Refer to the various course calendars as needed: https://tinyurl.com/2020-scope.
Use this post to ask questions about how to navigate the upcoming weeks. You can ask questions about specifics here or in the comment sections of the relevant instructional posts. You can ask at any time, too. Don’t stop after a deadline — remember what the Course FAQ has to say about that.
Be sure to use class time to ask questions. You can also advocate outside of class through email, Google Classroom, and any shared documents.
11/30 Update: The work from the end of Q1 has been moved to the end of the post. Read on for daily reminders and copies of the current writing work.
Daily Tasks
Be absolutely sure that you check in with a specific goal at the start of each class period:
②-[P2] https://forms.gle/pzGa6PG6MrA1PwXC9
④-[P4] https://forms.gle/GAiJKVZRScwucTjUA
⑤-[P5] https://forms.gle/z6KAsiWU1pZuC97m7
⑦-[P7] https://forms.gle/5ZKrFC8XHHNhaMw46
⑧-[P8] https://forms.gle/Q49JqNaDuyerx8ju9
When you are asked to do so, be sure that you submit evidence of your progress that day:
- Evidence Collection: https://tinyurl.com/object-evidence
Assignment: Practicing Empathy
This is a complete unit, front-loaded and auto-differentiated, which means it has levels and depth without requiring either. If you follow the assignments on Google Classroom, you’ll be fine. Look for opportunities to do more than just what is required, though.
The full unit is here: http://sisypheanhigh.com/malachite/?cat=599.
First, you have a required text that is introduced through a lecture about empathy. That interstitial instructional post is here:
The required text is Chad Fowler’s essay: https://tinyurl.com/fowler-empathy. You must read this.
Once you’ve read Fowler’s text (and hopefully studied the entire instructional post), the first assignment is to complete a document and form:
- Practicing Empathy (Doc): https://tinyurl.com/empathy-exercises
- Practicing Empathy (Form): https://forms.gle/CLR6N2BixLn8PswJA
Both are required, and both will be posted under one assignment on Classroom.
Assignment: River Writing
Your last assignment will be to write an essay based on the preceding empathy exercises, central text, and related readings. Here are the instructions:
This assignment uses the “river” metaphor and process of our universal writing guide: http://tinyurl.com/sisyphus-writes. The post above includes everything else you might need.
The response is due on Google Classroom, where you’ll be given plenty of time to draft, revise, etc., before handing in your work.
11/30 Update: This deadline has been pushed back to 12/4, with the possibility of another formal extension beyond that. This is, in part, because of the optional focus presented to you in the following post:
Creating Evidence
You should not rush into any of the writing responses just to get them done. That will result only in you being asked to redo them, and the focus will always be on your amenability and growth from that feedback.
You need to read and to think first. Your class time should be filled completely by this for at least the first few days after the assignments are posted. Only after you’ve read extensively and discussed your understanding with others should you start the assignments.
Over the next two or three weeks, we will talk about how you can prove that you are working diligently when you are supposed to be on task. This will be part of a series of “fireside chats” that are explained here: https://tinyurl.com/sisyphus-this-is-fine.
That letter will be posted more prominently later this week. At that time, you’ll also be given data and feedback about the rest of the year, starting with the best ways to produce evidence of your progress.
Remember that grade abatement depends on evidence. Your GAP Q1B self-assessment should have reminded you of that; if it didn’t, we’ll go over the protocol for evidentiary work soon.
For now, think of it this way: If you’ve been “on the clock” for a class period, you should be able to produce evidence of an hour of work. If you were reading, you’re going to have to write about what you learned; if you were writing, you’re going to have to organize and share what you wrote.
Archived Reminders (11/9)
These are reminders that were included with this instructional post when it was originally posted on 11/9.
Be absolutely sure that you have finished and submitted an “impact” essay through that required form:
🗎 COVID-19 Impact Essay: https://forms.gle/CwS2WCQk1fkPw7fa6
And then be absolutely sure that you have confirmed receipt of your assigned novel by entering the required information into that required form:
🗎 Book Confirmation: https://forms.gle/mvRGYXYQQDrBF9Mh9
Assignment: GAP Q1B Scoring
Complete this panel’s GAP self-assessment and self-analysis:
- GAP Q1B Form: https://forms.gle/U4JoQqpgmPeU2PDAA
Write the required analysis first, using the step-by-step guide or instructional post; then use the form to focus your insight until you arrive at the appropriate profile score. Paste your analysis into the form at the end. If you want direct feedback on that analysis, hand it in on Google Classroom.
Q1 Feedback
Be sure you’ve read the general feedback on college essays, which will also be useful for those “impact” essays about COVID-19: https://tinyurl.com/2020-gf-college.
My co-teacher and I will be giving feedback to individuals as much as possible, prioritizing based on deadlines.
Thank you for your patience as we navigate the surreal dislocations of this school year. Keep notifications on for Google Docs and Google Classroom.