08.14.07

Core 1+4:

  1. Write-On: How can what you expect affect what you receive?
  2. Share your expectations with your group and create a master list of expectations that you will want to hold the class, the teacher, and yourself to. (They may be the same.)
  3. Compile and vote on expectations to go on our syllabus.
  4. Discussion: What are the barriers to reaching your expectations?
  5. Begin Reading dear-students-orginal.doc
  6. Extensions:
    • Finish reading “Dear Students”
    • Take anecdotal notes in the margins or on another sheet of paper(notes that show you relate to the subject, notes that tell little stories; in this case, notes about how you have felt barriers between yourself and learning, yourself and others, or you and your true self.)

Class Notes:

[slideshare id=91891&doc=class-expectations-7th4655&w=425]

Core 2+3:

  1. Totally Wired Teacher of 2007
  2. Changes to the Classroom Environment.

It is strange that it only take one repetition of an action, just two moments, to create a tradition. It is altogether odd that doing one thing twice means that it becomes an expectation that you will do it again. Tradition can challenge us to be great, but it can also box us in. Because I have had (nearly) all of you for two years, we are faced with the unique opportunity to continue the valuable traditions and discard the useless ones. It is our job this week to decide as a class which expectations we are going to hold fast to and which ones we are going to leave in rubble of last year’s classroom.

  1. My new traditions/non-negotiables:
    • Class time is sacred.
    • Everything for a reason.
    • Community and individuals in balance.
  2. What are the traditions that you want to preserve or drop for:
    • Mr. Wilkoff
    • The Class
    • Yourself
  3. Extensions:
    • Revise the traditions that think are essential for the three categories of our classroom to be voted on tomorrow.
    • Buy/bring a spiral notebook to be placed in the folder.

Class Notes:

[slideshare id=91888&doc=traditions-8th3000&w=425]

08.13.07

Welcome to the best two years of your life. This is not an overstatement. It is not hyperbole. Up until this point your life has either been pretty great or somewhat bland, but at this moment, you become a part of something so much bigger than yourself. You become a part of the Academy of Discovery at Cresthill Middle School. You are the first class to be bestowed with such an honor. Take it and run with it.

Core 1+4:

  1. The Academy of Discovery
  2. Discuss non-negotiables for Mr. Wilkoff’s Language Arts Class.
    • Class time is sacred.
    • Everything for a reason.
    • Community and individuals in balance.
  3. The Write-On, Talk-On, Discuss-On, Search-On, Question-On phenomenon.
  4. Write-On and Search-On: Using the keen powers of observation and deductive reasoning, what is important in this classroom? Why do you think it is important?
  5. Discuss three types of expectations: For the Class (others), For the teacher (Mr. Wilkoff), for yourself.
  6. Extensions:
    • Write out your three categories and a list of at least 5 expectations for each, to be discussed tomorrow.
    • Draw on and label your Language Arts Folder
    • Buy/bring a spiral notebook to be placed in the folder.

Class Notes:

[slideshare id=91524&doc=around-the-room4002&w=425]

05.25.07

Core 1:

  1. How does Mr. Wilkoff learn?
  2. The Final Official Blog Post for Discovery: How do you learn best? What are your expectations for your 9th grade English teacher?
  3. The Typewriter Yearbook.
  4. Take a look at some of the parting blessings.

Core 2:

  1. How does Mr. Wilkoff learn?
  2. The Final Official Blog Post for Discovery: How do you learn best? What are your expectations for your 9th grade English teacher?
  3. The Typewriter Yearbook.
  4. Take a look at some of the parting blessings.

Core 3:

  1. How do you write a really good yearbook entry?
  2. The Typewriter Yearbook.
  3. Powerful yearbook entry writing practice.

Core 4:

  1. How do you write a really good yearbook entry?
  2. The Typewriter Yearbook.
  3. Powerful yearbook entry writing practice.
  4. Utopia Voting!

05.23.07

Core 1:

  1. Finish watching Animal Farm.
  2. Questions for analysis:
    • Why did the director change the ending so drastically?
    • Why did the director choose Jesse as the narrator?
    • What has been gained or lost by transferring this book to visual form?
    • How is this story more “American?” than the original?
    • Does the story now take on new symbolism?
  3. Start end of the year reflections.

Core 2:

  1. What do you think that you will be known for (at your new schools) as the first class of discovery students that have had me for 2 years?
  2. Begin further end of the year reflections.

Core 3:

  1. Finish watching the Outsiders
  2. Questions:
    • How did the characters of Ponyboy and Johnny change from the book to the movie?
    • Take at least one movie quiz. If anyone can answer more than 3/4 of the Difficult quiz I will buy them any kind of candy bar they want.
  3. Start end of the year reflections.

Core 4:

  1. Finish Animal Farm.
  2. Questions:
    • What is the moral of Animal Farm?
    • What is the moral of your Utopia?
    • What is the Allegory of Animal Farm?
    • What is the Allegory of your Utopia?

05.22.07

Core 1:

  1. Watch Animal Farm and look for how the animals’ acceptance of napoleon’s leadership changes from novel to movie.
  2. Discuss your Utopia with Mr. Wilkoff.

Core 2:

  1. Continue discussion of how advertising stereotypes influence your beliefs.
  2. Watch The Persuaders and discuss just how much like advertising a movement can truly be.
  3. Discuss -Ism with Mr. Wilkoff

Core 3:

  1. Watch The Outsiders and find how your meaning changes when put into a more visual form.
    1. How do the skipped parts add to or take away from the meaning of the movie.
  2. Discuss your Meaning with Mr. Wilkoff

Core 4:

  1. Watch “Animal Farm” and discuss how your utopia will or will not become corrupt like theirs.
  2. Discuss your Utopia with Mr. Wilkoff

05.21.07

Core 1:

  1. Discuss the “locking” of the wiki.
  2. Watch Animal Farm and look for the similarities and differences between the movie and book.
  3. Discuss your Utopia with Mr. Wilkoff.

Core 2:

  1. Discuss the “locking” of the wiki
  2. Watch “The Merchants of Cool” and look for the ways that your -Ism has been influenced and how you can influence others with your -Ism according to what is “cool.”
  3. Discuss your -Ism with Mr. Wilkoff

Core 3:

  1. Discuss the “locking” of the wiki
  2. Watch The Outsiders and find how your meaning changes when put into a more visual form.
  3. Discuss your Meaning with Mr. Wilkoff

Core 4:

  1. Discuss the “locking” of the wiki
  2. Watch “Animal Farm” and if your Utopia would turn out like theirs.
  3. Discuss your Utopia with Mr. Wilkoff

05.16.07

Core 1:

  1. What is the most interesting part of a Utopia  that you saw yesterday in your “trading session?”
  2. Work on your Utopia projects (Only Two In Class Days Left!)

Core 2:

  1. What was the most compelling discussion that you were a part of yesterday?
  2. Work on your -Ism (Only Two In Class Days Left!)

Core 3:

  1. Case study volunteers:  Which project do you think has shown your meaning the best?
  2. Work on your Meaning (Only Two In Class Days Left!)

Core 4:

  1. What is one question that you asked that you think incited the most revision on the part of the Author?
  2. Work on your Utopias (Only Two In Class Days Left!)