AE: Project Calendar

Calendar

Quarter 1

• Bio: What did you refer to for Q1 speech practice, Mika? What did you call it?
• Health/Geography: Geography (to support English novel) and to look at some possible AE issues as addressed by other countries (workers’ and animal rights, food safety practices, regulation, health/medical for poor)
• English: Claims vs evidence practice?

Quarter 2

• Bio: Student Congress format practices per Mika’s suggestion
• Health: Socratics, current events, debates (relevant to Food Inc topics as possible tied to health curriculum)
• EDA: JANUARY Show Food, Inc. with note taking (students identifying issues for debate each day)
• EDA: JANUARY Topic surveys on the Tuesday/Wednesday before semester 1 finals
• EDA: JANUARY Assign and distribute topics – project launch and overview during Monday of finals week
• EDA: JANUARY Assign reflection questions by topic (for eventual blog post) during Monday of finals week

Quarter 3

Week of January 28 (T/W/R/F)

• Work on Reflection Questions (for Socratics) by topic (EDA Tues/Wed)
• Review DVD chapters by topic (FIRE Wed) – 8 classrooms TOPIC HOME BASE
• Socratics for each topic (Health 1-4 and Bio 5-8 Thu/Fri) – each student participates in at least two Socratics
• Generate debate topics (FIRE Fri) - 8 classrooms TOPIC HOME BASE

Week of February 3 (M/T/W/R/F)

• Introduce and draft sample resolutions (English Mon)
• Critique and consolidate sample resolutions (English Tue/Wed)
• Generate articles for general topics 1-8 (EDA Tues/Wed)
• HOW TO: Discussion of claims versus evidence, referencing evidence (FIRE Fri) - 8 classrooms TOPIC HOME BASE

Final resolutions for each topic posted to WIKI over weekend (Conni)

Week of February 10 (M/T/W/R)

• Assign final resolutions (English Mon/Tues)
• Group discussion and generation of  possible arguments for CON side (FIRE Wed) - 8 classrooms TOPIC HOME BASEBASE

Week of February 18 (T/W/R/F)

• Research for CON side (EDA Tue/Wed)
• HOW TO: Challenge questions  and clash against the CON side (FIRE Wed) - 8 classrooms TOPIC HOME BASE
• Outline for CON side (English Thu/Fri)

Week of February 24 (M/T/W/R/F)

• Group discussion and generation of  possible arguments for PRO side (FIRE Wed) - 8 classrooms TOPIC HOME BASE

Week of March 3 (M/T/W/R/F)

• Research for PRO side (EDA Tue/Wed)
• HOW TO: Challenge questions  and clash against the PRO side (FIRE Wed) - 8 classrooms TOPIC HOME BASE
• Outline for PRO side (English Thu/Fri)

Student Stance Assignments (PRO or CON) Posted to WIKI over weekend (Conni)

Week of March 10 (M/T/W/R/F)

• Assign stance (English Mon)
• Assign claim/evidence cards for STANCE (English Mon)
• Practice activities for clash and challenge questions – not necessarily related to AE (English Tue/Wed)
• Available for group support (FIRE Wed) – 8 classrooms TOPIC HOME BASE
• Practice activities for clash and challenge questions – not necessarily related to AE (Bio Thu/Fri)
• Search and locate resources to support STANCE (EDA Tue/Wed)
• Additional research time (Health Thu/Fri)
• Post articles to edmodo (English due over weekend)

Week of March 18 (T/W/R/F)

• Write introduction card and closing card (English Tue/Wed)
• Work on claim/evidence cards for STANCE (FIRE Tue)
• Available for group support (FIRE Wed) – 8 classrooms TOPIC  HOME BASE
• Practice (FIRE Thu/Fri)
• Practice activities (English/Bio/Health Thu/Fri)

Monday, March 24 – America Eats Student Congress Event

AE: Debate Event

Proposal

8:00 - 12:20 Short 1-6 Schedule

12:20 - 12:55 Lunch for staff and students

1:00 - 1:20 Staff and student in rooms for debate prep collaboration

• Pro group meets to discuss strategy and claim/evidence cards
• Con group meets to discuss strategy and claim/ evidence cards
• Moderator and "judges" meet to discuss roles, responsibilities and room set up

1:20 - 3:00 Debate event, 10-12 students, 1/2 pro, 1/2 con, alternating as done in pilot year

• 3 minutes to speak
• 1 minute to reflect
• 3 minutes to question
• 1 minute to reflect/prepare for next speaker 
• 12 students x (8) minutes each = 96 minutes for event minimum
• Is this too long?  What time is crucial?  Can we shave off a minute here or there?

New Expectations

• Students are given T-chart for note taking throughout debate
• Collected at end of debate for points
• Judge(s) mark down debate "skills" as well as use rubric for "speech"
• English instructors and speech advisors finalize rubric for speech and debate process
• All rooms set up in predetermined manner to make "judging" as easy as possible
• Speaker order is predetermined, chairs 1-6
• Seating chart set up in advance to make marking debate skills as easy as possible

Welcome, Foothill 9th Grade Team!

Well, here it is...I feel the possibilities for greatness brewing!

Hello, gracious colleagues in excellence!

I started a blog for the purpose of “discussing” the integrated project AKA America Eats…

I figured I/we could post “conversation starters” and links to polls/surveys/voting forms for our group so that people can respond and share their feedback in a recorded setting.  Being able to do some of this process asynchronously will also allow us to participate on our own time without having to have extra meetings for some things.   It also will allow everyone to share their thoughts, feelings, opinions before we make decisions.  Also, some things can be done without meeting face to face…it’s about using time effectively and efficiently for everyone.

This is not to replace our meetings but to maybe get some of the discussion clarified for final decision making before coming together.

I hope you will participate.

;0) Conni Carr

Topic Experts

So, we chatted about choosing one of the 8 topics for which to be the "expert" or "teacher resource" for our freshman groups and some of what that might entail...

Add your thoughts, changes, twists to the proposal to the comments section for this post for others to ponder.

Proposal of Duties

Expert Teams

• We need eight "home base" rooms for the topic groups to meet once the launch occurs.
• Original line up was as follows:
• Topic 1 Adams I106
• Topic 2 Dowler F107
• Topic 3 Duston H105
• Topic 4 Geib G108
• Topic 5 Miller I105
• Topic 6 Rodrigues F109
• Topic 7 Savio I107
• Topic 8 Vega D107
• Suggested subject area line up as follows - departments can decide final assignment...
• Topic 1 Animal rights - Health/Geo or English
• Topic 2 What is in our food? - Health/Geo
• Topic 3 Food safety - Biology
• Topic 4 Healthy food for everyone? - Health/Geo
• Topic 5 Worker's rights - Health/Geo or English
• Topic 6 Does the company matter? - English
• Topic 7 Genetic modifications/DNA patenting - Biology
• Topic 8 Food labeling - Biology or English
• Each 9th grade team member chooses to be an “expert” for a particular topic
• 2 team members for each topic, from different departments preferably
• Biology teachers take the science-themed chapters (see above)
• Health/geography teachers take the social/political-themed chapters (see above)
• English teachers take on the remaining chapters (see above)
• Other departments join as second member of those teams
• Partners review the Food Inc. DVD chapter together for their topic looking for relevant issues, angles, debatable topics, contributing factors, etc.
• Keep in mind the focus question from the study guide for the chapter
• Each partnership drafts at least three balanced resolutions for their topic area 
• Multiple resolutions in case there is too much similarity between topics and we need an alternate
• Drafted resolutions could be used alternately the following years to keep the debates fresh
• Submit final resolutions at the end of quarter 1 (October) to Jennifer/Anthony for final analysis and editing
• Entire team can select final 8 for next year’s project at our November meeting