning of class on Monday, January 27th. You will for sure submit the written portion via Schoology. If your image is digital, submit it on the same document as your writing. If you have a hard copy of your image, please turn it in on Monday.

2 parts of the assignment-

• A visual representation of the quote that you select from Machiavelli's The Prince. Consider color choices, fonts, images that work to support what is the meaning of the quote. They need to reflect each other. Make careful choices in creating your poster/visual image. 
• A written explanation of Machiavelli's quote... the WHAT, HOW, and WHY of his quote. Explain what the quote says about power. Lastly, explain your choices you made for your visual representation and how they support or reflect each other. This paper needs to have MLA formatting. 

Wednesday, January 22nd

1. Independent reading reading- First 10 minutes.

2. Take out notes on Machiavelli's The Prince.

3. In Schoology, respond to the prompt on your reading.

For each section of reading (The Dedication, Chapter 1, Chapter XVII) you will need to:

• Write a one-lined summary of what is contained in the reading. (Summarize the section)
•  Explain Machiavelli's stance on power as seen in this section. (Connect to Weber)
• Select what you find the most significant line of this particular section. (Pick a line)
• Explain the "what," "how," and "why" of this one specific line. (Explain what this line says. How it says it . think literary terms. Why it is significant.) 

PREVIEW FOR THURSDAY. . . you can get a head start. 

4. When you are done, you will need to read through the handout of Machiavelli quotes from The Prince.      The Prince Quotations- List

5. Read through the following assignment. The Prince and Power Assignment Sheet

Visual image/poster and response is due at the beginning of class on Monday, January 27th.  

I will have a Schoology assignment posted for the digital document and visual image. If you are hand-drawing the visual part of the assignment, you will turn this in to me on Monday.

Tuesday, January 21st

Go Chiefs!! Super Bowl Bound! 

1. Independent reading- First 10 minutes.

Power (as defined by Max Weber): “the ability of an individual or group to achieve their own goals or aims when others are trying to prevent them from realising (sic) them”

2. Machiavelli's The Prince- Excerpt

- Read: The Dedication, Chapter 1, Chapter XVII
- Take notes as you read. Track what is happening, advice by author, purpose of the text, relationship to what we have been discussing in the last week.

Things to consider when reading:

• Weber's definition of power. Though written before, how does Machiavelli's writing interact with this definition? 
• What do you think Machiavelli's purpose in writing The Prince? Author's purpose?
• What do you think the TONE is? Serious? Warning? Instructional? What examples do you have to support these findings?
• What are the qualities of the ideal prince, according to Machiavelli? Are they clearly stated or hidden in subtext (inferred)? 
• What specific lines stand out to you as significant? 

         

Thursday, January 16th

Meet in LMC

1. Turn in final draft of paper attached to proofed draft by the end of the hour.

2. Check out independent reading book.

Wednesday, January 15th

Mood:

1. Independent reading- First 10 minutes. Two States. Eight Textbooks. Two American Stories
Read through the NY Times article. Think about the interweaving of education and power.

2. Review and Revision of the first draft of your literary analysis on power. We will be looking at 3 things. Content, Structure, and Assignment Requirements. 

Color coding your draft for CONTENT: 
BLUE: Where you are addressing the WHAT?
What is your conclusion? What occurs? What do you see?

GREEN: Where you are addressing the HOW? 
How do the conclusions occur? How is this specifically seen? How does this illustrate your argument? How does this point connect to another text? How does a literary device achieve the purpose of the text/meaning? How does meaning occur?

RED: Where you are addressing the WHY?
Why do you think this is important? Why do you think the author is doing this? Why does this occur in this text?

We are currently looking at how you address the text. With every WHAT . . . you need to consider pairing it with a minimum of one HOW . . . and an accompanying WHY.  You may have to make some adjustments or move things around. You most likely will have to add, but possibly subtract.

EXAMPLE- 
In his quote, "Do the thing and you will have the power," Emerson proposes that power is subjective. This idea coincides with Weber's definition of power. To illustrate, Weber's approach to explaining power is centered upon the individual's ability to go achieve their own goals, surpassing obstacles. In Emerson's quote, this is emphasized with the use of the article (part of speech) "the" before the word "power" in the quote. Furthermore, by including "the" before the object "power," it is presented as something concrete to obtain by doing "the" thing-- the article of "the" being repeated, yet again. Both Emerson and Weber emphasize the action(s) of the doer, and emphasize specifically what is done.

STRUCTURE checklist: 
1. Do you have a topic sentence to start your analysis? Think about what you are introducing in the writing you have just done.
2. Are you pleased with the order of your evidence? Does it appear in an order that is thoughtful? Rational?
3. Are you using transitions between your ideas and the different purposes that are addressed above?
4. Do you have a conclusion statement wrapping up what your explanation is emphasizing? ... or the significance of it?

ASSIGNMENT requirements checklist: 
1. Have you referenced Liu and Weber in your response?
2. Are you writing in 3rd person POV... no "yous," no "we" or "I."
3. Have you explained the meaning, purpose, and impact of the quote.
4. Have you double checked your SPELLING? SENTENCE STRUCTURE? CAPITALIZATION? PUNCTUATION?
5. Do you have the MLA heading? Header (name and page number?) Title?

3. Your revised draft needs to be printed off and stapled on top of the color coded draft. This is due  THURSDAY, January 16th by the END of class. We will be in the LMC during class. You will have the opportunity to print and attach to rough draft after we listen to the Library Media Specialists.

Tuesday, January 14th

1. R&C: NFL's Coaching Diversity Problem  Think about our conversation and study of power and how this article ties into that conversation. Think Weber. Liu.

2. You are going to select ONE of your original 5 quotes.  Make sure that you have PLENTY of NOTES on this quote before you move forward in your writing. You are going accompany this quote with an analytical response where you are going to explain the meaning, purpose, impact of the quote. In your writing you will include specific examination of the quote as a whole AND specific words as evidence for your findings. With your explanation, you will need to interact with Weber's definition AND Liu's Ted Talk, sticking to 3rd person EXPOSITORY techniques.

Plan of attack:
1. Read through Mrs. Cole's example. Make a list of what she does in this example.

• How does she include the quote? The author of the quote?
• How does she explain the quote's meaning? 
• How does she interact with Weber and Liu's texts?
• How does she address the diction of the quote? References of words and explanation of relevance? 
• How does she use the structures of writing to help her explain her ideas?.. Topic sentences. Evidence. Warrants. Transitions. 
• How does the writing EVALUATE or ANALYZE the quote versus describing what it says?

2. Sketch out a rough outline for your response.. mapping out the order in which you will analyze and explain your quote of choice. Use your list from above to help formulate your structure.

3. Type up your response. Looking over the provided checklist found after the example.

4. Print off for class tomorrow.

EXAMPLE:
Do the thing and you will have the power. - Ralph Waldo Emerson

In his quote, "Do the thing and you will have the power," Emerson proposes that power is subjective. This idea coincides with Weber's definition of power. To illustrate, Weber's approach to explaining power is centered upon the individual's ability to go achieve their own goals, surpassing obstacles. In Emerson's quote, this is emphasized with the use of the article (part of speech) "the" before the word "power" in the quote. Furthermore, by including "the" before the object "power," it is presented as something concrete to obtain by doing "the" thing-- the article of "the" being repeated, yet again. Both Emerson and Weber emphasize the action(s) of the doer, and emphasize specifically what is done. Furthermore, in this quote, Emerson points to the doer of the action by referencing the 2nd person pronoun "you." The individual on the receiving end of this sentiment is given the power (in this quote) by Emerson to determine what gives them power. This is highlighted by a purposefully ambiguous word choice of "thing." The reflection upon the diction choice of "thing" prompts one to recognize that they do indeed have power, or have access to achieving power by being able to choose their one specific "thing."  Additionally, Eric Liu emphasizes this argument in his Ted Talk lecture, "Why Ordinary People Need to Understand Power." Liu highlights an individual's skills in recognizing what it takes to maneuver a system to obtain access to more power. This complements Emerson's statement on power because it places the responsibility on the individual to take control of their power.  Finally, by considering these multiple texts, Emerson, Weber, and Liu, power can be understood as philosophical, and essentially conceived by the individual. With further evaluation, however, it brings up the question if Emerson is challenging us to de-emphasize the quest for power in our lives because of its constant accessibility.  Because power is available to everyone by the "thing(s)" they are prompted to recognize, and that "the" power that should be the goal, does power hold the "power" it is believed to hold?

Do you have everything you need? Check through . . .

• Are you sticking to 3rd person POV. No 2nd person "you" and 1st person "I or we."
• Are you referencing the speaker by last name in response?
• Are you citing specific words to support your findings?
• Are you using accurate capitalization and punctuation? 
• Are you explaining the meaning of the quote?
• Are you speaking to the quote's significance or purpose?
• Have you referenced how it interacts with Weber's definition?
• Are you also including Liu? 
• Do you have MLA heading? 
• Have you printed this off for class on Wednesday? 

Monday, January 13th

1. Complete the following survey for College Credit Senior's capstone project:
https://docs.google.com/forms/d/e/1FAIpQLScaxZmScjoz5DqaAG_lvHbEkPcugK2yCBYyLbL8kLGZibsjlA/viewform

2. Independent reading- First 10 minutes. "American Oligarchs"  Remember... Eric Liu presents power as neither good, nor bad. It just is. This article is not addressing if you agree or disagree with the Trumps and Kushner's practices of obtaining power.. but how power itself aligns with Weber and Liu's definitions.

3.  Take out your "Accountable Talk" handout. You will be using this in your following discussion. Accountable Talk Stems

In your small groups, you will have a short discussion over the article you all just read. Think about how it relates to Weber's definition of power and Eric Liu's argument for power literacy.

4. For class today you selected 5 quotes from the 37 to examine in the context of our larger discussion about power.  In addition to your notes you should already, discuss in your small group the following ideas:

• Put quote into your own words. 
• What literary devices do you see being utilized? 
• What advice does this quote seem to offer? 
• How does the literal meaning support or emphasize the figurative meaning? 
• What specific words (diction) in the quote are supportive of your findings/understanding?
• Why do you think the speaker is making this statement? 
• Any contradictions in the definition? Contradictions with Weber? 

5. Group notes TURN IN-
Taking 4 of the Accountable Talk Stems, your group will submit four significant findings from your discussion. These findings need to be TEXT BASED... showing analysis of the text. Use findings from the prompts above as what your group reports.  Introduce the finding with the Accountable Talk Stem.. and then follow with your finding.

Example: "Our group noticed that . . . . "
                 "A similar theme that we noticed was . . . ."

FOR TOMORROW:
After your discussion, you should have your notes, which have been supplemented by your discussion. Plenty of ideas to work with.  Make sure you have all of your notes in order. YOU WILL NEED THESE TOMORROW.

Friday, January 10th

Eric Liu was pleased with your work yesterday during your Socratic Seminars!

Today's Class:

1. Read through each of the following quotes on power: 37 Quotes on Power

2.  Select 5 quotes that you feel that truly embody what you understand about power: its definition; its application; your discussions.

3. In your notes, write each of the 5 selected quotes. Under each quote, start working through the quotation.. Its meaning? Its relationship to Weber's definition? Its application?

AGAIN: 1. MEANING. 2. CONNECTION to WEBER/LIU. 3. APPLICATION

Here is an EXAMPLE OF ONE QUOTE.. and I could go on and on with my notes..

Notice the following: Headline in my notes. Bullet points and numbering. Address the speaker of the quote.. who he is... his relevancy to the quote.  I have connected ideas back to previous texts (Weber and Liu). I have application of this idea. 

Bring your quotes and notes to class on Monday, January 13th.

REMEMBER that your Socratic Seminar response is due by the end of the day TODAY.

AND... we start Read and Chill on MONDAY... Bring a book.

Thursday, January 9th

Small group Socratic seminar over Ted Talk on POWER.
Socratic seminar reminders:

• Connect everything back to the text of study.
• Explore the "hows" and the "whys". 
• Paraphrase what is said before you.. and connect to this statement. 
• Exhaust the question. Look for multiple possibilities.. perspectives. 
• All participants work to keep conversation and exploration going. 

When your seminar is finished . . . in Schoology...

Eric Liu implores that society becomes more literate in the nature of power. From his lecture, and your following seminar, how are you becoming more literate about your interaction with power? What do you think that you need to continue to learn? What revelations have you had? 

Writing expectations: Thorough answering of the questions proposed. This means that you have addressed the prompt, provided examples, explained your examples, utilize transitions, etc. Oh, ya.. and 2020 is CAPITALIZATION-Palooza! 

Due by Friday, January 10th at 11:59 PM. Late submissions will not receive a grade. 

Wednesday, January 8th

1. SCHOOLOGY RESPONSE- First 7-10 minutes of class. 
Explain you understanding of Weber's definition of POWER. What stands out as significant to understand about this definition? How can this understanding of POWER be applied in your world? 

Requirements: 


1. PROPER CAPITALIZATION. 2. Answer all THREE parts of the question. 3. Reference specific parts of Weber's definition in your response. Cite it. 3. Explain your ideas. 4. Use transitions. 

2. What is a Socratic Seminar? 
First Socratic Seminar will be TOMORROW.... January 9th.  We need a little more time to ready ourselves. 

Socratic Seminar Handout

Seminar Expectations:

• Everything leads back to the studied text. (Quoting the text)
• Explanation of evidence back to the proposed question. 
• Prepared for a seminar... notes.. annotated text... constructed questions.
• Examine the text fully... not about right or wrong... agree or not agree. 

2. Continue watching... 
Why Ordinary People Need to Understand Power- Ted Talk

Take notes on the following:

• What is the major argument that the speaker is making
• In what ways do you see Weber's definition of power apply in the argument and examples?
• What advice can you take away from this Ted Talk? 
• What are some examples of power beyond your initial conceptions of exercises of power?
• What connections can you make to the discussion on power? 

FOR THURSDAY: 

1. Look over Weber's definition and types of power. Review the transcript from the Ted Talk. Add to your notes. A Socratic Seminar is TEXT BASED. You will use your notes to fuel your discussion.

2. From your notes, write 4 (total)"how' and "why" type of questions. Make sure that your questions are examining the text we just viewed. Don't drift too much into the abstract "what if" scenario type of question. If you find your questioning addressing general situations, bring it back to address something specific in the text.

If you need help with writing questions, use Costa's Level of Thinking Question Stems

I will be checking that your questions are done AT THE BEGINNING of class tomorrow. (Start off on a good foot)

Tuesday, January 7th... Happy New Semester!

1. Welcome back! 

2. Review Class Norms-

3. NEW STUFF! 

Power (as defined by Max Weber): “the ability of an individual or group to achieve their own goals or aims when others are trying to prevent them from realising (sic) them”

Weber identified power as being either authoritative or coercive. 
1. Authoritative power is exercising power which is seen as legitimate. By being legitimate it is effective because those who are subject to the power do so with consent.
2. In contrast Coercive power is where someone exercises power through force – you’re forcing someone to do something against their wishes.

Understanding power in your own life-

1. When, how, and where do you feel power?
2. When, how, and where do you feel powerless?

Watch:
Why Ordinary People Need to Understand Power- Ted Talk

Take notes on the following:

• What is the major argument that the speaker is making
• In what ways do you see Weber's definition of power apply in the argument and examples?
• What advice can you take away from this Ted Talk? 
• What are some examples of power beyond your initial conceptions of exercises of power?
• What connections can you make to the discussion on power? 

FOR WEDNESDAY: 
From your notes, write 4 (total)"how' and "why" type of questions. Make sure that your questions are examining the text we just viewed. Don't drift too much into the abstract "what if" scenario type of question. If you find your questioning addressing general situations, bring it back to address something specific in the text.

If you need help with writing questions, use Costa's Level of Thinking Question Stems

I will be checking that your questions are done AT THE BEGINNING of class tomorrow. (Start off on a good foot)

Small Socratic seminar tomorrow. Review the guidelines and scoring guide for the seminar. Socratic Seminar Handout