Please Write!

Aim: How do we write about ourselves?

Quick Write: Write three wishes. Then, write three goals.

Today, I am requesting you write me a letter. I promise to write back. To see the assignment and my letter to you, click here.

Please submit all letters to msbecker4@gmail.com. You will be graded this time merely on learning outcomes and effort.

Standards:
CCSS.ELA-LITERACY.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-LITERACY.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

Wrapping it up

Aim: How do we evaluate our collective learning this semester?

Quick Write: What did you learn about yourself as a student this semester? What did you learn about yourself as a person?

What's due by Monday, June 16, 2014*

• Memoirs!
• Developed and completed mind maps.
• Independent reading projects
• Daily blog posts (Email me the links to the two posts you think are your best. The ideas and writing components of your grade will be based on the two you choose.)
• Returned books....................... -50 participation points if unreturned

Please complete the course evaluation. There are copies in the classroom and a link below. This will help me improve my teaching for my next crop of students.

I hope you learned at least half as much from me as I learned from all of you this semester.
I will miss you.

Carry on,

Ms. Becker

Click here for the course evaluation.

* If for some reason you need an extended deadline on something, please email me or speak to me privately.

Development

Aim: How do we develop our memoirs?     

Quick Write: Write a six-word memoir. Not four words. Not five words. Not seven words. SIX. Exactly. For example: "Fixed mindset is a bad habit."

Check out this Web site for other examples.


Bookmark the post on the final challenge because that should be your BIBLE until the end of this course.

Today we will think about how to develop our memoirs. There is an outline available in class.

Independent reading projects are due.  

What's Due

• Memoirs!
• Developed and completed mind maps
• Independent reading projects
• Completed lesson plan on assigned reading regardless of whether you taught the class or not. (Completed lesson plan template plus blog post of the lesson.)
• Art & Cultural Exhibition blog post
• Cartoons
• Argument essays (or critical lens for those taking the ELA Regents)
• Daily Blog Postings

*****Always check Engrade for your up-to-the-minute progress in this class.*****

Where to Begin?

Aim: How do we begin our memoirs?     

Quick Write: Write a six-word memoir. Not four words. Not five words. Not seven words. SIX. Exactly. For example: "Brain Science. Best. English. Class. Ever."
Check out this Web site for other examples.

First of all, bookmark the previous post on the final challenge
because that should be your B I B L E until the end of this course.

Today we will think about how to begin our memoirs. Introductions are usually both the first and last step for savvy writers. There is a worksheet available in class that identifies several different types of introductions. Check them out to help you determine what kind of "lead" you want to use. However, as a cautionary note, make sure you know where you are taking your memoir (your purpose or lesson) before you begin writing. As Lewis Carroll said, "If you don't know where you are going, any road will get you there," and taking any road is the fastest way to get lost.

Independent reading projects are due.  

What's Due

• Memoirs!
• Developed and completed mind maps
• Independent reading projects
• Completed lesson plan on assigned reading regardless of whether you taught the class or not. (Completed lesson plan template plus blog post of the lesson.)
• Art & Cultural Exhibition blog post
• Cartoons
• Argument essays (or critical lens for those taking the ELA Regents)
• Daily Blog Postings

*****Always check Engrade for your up-to-the-minute progress in this class.*****

Final Challenge: Memoir through the Lens of Mindset

After reading The Diving Bell and the Butterfly, you should be well aware that a memoir is an account of a personal experience of the author. Unlike an autobiography, which is about an author’s entire life, a memoir is focused. It can be focused on a particular person, place, period, or event in the author’s life.

Your final challenge for this course is to create your own personal memoir through the psychological lens of mindset or habits.

Consider the enduring understandings of this course:

• Change is always possible as long as you believe you can change.
• It’s all about effort.

Choose your format:

• Narrative (with photos, infographics or illustrations) at least 750 words in length. (12 pt. font, double-spaced, Times New Roman.)
• Graphic memoir (novel) like Persepolis at least two (4 x 4-paneled) pages in length. 
• Podcast at least five minutes in length. 
• Video at least five minutes in length. 
• Other formats can be negotiated in private conference.

Guidelines:

• Tell your own personal story, relating it to what you have learned about mindset and or habit from the readings and Diving Bell. 
• Establish a compelling theme or storyline, with a well-developed purpose carried through the narrative through skillful use of narrative techniques. (Controlling idea) 
• Accurately and seamlessly integrate reading material, interviews and or visual material to support the narrative. 
• Elaborate on experiences, individuals, and/or events with comprehensive detail to add depth and complexity to the sense of time, place, or character. (Development) 
• Organize your memoir with a structure that is appropriate to your purpose, task and audience so that it enhances communication of your theme or purpose and keeps the reader engaged. (Organization) 
• Demonstrate a well-developed command of standard English conventions. Provide a bibliography or works cited page if appropriate. (Conventions) 
• Integrate relevant and accurate content with thorough explanations that demonstrate in-depth understanding of the readings and information from this course. (Content understanding) 

This project is worth 100 project/test points. Projects, including peer editing, must be completed by Friday, June 13. Memoirs should be written in Word or Google Drive and emailed to msbecker4@gmail.com. Share the link on your blog. Do NOT simply write them as a blog post.

Click here to see the memoir rubric.

Unlocking the Science of Habits

Aim: How do we create habits?     

Quick Write: Write about a habit you would like to create for yourself. Quickly. (Again, make this a habit.)

Today we will analyze how to create habits. Good ones of course. You will have to conduct your own experiments and critically think about it, but here are a video and an article to get your started.

Step 1: Watch the video below. If you are on campus, you will see a blank space, but if you are off campus, it should appear. (Apologies in advance to the females among us, including myself, for the focus on "manliness." Seems like habits are gender-neutral, don't you think?)

Step 2: Read this article for further detail on "Unlocking the Science of Habits." Note: some information on creating habits is toward the end of the article.

Step 3: Based on what you have learned, make an action plan for creating the habit you identified in your quick write. Post it on your blog. Say it out loud. Then, follow it.

Reminder: Guest teaching has ended! However, all students regardless of whether they actually taught a class or not are responsible for turning in a completed lesson plan based on their assigned readings. In addition, post your lesson on your blog. You will get partial credit for this. Who knows? If it's really good maybe you'll get a chance to actually teach it.

Independent reading projects are due.  You should get started on this because there will be at least one other final challenge (project) for this course in addition to that. The assignment is TBA.

What's Due

• Completed lesson plan on assigned reading regardless of whether you taught the class or not. (Completed lesson plan template plus blog post of the lesson.)
• Developed and completed mind maps
• Independent reading projects
• Art & Cultural Exhibition blog post
• Cartoons
• Argument essays (or critical lens for those taking the ELA Regents)
• Daily Blog Postings

Remember independent reading books? Here's a list of suggestions. However, other ideas are encouraged. Just run them past me.

*****Always check Engrade for your up-to-the-minute progress in this class.*****

Deconstructing Habits

Aim: How do we identify the three parts of habits?     

Quick Write: Check out the flow chart on Amy Ortiz's blog. Identify simply the cue for one of your bad habits using the flow chart. Write about it. Quickly. (Make this a habit.)

Today we will begin deconstructing our habits. What triggers them and what rewards do we expect from them?

Step 1: Read the short article. The Power of Habit.

Step 2: Listen to the podcast.

Step 3: Write about a habit you want to change and why. Be sure to identify the three parts of this habit (cue, reward, routine) when you describe it.

Reminder: Guest teaching has ended! However, all students regardless of whether they actually taught a class or not are responsible for turning in a completed lesson plan based on their assigned readings. In addition, post your lesson on your blog. You will get partial credit for this. Who knows? If it's really good maybe you'll get a chance to actually teach it.

Independent reading projects are due.  You should get started on this because there will be at least one other final challenge (project) for this course in addition to that. The assignment is TBA.

What's Due

• Completed lesson plan on assigned reading regardless of whether you taught the class or not. (Completed lesson plan template plus blog post of the lesson.)
• Developed and completed mind maps
• Independent reading projects
• Art & Cultural Exhibition blog post
• Cartoons
• Argument essays (or critical lens for those taking the ELA Regents)
• Daily Blog Postings

Remember independent reading books? Here's a list of suggestions. However, other ideas are encouraged. Just run them past me.

*****Always check Engrade for your up-to-the-minute progress in this class.*****

Introducing the Power of Habit

Aim: How do we define habit?    

Quick Write: Write about one bad habit you have and one good habit.

Today we will begin thinking about habits. In what ways are they good and in what ways are they bad?

Step 1: First watch this video.

Step 2: After you have watched the video, write a reflection defining habit in your own words. Think about these critical questions:

• What is good about habits?
• What is bad about habits?
• How can we use habits productively?

Reminder: Guest teaching has ended! However, all students regardless of whether they actually taught a class or not are responsible for turning in a completed lesson plan based on their assigned readings. You will get partial credit for this. Who knows? If it's really good maybe you'll get a chance to actually teach it.

Independent reading projects are due.  You should get started on this because there will be at least one other final challenge (project) for this course in addition to that. The assignment is  TBA.

What's Due

• Completed lesson plan on assigned reading regardless of whether you taught the class or not.
• Developed and completed mind maps
• Independent reading projects
• Lesson, including written lesson plan and blog post
• Art & Cultural Exhibition blog post
• Cartoons
• Argument essays (or critical lens for those taking the ELA Regents)
• Daily Blog Postings

Remember independent reading books? Here's a list of suggestions. However, other ideas are encouraged. Just run them past me.

*****Always check Engrade for your up-to-the-minute progress in this class.*****

It Really Is All About EFFORT

Here's today's lesson in the absence of a guest teacher ... 

Aim: How do we compare and contrast the themes in the film and the memoir? 

Quick Write: Write a DOK level 3 or 4 question about Diving Bell. Give the question to a partner and ask him or her to answer it..


Guest teaching ends today! However, all students regardless of whether they actually taught a class or not are responsible for turning in a completed lesson plan based on their assigned readings. You will get partial credit for this. Who knows? If it's really good maybe you'll get a chance to actually teach it.

Note: Each day we watch the film or read the memoir, you should be generating questions and analyzing themes and concepts in the memoir by developing your mind map. Mind maps will be graded at the end of the unit based on ideas, creativity, and of course EFFORT!

In the absence of a guest teacher, your mission today is to answer your question by reading, watching or researching. By the end of class, put the answer to your question into a reflection.

Reminder: Independent reading projects are due.  You should get started on this because there will be at least one other final challenge (project) for this course in addition to that.

What's Due

• Developed and Completed Mind Maps
• Independent Reading Projects
• Lesson, including written lesson plan and blog post
• Art Cultural Exhibition blog post
• Cartoons
• Argument Essays (or critical lens for those taking the ELA Regents)
• Daily Blog Postings

Remember independent reading books? Here's a list of suggestions. However, other ideas are encouraged. Just run them past me.

*****Always check Engrade for your up-to-the-minute progress in this class.*****

Re-visiting Reading Strategies (and Independent Reading Projects)

Here's today's lesson in the absence of a guest teacher ...

Aim: How do we use reading strategies to understand the film or the memoir? 

Quick Write: Write a DOK level 3 or 4 question about Diving Bell.

Your mission today is to answer your question by reading, watching or researching. By the end of class, put the answer to your question into a reflection.

Reminder: Independent reading projects are due.  You should get started on this because there will be at least one other final challenge (project) for this course in addition to that.

What's Due

• Independent Reading Projects
• Lesson, including written lesson plan and blog post
• Art Cultural Exhibition blog post
• Mind Maps
• Cartoons
• Argument Essays (or critical lens for those taking the ELA Regents)
• Daily Blog Postings

Remember independent reading books? Here's a list of suggestions. However, other ideas are encouraged. Just run them past me.

*****Always check Engrade for your up-to-the-minute progress in this class.*****

Sprint to the Finish Line

Aim: How do we explain Bauby's perseverance? 

Quick Write: Analyze your progress report and assess your learning for last week with absolute specificity. Write at least one well-organized paragraph. If you were here on Friday and already completed this self-assessment, then please try to answer the Aim for today.

I have a question. Why is it that just when it seems students should be sprinting toward the finish line that marks the end of the semester, many of them just drop out of the race? Really? It makes absolutely no sense to me. Please enlighten me. (Extra credit for those who can.) I assure you that the latest two projects--the cultural exhibition blog post and teaching the class--will not go away. There are more project assignments coming in the very few weeks ahead so don't put off for tomorrow what you can do today. There are only so many tomorrows left in the semester.

This is how it will work: We will devote only five more days to guest teaching. If you don't teach the class in the next five days, you will take a zero on the project. Everyone should be completely prepared to teach from this day forward regardless of the sequence of the pages you were assigned. If there are too many students and not enough days left, then priority for teaching the class will be given to the students with the best attendance. This is because we do not need to discuss the memoir sequentially. That said, if you are prepared to teach the class today, then let me know. Otherwise you should just complete your missing work quietly on your computer

Reminder: Everyone is expected to be prepared for each class by reading ahead. Guest teachers are NOT expected to simply read aloud their section; they are teaching a lesson with an Aim and leading the discussion. YOU are expected to be informed enough with the day's particular section to participate in the discussion and/or activity. This can only be done by reading it prior to the lesson.

The sign-up sheet for sections is in the classroom as is the student-created rubric for grading your lesson and lesson plan templates.

What's Due

• Lesson, including written lesson plan and blog post
• Art Cultural Exhibition blog post
• Mind Maps
• Cartoons
• Argument Essays (or critical lens for those taking the ELA Regents)
• Daily Blog Postings

Remember independent reading books? Here's a list of suggestions. However, other ideas are encouraged. Just run them past me.

*****Always check Engrade for your up-to-the-minute progress in this class.*****

No one's work is leaving this classroom in its underwear!

Aim: How do we edit, revise, and publish our Academic Art and Cultural Exhibition projects? 

Quick Write (emphasis on QUICK):  Generate a high level question concerning your project for a peer editor.

“Writing without revising is the literary equivalent of waltzing gaily out of the house in your underwear.”  --Patricia Fuller

Someone who knew what he or she was talking about once said that all writing is 90% re-writing. If you don't think you need an editor, then you don't think!

Today we will be peer editing each other's projects. Everyone must have the experience of both editing someone and being edited by someone.

Hard copies of the peer editing worksheet are available in the classroom.
  

If you have read this far, you win the Keen Observer prize for the day. See me privately.

*****Always check Engrade for your up-to-the-minute progress in this class.*****

Evaluating the Psychology of a Nation

Aim: How do we evaluate the psychology (mindset) of a chosen country? 

Quick Write: Pick a country other than the U.S. that connects with you either because of ancestry, birthplace, or any other reason. Explain why you connect to this country.

Did you know that travel actually makes you smarter? Click here and read this for proof!

This week, you'll be doing the next best thing to traveling. In preparation for the May 14 Academic Art and Cultural Exhibition, your challenge is to research a country of your choice, evaluate the psychology (mindset) of its people, and present your findings in words and pictures on your blog. This challenge is worth 100 project/test/quiz points.

Step 1: Select a country that is personally important to you.

Immigration trends in the U.S.

Step 2: Research the nation. First, basic questions: What is its flag? What are its traditions and customs? What is its history? Next, evaluate how your selected nation's history and geography have shaped the collective mindset of the people? For example, some people might argue that the U.S. is a country of individualists because it was settled by waves of diverse groups of people who were dissatisfied by laws or circumstances in their home countries.



Find or infer the answers to these critical questions:

How was your selected country founded? What is its geography and history? How has its geography and history shaped the mindset of its people? What conclusions can you draw from your research and based on what facts? Finally, what can you say about the defining "mindset" of this country based on what you learned through your research. Step 3: Put your research into a compelling blog post. Be sure to include text and visuals, including photos, maps, and an image of its flag. This project is worth 100 points. As always, you will be evaluated on learning outcomes, ideas, writing conventions, and effort. You will be expected to complete final drafts, including peer editing, by Friday.  ****Each student is responsible for reading all of The Diving Bell and the Butterfly and continuing to mind map your notes. Guest teaching lessons will resume shortly.**** What's Due Lessons on assigned chapters from The Diving Bell and the Butterfly. Ongoing mind maps on reading of The Diving Bell and the Butterfly. Cartoon Argument Essays (No, it is not going away even if it's a new marking period!) Daily blog posts. Remember independent reading books? Now is the time to start thinking about your reading projects. Here's a list of suggestions. However, other ideas are encouraged. Just run them past me. *****Always check Engrade for your up-to-the-minute progress in this class.*****

What are We Going to Learn Today?

Aim: How will today's guest teacher teach the class?

Quick Write: For 2nd period on May 15, see Sophia's blog.

On a Thursday long ago Melanie Thompson  taught the 2nd period class. We had a lively and provocative discussion even if many students failed to make it to class :-(. Melanie got us thinking deeply, which is what this project is all about.

As the first student to teach a class, Amy Ortiz showed grace and courage. (Click on her name to see her lesson plan for the day.) I think her classmates will agree that she did an awesome job. Don't forget to complete your reflections for her and turn in your evaluations of her lesson.

At the end of each daily lesson, guest teachers will be asked to evaluate student performance by reading their blog postings, and students will be asked to evaluate the teacher by using the student-generated rubric. When evaluating your teacher be sure to add written comments at the end, supporting your score with specific and relevant details.

Reminder: Everyone is expected to be prepared for each class by reading ahead. Guest teachers are NOT expected to simply read aloud their section; they are teaching a lesson with an Aim and leading the discussion. YOU are expected to be informed enough with the day's particular section to participate in the discussion and/or activity. This can only be done by reading it prior to the lesson.

The sign-up sheet for sections is in the classroom as is the student-created rubric for grading your lesson and lesson plan templates.

What's Due

• Mind Maps
• Cartoons
• Argument Essays
• Daily Blog Postings

***Your blogs will be graded for the 2nd marking period on completeness as well as critical thinking and writing. Email me two posts for the 2nd marking period that you think were your best. These will be read for the critical thinking and writing portions of your grade.***

Remember independent reading books? Time to start thinking about your reading projects. Here's a list of suggestions. However, other ideas are encouraged. Just run them past me.

*****Always check Engrade for your up-to-the-minute progress in this class.*****

Teaching "The Diving Bell and the Butterfly"

Aim: How will today's guest teacher teach the class?

Quick Write: Click here to read Amy's Aim, Quick Write, and lesson plan for today.

Today, we will begin welcoming our guest teachers. At the end of each daily lesson, guest teachers will be asked to evaluate student performance by reading their blog postings, and students will be asked to evaluate the teacher by using the student-generated rubric. When evaluating your teacher be sure to add written comments at the end, supporting your score with specific and relevant details.

Reminder: Everyone is expected to be prepared for each class by reading ahead. Guest teachers are NOT expected to simply read aloud their section; they are teaching a lesson with an Aim and leading the discussion. YOU are expected to be informed enough with the day's particular section to participate in the discussion and/or activity. This can only be done by reading it prior to the lesson.

The sign-up sheet for sections is in the classroom as is the student-created rubric for grading your lesson and lesson plan templates.

What's Due

• Mind Maps
• Cartoons
• Argument Essays
• Daily Blog Postings

***Your blogs will be graded for the 2nd marking period on completeness as well as critical thinking and writing. Email me two posts for the 2nd marking period that you think were your best. These will be read for the critical thinking and writing portions of your grade.***

Remember independent reading books? Time to start thinking about your reading projects. Here's a list of suggestions. However, other ideas are encouraged. Just run them past me.

*****Always check Engrade for your up-to-the-minute progress in this class.*****

Diving into Memories

Aim: How does memory relate to "I think therefore I am"?

Quick Write: Think about one of the most important memories you have. Indulge yourself in it. Can you taste it? Smell it? Feel it? What if that memory were taken away from you? Would it still exist?

Today, we will listen to a podcast about “the most severe case of amnesia ever documented” and evaluate how it relates (or doesn't relate) to locked-in syndrome.

We’ve been reading the true story of a man who lost everything except his memory. In this quest, we’ll consider the true story of a man who lost his memory but nothing else. Consider: How does this relate to "I think therefore I am"?

Step 1: Listen to this podcast of a Radiolab episode devoted to the science of memory. In this segment of the podcast, Oliver Sacks tells the story of Clive, a musician who suffered “the most severe case of amnesia ever documented.”

Step 2: Complete this 3-2-1 worksheet as you listen. Alternatively, you can take notes using the Cornell note-taking sheet or the Reciprocal Teaching Worksheet available in the classroom.

Step 3: After you have listened to the podcast, discuss your 3-2-1 worksheet with a partner or your class.

Final Reflection: You previously interpreted the quote “I think, therefore I am.” Interpret the quote once again as it relates to Clive. In other words, does Clive know he exists? Does he exist? What does all of this say about memory? Finally, what’s your brainy explanation for Clive only remembering love and music? Post this final reflection on your blog.

Reminder: This week we will be reading the memoir seminar style. Although everyone is responsible for reading all of the memoir, each student will take charge of a section of the book for a day, teaching a lesson and leading the discussion. The sign-up sheet for sections is in the classroom as is the student-created rubric for grading your lesson and lesson plan templates.


A reminder that before you left for Spring Break, you should have synthesized all of our heavy thinking about the soul and science into a cartoon that gives a graphic reflection of your opinion on the human vs animal debate. The cartoon counts as a project/test/quiz and is worth 50 points. You might also check out this site. Show your readers your opinion on what and how animals think as opposed to what and how people think. Be creative with your graphic story. (Don’t forget that writing conventions still count.) Post your cartoon to your blog using screen capture. (Shift, command, 4) Thanks, Tajmah!

Remember independent reading books? Time to start thinking about your reading projects. Here's a list of suggestions. However, other ideas are encouraged. Just run them past me.

Argument Essays are way overdue!!!!!!

*****Always check Engrade for your up-to-the-minute progress in this class.*****

In the Blink of an Eye

Letter Frequency in the English Language

e t a o i n s r h l d c u m f p g w y b v k x j q z

Aim: How do we evaluate Bauby's mindset in writing his memoir?

Quick Write: What does imagination mean to you? How important is it? What about memory? Can you have one without the other?

Step 1: Today, we are going to try to understand Bauby's method for writing his memoir by reading "The Alphabet" and applying his technique ourselves.
Step 2: After reading the chapter, think of 1) something that you need to do today, 2) something you want to do today, and 3) an opinion you have about how this day is unfolding for you. Pretty simple stuff, right? Here's the catch: Communicate these three things to a partner using Bauby's blinking technique. (Left eye only!) Use the English letter frequency chart above to spell out the words with your partner.
Step 3: Write a reflection about the experience. State your opinion about Bauby's mindset based on your own personal experience with this grueling communication technique.

Next week, we will be reading the memoir seminar style. Although everyone is responsible for reading all of the memoir, each student will take charge of a section of the book for a day, teaching a lesson and leading the discussion. The sign-up sheet for sections is in the classroom.

A reminder that before you left for Spring Break, you should have synthesized all of our heavy thinking about the soul and science into a cartoon that gives a graphic reflection of your opinion on the human vs animal debate. The cartoon counts as a project/test/quiz and is worth 50 points. You might also check out this site. Show your readers your opinion on what and how animals think as opposed to what and how people think. Be creative with your graphic story. (Don’t forget that writing conventions still count.) Post your cartoon to your blog using screen capture. (Shift, command, 4) Thanks, Tajmah!

Remember independent reading books? Time to start thinking about your reading projects. Here's a list of suggestions. However, other ideas are encouraged. Just run them past me.

Argument Essays are way overdue!!!!!!

*****Always check Engrade for your up-to-the-minute progress in this class.*****

Ni Hao!

Aim: How do we apply our knowledge of imagination and memory to Bauby?

Quick Write: What does imagination mean to you? How important is it? What about memory? Can you have one without the other?

Ni hao! (How are you in Chinese.) Frankly, I'm jet lagged. The video above was taken a few days ago in Shanghai, China. I asked the kind Chinese ladies to wave to my students.

Today we will start thinking about imagination and memory and how it applies to Jean-Dominque Bauby. We will be reading the memoir seminar style. Each student will take a section of the book, teaching a lesson and leading the discussion that day. Let's spend today getting back in the groove.

A reminder that before you left for Spring Break, you should have synthesized all of our heavy thinking about the soul and science into a cartoon that gives a graphic reflection of your opinion on the human vs animal debate. You might also check out this site. Show your readers your opinion on what and how animals think as opposed to what and how people think. Be creative with your graphic story. (Don’t forget that writing conventions still count.) Post your cartoon to your blog using screen capture. (Shift, command, 4) Thanks, Tajmah!


Remember independent reading books? Spring break is a good time to start thinking about your reading projects. Here's a list of suggestions. However, other ideas are encouraged. Just run them past me.

Argument Essays are overdue!!!!!!

*****Always check Engrade for your up-to-the-minute progress in this class.*****

The Spring Break Happy Dance

Aim: How do we apply our close read of "Science of the Soul" to Jean-Dominique Bauby?

Quick Write: Reflect on what you learned in detail this week in at least one well-organized paragraph.

Step 1: By now you should have read this article about the “Science of the Soul.” Question: How do the ideas in the article apply to Bauby? Do they apply to Bauby?
Step 2: Synthesize all of this heavy thinking into a cartoon that gives a graphic reflection of your opinion on the human vs animal debate. You might also check out this site. Show your readers your opinion on what and how animals think as opposed to what and how people think. Be creative with your graphic story. (Don’t forget that writing conventions still count.) Post your cartoon to your blog using screen capture. (Shift, command, 4) Thanks, Tajmah!


Remember independent reading books? Spring break is a good time to start thinking about your reading projects. Here's a list of suggestions. However, other ideas are encouraged. Just run them past me.

Argument Essays are overdue!!!!!!

Last, but not least, have a joyful Spring Break!

*****Always check Engrade for your up-to-the-minute progress in this class.*****

A Little Levity About A Heavy Topic

Aim: How do we analyze the difference between animals and humans?

Quick Write: Do you believe animals have souls? Explain.

Check out this comic showing one of the many differences between animals and humans. Do you think it is an accurate description of the differences?

Philosopher Rene Descartes famously wrote: "I think, therefore I am."  The simplest interpretation of this is that humans know they exist because they can think. Descartes argued that even if a devil had control of his mind, he still would know he existed because he could at least think that thought about the devil. Do you agree?

As we are learning in this course, there is wide variation in levels of thinking. At one end there is meta-cognition—thinking about thinking. At the other extreme, there are animals, who (or is it which?) definitely have brains and definitely think, but perhaps not at the same level as humans—or at least many humans! 


Step 1: Read this article about the “Science of the Soul.” Based on what you already know about the mind and the information you gathered from the article, where do you fall on the following question: If there is indeed a physical (scientific) basis for thinking and feeling, what in your opinion is the basic difference between animals and humans? Use this worksheet to take notes as you read.

Step 2: Continue reading The Diving Bell and the Butterfly. How would you characterize Bauby’s life after his stroke? How has his severe physical impairment affected his feelings or thoughts? Has locked-in syndrome changed his identity as a human being? Has it affected his “soul”—whatever that is? Why or why not?

Step 3: Synthesize all of this heavy thinking into a cartoon that gives a graphic reflection of your opinion on the human vs animal debate. You might also check out this site. Show your readers your opinion on what and how animals think as opposed to what and how people think. Be creative with your graphic story. (Don’t forget that writing conventions still count.)

Argument Essays are due!!!!!!

*****Always check Engrade for your up-to-the-minute progress in this class.*****