Friday, March 10 | Formal Writing Due

ANNOUNCEMENTS

• Molly's P-Block will be joining Mike's today.
• Students should be setting up a writing conference with Addie and Heather this week to discuss revisions and next steps for their formal writing
• Formal Writing Final Drafts are due TODAY!

DO NOW:

• Open your formal writing.
• Read through the feedback comments and determine your next steps. 
• Document your goal for today. What needs to be completed by the end of class today to have a professional, effectively communicated formal writing component?

STUDIO TIME | WRITING

• Following the studio time norms set by your group, spend the class period today finalizing your formal writing.

TICKET OUT:

• Submit your formal writing to G. Classroom. 
• Show your advisor that you have submitted it. 

Thursday, March 9 | Peer Feedback Round 2

ANNOUNCEMENTS

• Students should be setting up a writing conference with Addie and Heather this week to discuss revisions and next steps for their formal writing
• Formal Writing Final Drafts are due THIS FRIDAY!

Advisor Prep:

• Create new partners for today's feedback conferences
• Reflect on Tuesday's process and be ready to discuss with your group in an efficient manner today. It might be best to have a flexible idea of a revised process (example). 

DO NOW: PREPARING TO CONFERENCE [3 min]

• Find the your partner (per your advisor) and find a space in the room you can think and talk with minimal disruption and distraction.
• Share your formal writing (no matter how rough) with each other in suggesting mode.

GROUP FEEDBACK | PREPARE FOR CONFERENCING TODAY [15 min]

• Independently review the student guide from Tuesday.
• VERY brief Keep. Add. Change. as a group (10 min max)
• What went well on Tuesday?
• What do you think was missing from the conversation/process?
• What would you like to change about the process? How?
• Keeping consistent with the S.T.A.R. process while considering the feedback, create a protocol that will work best for your group today. Document this in a space that everyone can see during conferencing. 

PEER FEEDBACK | ROUND 2 [50 min]

• Following the revised protocol your group determined, provide feedback to your partner on their formal writing. (This should take the majority of the hour if you are being thoughtful and intentional with your feedback)
• Review the feedback you received. Ask your partner questions as necessary. 
• Create a goal for tonight and tomorrow based on the feedback you received. 

TICKET OUT [5 min]

• Share out your next steps for revisions.

Tuesday, October 18 | Formal Writing Revisions

REMINDERS

• Formal writing components are DUE on Friday, October 21, 2016. You should set up a writer’s conference with Addie, Heather, or Beckah to discuss your essay before this date.

• All new reading and research you do should be added to your Annotated Bibliography throughout your project.

Advisors should continue to use the spreadsheet for attendance.


GUIDING QUESTIONS

• Who are we as a community of thinkers, researchers, and innovators?
• How does the world work?
• How do the needs of my community and audience influence my research?

OBJECTIVES:

• Students will provide analysis and revision suggestions in writing.
• Students will create a formal letter expressing their analysis of a written composition.
• Students will assess the conscious rhetorical decisions made by the writer during the writing process.
• Students will reflect on their experience and approach to research, identifying specific next steps.

Monday, October 17 | Formal Writing Revisions

REMINDERS

• Formal writing components are DUE on Friday, October 21, 2016. You should setup a writer’s conference with Addie to discuss your essay before this date.
• Even if you have gotten feedback from Addie, all new reading and research should be added to your Annotated Bibliography throughout your project.
• YEAR-LONGS should have their panels scheduled and Addie should be present at your meeting. Please remember you are still required to complete all writing components by deadlines stated above. 

Advisors should continue to use the spreadsheet for attendance.


GUIDING QUESTIONS

• Who are we as a community of thinkers, researchers, and innovators?
• How does the world work?
• How do the needs of my community and audience influence my research?

OBJECTIVES:

• Disciplinary groups will continue to grow as a community of wonderers and project managers.
• Students will engage in academic research and writing.
• Students will reflect on their experience and approach to research, identifying specific next steps.
• Students will organize and create their essays by thinking about how we support our thinking in the writing process.

DO NOW:

• Print your research paper.
• Dan, Addie, Timi--> Office via advisor
• Erin, Stuart, Molly --> Hallway printer via student Chromebooks
• Heather, Becky, Mike, and Tim--> Beckah's room via advisor
• Read through our current draft with 3 colored pencils or highlighters
• Color 1: Highlight your thesis statement (your claim)
• Color 2: Highlight the argument in each paragraph that supports your claim
• How closely is this statement related to your claim? It is a loose connection or can the reader clearly see the connection and its support for your argument?
• Color 3: Highlight the evidence you used to support the argument
• Do you have a quote from your research? How did you explain the quote?
• How did you connect your evidence to your argument? What moves did you make as a writer? 

STUDIO WRITING TIME:

• Make revisions to the portion of your paper you identify needs the most depth added.
• DRAFTING AND REVISION: Self-reflection questions to consider during the writing process:
• Have I constructed an argument or am I merely summarizing the topic?
• Do I have sufficient evidence that supports my ideas rather than summarizes them? 
• Does my writing include a SO WHAT in which I identify the intent of my essay and what I want my audience to do with this the information presented in it?

• By the end of the day today, please make sure you have a solid, complete draft with all necessary paragraphs (intro, definition, argument x 3, and conclusion). 

REFLECTION:

• What did you accomplish and complete today during studio time? 
• What are your next steps tonight for Home Learning and tomorrow for IDEAS Block?

Friday, October 14 | Formal Writing

Drafts of formal writing component DUE TODAY!

Addie is meeting with all freshmen and year-long students names M-Z in the cafeteria today to discuss extended annotated bibliographies. 

REMINDERS

• Even if you have gotten feedback from Addie, all new reading and research should be added to your Annotated Bibliography throughout your project.
• Formal writing components are DUE on Friday, October 21, 2016. You should setup a writer’s conference with Addie to discuss your essay before this date.
• YEAR-LONGS should have their panels scheduled and Addie should be present at your meeting. Please remember you are still required to complete all writing components by deadlines stated above. 

Advisors should continue to use the spreadsheet for attendance.


GUIDING QUESTIONS

• Who are we as a community of thinkers, researchers, and innovators?
• How does the world work?
• How do the needs of my community and audience influence my research?

OBJECTIVES:

• Disciplinary groups will continue to grow as a community of wonderers and project managers.
• Students will engage in academic research and writing.
• Students will reflect on their experience and approach to research, identifying specific next steps.
• Students will organize and create their essays by thinking about how we support our thinking in the writing process.

DO NOW:

• Read through the current draft of your research paper. Highlight all words that would be considered unique to the discipline or content you are discussing in your paper. 
• Make a plan for how you will add more authentic terminology within your writing for today, especially the definition section. 

DO NEXT:

• Reread your current draft. On a separate sheet of paper or sticky note, document: 
• 1 word that captures the essence of your argument
• 1 phrase that adds dimension to a sentence
• 1 sentence that you are most proud of because of what it adds to your paper
• Share out with the group

STUDIO TIME WRITING:

• Today is the day to write. Set an intention for your writing period, find a distraction-free space, and let your words flow.
• DRAFTING AND REVISION: Self-reflection questions to consider during the writing process:
• Have I constructed an argument or am I merely summarizing the topic?
• Do I have sufficient evidence that supports my ideas rather than summarizes them? 
• Does my writing include a SO WHAT in which I identify the intent of my essay and what I want my audience to do with this the information presented in it? 

REFLECTION:

• What did you accomplish and complete today during studio time? 
• What are your next steps tonight for Home Learning and tomorrow for IDEAS Block?

Thursday, October 13 | Formal Writing

ANNOUNCEMENT
Freshmen and year-long students with first names that begin with A-L will have an Extended Bibliography workshop with Addie in the cafeteria TODAY.

M-Z will have a workshop tomorrow, Friday, October 14, 2016.

REMINDERS

• Annotated Bibliographies are OVERDUE.
• Even if you have gotten feedback from Addie, all new reading and research should be added to your Annotated Bibliography throughout your project.
• Drafts of formal writing component DUE on Friday, October 14, 2016. Remember if you have intentions of doing an alternative writing component (not a research paper) you MUST meet with Addie for approval.
• Formal writing components are DUE on Friday, October 21, 2016. You should setup a writer’s conference with Addie/Heather to discuss your essay before this date.
• YEAR-LONGS should have their panels scheduled and Addie should be present at your meeting. Please remember you are still required to complete all writing components by deadlines stated above. 

Advisors should continue to use the spreadsheet for attendance.


GUIDING QUESTIONS
Who are we as a community of thinkers, innovators?
What do I need to know about myself and my community, in order to develop a project?
How does the world work?
How do the needs of my community and audience influence my research?

OBJECTIVES

• Disciplinary groups will continue to grow as a community of wonderers and project managers.
• Students will engage in academic research and writing.
• Students will reflect on their experience and approach to research, identifying specific next steps.
• Students will organize and plan their essays by thinking about how we support our thinking in the writing process.

DO NOW

• Create your research paper document in your IDEAS Block folder. [First and Last Name | Formal Writing | Fall 2016] 
• Write your thesis statement at the top of the page, until it is ready to be embedded in your introduction paragraph. Remember your thesis is the anchor for your entire paper and each paragraph should refer back to it.
• Self-assess where you are and where you need to be by the end of the class period. (Be ready to set a completion goal)

STUDIO TIME WRITING

Today, students will be turning their outlines into formal writing. 

• Set your intention and share out with the group. 
• All student should have a goal of at least the definition paragraph and 1 other paragraph completed by the end of the hour. 
• Write your formal writing piece.
• DRAFTING AND REVISION: Self-reflection questions to consider during the writing process:
• Have I constructed an argument or am I merely summarizing the topic?
• Do I have sufficient evidence that supports my ideas rather than summarizes them? 
• Does my writing include a SO WHAT in which I identify the intent of my essay and what I want my audience to do with this the infomation presented in it? 

REFLECTION

• What did you accomplish and complete today during studio time? 
• What are your next steps tonight for Home Learning and tomorrow for IDEAS Block?

Week of September 26-30 | Proposal Clarity & Research Phase

We will be meeting in project disciplines this week. The student-staff pairings are based primarily on student proposals, some of which are still being revised and completed. If changes need to be made to disciplinary groups, they will be made collaboratively starting on Wednesday and concluding on Friday morning.

It is a priority to make thinking visible throughout the research phase, so that we can see how our thinking changes, what influences us, what challenges us, and how we use our community and resources to learn and create. Keep group thinking alive in the room. Keep individual notes in manilla folders and Google Drive.

Please take attendance using the spreadsheet.

OBJECTIVES THIS WEEK

• Build community within disciplinary groups - learning about each other as wonderers and project managers.
• Refine project ideas and articulate thorough proposals.
• Engage in Academic Research and utilize the IDEAS Language Arts Research and Annotation Guide to 1) Locate credible sources for projects, 2) Read and annotate sources, 3) Manage an EasyBib project. 
• Analyze and select professionals models and inspirations related to a particular concept in academic content or art form.
• Reflect on Habits of Learning.

MONDAY>>
Start with ideation groups, then we will meet in disciplinary groups for the first time today. We will get to know the people and projects in the groups in order to begin building community. Students will identify specific needs, refine proposals, and begin research.

TUESDAY>>
Groups will establish norms for research in their space and with their resources. This will be a reading and conferencing day - working toward Annotated Bibliographies.

WEDNESDAY>>
Staff will share a professional model, establishing structures for collecting professional models as part of research. Adjustments to disciplinary groups, if needed.

THURSDAY>>
Reading and conferencing day.

FRIDAY>>
Reading day. Students will share Annotated Bibliography drafts for feedback and recommendations.


As we enter the research phase of IDEAS Block, consider these elements of our learning community:

Freshmen: All freshmen complete an extended bibliography during Fall 2016 semester. During the Spring 2017 semester, freshmen complete a traditional annotated bibliography along with a traditional research paper.

Research Paper: All sophomores, juniors, and seniors need to complete a research paper UNLESS they have had another formal writing component pre-approved by Addie based on the needs of their project. In order to receive this pre-approval, students need to set up a formal writing conference with Addie in The Writing Center.

Unfortunately, students have tried to use other writing endeavors in order to "get out" of truly demonstrating writing standards. Summaries of projects or "persuasive" arguments that merely supply the student's opinion are NOT accepted.

Acceptable formal writing endeavors are listed under the Academic Writing tab on the Humanities website.

Week of March 7th - 11th | Catching Up & Final Drafts

The last few weeks in IDEAS Project Block have been focused on crafting arguments in the form of research papers. (Some students are completing alternative writing assignments, which have been determined collaboratively with a Language Arts teacher.) This week, a complete draft of that research paper is due. Addie and Kimberly would like these papers printed and turned into their office mailboxes on Friday.

Based on our recent schedules and conversations, it is clear that each IDEAS Project Block group is in a different place with regard to developing research papers. Please review last week and the week before for resources, expectations, and suggestions regarding research papers. Students are encouraged to set up writing conferences to develop and refine arguments. 

ANNOUNCEMENTS:

• Each student should take this survey on Tuesday, March 8th.
  (Your feedback is important. Other students with surveys they would like to distribute to the school should coordinate with Erin, Becky, and Kimberly.)
  
• In two weeks, students will have the opportunity to participate in a mini-creative retreat at the Arts Center. Kimberly is looking for students (and staff) interested in designing and planning that retreat (Future educators, curators, artists, leaders, facilitators, etc, this is an opportunity for you!) We will get a tour of new exhibits and work with Arts Center staff to plan on Tuesday, March 15th during IDEAS Project Block. Please email Kimberly if you (students and staff) are interested in helping to plan.
  

Week of February 29th - March 4th | Drafts & Drafts

This week we continue to develop our disciplinary group culture - sharing progress and obstacles through goal setting and reflection, revisiting the core motives or preoccupations of our projects through do nows and gatherings, translating our research and argument through dialogue, conferencing, and peer review.

As individuals, take on the challenge of creating original arguments by recognizing that no one has ever read the same combination of research or looked at any individual piece of research through the lens of your projects. Use professional interactions with your group to deepen your understandings and craft a clear, logical argument.

This is a writing week. Students are encouraged to set up writing conferences with Addie or Kimberly and their IDEAS Project Block Advisors. Writing conferences can occur at any stage in the writing process, reflecting on a thesis statement, outline, or draft.

HUMANITIES WEBSITE (use it):

• MLA Formatting and Style Guide
• In-Text Citation
• Research
• Thesis Statement
• Research Paper
• Writing Conferences 

SURVEYS are an appropriate form of research, providing community-based insight and data for your project. We have a great opportunity to work with experts on our staff to understand surveys, revise them for validity, and analyze results that will legitimately inform projects. Right now staff is in the process of developing guidelines for surveys that all students distributing surveys (via paper or google forms) to the school will follow. All students who have already or who intend to distribute a survey are required to attend a 10:30am meeting with Erin on Monday. (There is a list of known students under Monday's summary.) As a school, we will commit our Thursday Project Block do now to filling out revised surveys.

MONDAY>>

Reflect on which Habits of Mind you would like the audience of your paper and project to use as they interact with your argument and creation. (For example, your intent may be to get your audience to WONDER about how their dietary choices impact their academic performance.) Students should focus on thesis statements and outlines for their papers. 

10:30> Required Survey Meeting in 3307 for all students who have or who plan to send out surveys as part of their project: Valencia, Kahlena, Alyssa, Rachel B, and ... 

TUESDAY>>

No Class. On your personal GWT day, seek out professional models, create some sketches or prototypes of your project. Juniors, apply your close reading and argument writing to the ACT.

Asiah will host an Open Mic at the ARTery tonight as part of her project.   

WEDNESDAY>>

Extended time today. A great time to peer review or workshop thesis statements, outlines, or drafts as a Project Block group. 

THURSDAY>>

If you complete your first draft by the end of today, there are great opportunities for feedback from IDEAS Project Block Advisors and your own revisions with a long weekend ahead. Your projects should press and provoke you to seek clarity, even outside of the class period and certainly outside of school. Ticket Out: What will you do in the next four days that will bring something new to your project? (For example, go to the library to look at old newspapers; visit the Arts Center and look for a visual connection to my project; send a professional email to a community member who works in a field related to my project, asking them to meet with me...)

Thursday, February 24th | Survey Workshop After School

All students who have or who plan to distribute schoolwide surveys as part of their IDEAS Block Projects this semester must attend a brief meeting after school on Thursday, February 24th in Becky's classroom. Prepared surveys will be part of Friday's Do Now in Project Block. We hope this will ensure better data and numerous responses.

Please respond to the calendar invite.

Week of February 22nd - 26th | Synthesizing Research

Synthesis. With a range of quality sources and thoughtful annotations, synthesis will yield a thesis that is specific and unique to the context of your project and reading. Research papers are actually exciting when they grow out of an authentic thesis. 

Addie and Kimberly will use Jupiter to communicate the progress of Annotated Bibliographies. 

Please note that the resources on the Humanities website include example, details, and links to additional resources. All of those things are there, so that writing conferences can focused on the ideas and structures of arguments. Students who would like a writing conference during Project Block this week should send a professional email to their Humanities teacher stating the reason for the request and the progress of their research, thesis, outline, or paper. (It's not too early.) Links to documents in-progress are welcome. We will confirm appointments by responding to email and calendar invitations. Staff is also welcome to help facilitate this process through email.

Again, each disciplinary group should determine the conditions for research and writing this week. Incorporate gatherings, do now, studio goals, reflections, feedback, and professional models at your discretion. We are all still working toward building intellectual community, developing our habits of mind and professionalism, practicing academic research, clarifying our ideas and asserting them through a supported argument.


MONDAY>>

Define synthesis. As a do now, consider sketching the definition of the word "synthesis" and discussing patterns. How can you take the pieces of knowledge, argument, and perspective that you gained through research and synthesize it for a thesis? Try printing out your annotated bibliography and cutting it into pieces, categorizing, connecting, asking yourself "So what?" ...synthesizing. Many students still need to complete or revise Annotated Bibliographies. 

TUESDAY>>

Create a thesis statement, discuss it, get feedback on it, and make it public in your space. (At some point this week, it would be interesting to compare the "synthesis" sketch to a sketch interpreting your thesis.) Begin outlining your argument.

WEDNESDAY>>

Analyze a professional model in your discipline. Identify the argument that the artist, engineer, scientist, advocate is trying to make through their work. What is their evidence and what is their "So what?"  More outlining.

THURSDAY>>

Writing day.

FRIDAY>>

Writing day. Throughout research and writing, it is important to envision, draft, and prototype what you are creating. So your home thinking for the weekend includes reading this interview by Jon Mueller (a former speaker at our IDEAS Baccalaureate) and, then, answering the interview questions for yourself and your project and your city. Bring these insights back to your group on Monday. 

 

Friday, February 19th | Annotated Bibliography Deadline

Annotated Bibliographies are due for all students on Friday, February 19th. Please follow the directions below.

PREPARE

• EasyBib : Review your project in EasyBib
• Are all of the sources you read cited?
• Are all of the sources you cited annotated?
• Have you proofread all annotations?
• How well do your annotations convey content?
• EasyBib : Export
• Open your project in EasyBib
• In the upper right corner of the project, click "Export" and then "Google Docs"
• Google Docs : Organize
• Change the name of your new Google document to Firstname Lastname | Annotated Bibliography | Spring 2016
• Change the title of your new Google document from "Works Cited" to "Annotated Bibliography" (Remember that a Works Cited consists of just the sources you cite in an essay. A Bibliography consists of all the sources you considered throughout your project; it should continually grow. An Annotated Bibliography is the same as a bibliography but each source has an annotated paragraph with it.
• Move your new Google Document into your Project Block folder in Google Drive
• Change sharing settings to "Anyone with the link can comment."

COMPOSE

• Gmail : Set Up
• Create a new email
• In the To: field, enter the email address of your Humanities/Language Arts teacher (Addie or Kimberly)
• In the CC: field, enter the email address of your IDEAS Project Block Advisor and Beckah, if appropriate.
• In the Subject field, enter your Initials | Annotated Bibliography | Project Title
  (Example:  TT | Annotated Bibliography | Neither Rock nor Refuge)
  (Note: Project titles are an important indicator of your interest in your project and your developing understanding)
• Gmail : Content & Guidelines
• Create a greeting to Addie or Kimberly
• In the first paragraph, explain that the purpose of the email is to turn in your Annotated Bibliography. Provide a description of the status of your Annotated Bibliography: Is is completed to your own expectations? Is it partial or incomplete? Explain what the factors are and communicate your plan for completion, including your expectations for quality and a timeline.
• In the second paragraph, share an overview of your research process so far. Tell us about how well you feel the sources you read match up with the intention of your project. Give specific details about especially enlightening sources or challenging sources. If they don't match up well, tell us what you feel is missing from your research. (We would like to help you find what you are looking for.) Finally, include any specific questions you have or feedback that you would like. 
• In the third paragraph, share a reflection on your Habits of Learning throughout this first portion of the Research Phase. What are your strengths as a learner? What is your area of growth as you approach writing a research paper?
• Hyperlink your Annotated Bibliography Google Doc into your email.
  (Note: This is how you are turning in the evidence of learning.)
• End your email with a closing and your name.

SEND

• Gmail : Check
• Double check your email set up
• Proofread your email
• Make sure you have included a hyperlink to your Annotated Bibliography Google Doc
• Send

Note: We sincerely appreciate your attention to detail and the thought you put into your email. Please send only one email. We will do our best to get back to everyone in a timely fashion. If you submit your work late, be patient in getting a response.

Thursday, February 10th | Reading Day

Thursday morning Kimberly will check in with staff and students to solidify student groups. Attendance sheets will be updated before IDEAS Block Begins. 

As groups begin to understand who they are, regarding practices, personalities, and projects it's important to continue incorporating gatherings where students can articulate their thinking and commitments to their projects and intent. Stuart shared a map he created that showed the relationships between each person's projects. It is color coded, labeled, and inclusive. I suggest stopping in VisArtland to see how you might create something similar as an evolving visual reminder of what connects your group.

The continued focus this week is on research and annotation. Please use your group norms and emphasize the importance of documenting thinking: studio goals and reflections, annotations, concept maps, definitions, sketches, prototypes, professional models and thinking routines. Keep it all.

DO NOW: Professional Model (continued from yesterday)

OR

GATHERING: Sentence starts
Purpose: Share and reconnect with the larger vision of the project and Habits of Learning.

• Circle up and complete the following sentence by taking turns.
• "When I become famous because of this project, it will be because..."
• "Something that I need to gain an in-depth understanding of, in order to do this project well is..."
• ...

STUDIO TIME: Replicate your agreed upon norms for setting and documenting goals, generating/suggesting studio time activities, and reflection at the end of the time. 

REFLECTION: Share out a key word from your research and its definition. 

NOTES: 

• All students will be doing an annotated bibliography this semester. The deadline is next Friday, February 18th. This means that some reading and annotating may need to take place outside of project block time....check it, if you can't stop thinking about your project because you are so intrigued by its potential to solve, change, impact, express something important to you, then reading should be something you want to do. If this is not the case, what do you need to do to modify your project focus?
• Students with year long projects, your staff would like to meet with you. Please arrange a time to meet with your project block advisor, Kimberly, and other staff members who have some background in your project. We'd like to discuss the following:
• What were tangible and intellectual accomplishments from Semester 1?
• What is your specific plan for this coming Semester 2?
• How are you challenging yourself to be creative and innovative beyond what you have already done and what others have done?
• Who are the professionals or professional fields that you would like represented on your end of year panel?
• Probably an EoL will not be enough to share a year of work, so what makes the most sense for a time, space, and environment to share your work? 

Week of October 12th - 16th | Synthesizing Research in Writing

Who are we as a community of thinkers, innovators? What do I need to know about myself and my community, in order to develop an argument? How does the world work? How do the needs of my community and audience influence my research and writing?

This week we all make the transition from exploration and analysis to synthesis and assertion in the research phase, and, while this does not look the same for each thinker or project, we share the same intellectual challenge of crafting logical arguments in academic writing. 

Advisors, please make sure that there are goals set for studio time and structures for reflecting on habits of work and self discipline each day. 

We will continue to use the spreadsheet for attendance. Some students will still move this week, with communication coming from either Beckah or Kimberly. Please use Jupiter for approving and noting feedback on proposals. Additional evidence will be added this week as well.

Students proposing year long projects must have full documentation and approval by November 1st.

Objectives:

• Disciplinary groups will collaboratively interpret the language and expectations of academic writing in the context of projects. 
• Students will maintain academic research practices in order to revise and build on to Annotated Bibliographies. 
• Students will engage with models throughout the writing process, advocating for themselves by using the Writing Center and advisors.
• Students will use reasoning to synthesize their research for themselves and a specific audience, creating an original thesis and supporting claims.
• Students will reflect on Habits of Learning:

Habits of Learning: Learning is a lifelong pursuit. Students today will face unprecedented technological, global, and professional changes that will require them to be continuous learners. At IDEAS Academy, we strive to...

...approach tasks with an open mind

...accept challenges

...seek to understand when we do not understand

...use evidence to document our learning

MONDAY>>

All students should look ahead to their next step of synthesizing their research. Grade 9 students and those proposing year-long projects and have not been in the Introduction Workshop for Extended Annotated Bibliographies will attend the workshop with Addie in the cafeteria. Other students should begin work on Research Papers, beginning with a focus on Thesis work. The example with Creative Hunt posted on October 8 is an important resource as well.

TUESDAY>>

Each group should take time to reflect on their Habits of Learning by creating a list of evidence that aligns with each of the components listed above. The rest of the time should be studio time for writing and conferencing. Reminder to all that some of this work may need to be done outside of designated Project Block time.

WEDNESDAY>>

Studio time for writing. Extended Annotated Bibliography Conclusion workshop with Addie. Advisors should conference with students to nurture habits, studio goals, and progress.  

THURSDAY>>

Extended Annotated Bibliography Conclusion workshop with Addie. More studio time for writing and conferences.

FRIDAY>>

Deadline: Extended Annotated Bibliography AND Complete Research Paper Drafts. (Google Classroom)