Students turned in a printed copy of their first annotated bibliography at the start of class.
The class then worked on identifying the key words for researching: Genocide; who; when; where; what; how; why; victims/ targets; perpetrators; bystanders; key events; motivation; experts; emotional and political energy.
Students then generated and shared a number of questions that could be used be answered by their research.
Next the class began talking about Memoir; Persepolis, the main book we will focus on fourth quarter is a graphic memoir.
on 15 April, students will turn in a graphic memoir of at least six panels.
Class generated a list of topics that students could explore for their memoir. The class focused on events that often cause change: new schools; new experiences; divorce, marriage; puberty; transitions; religion; romance; love; heart break; injury; new activities.
The class began by writing about some of these events, and considering how a story arc could be translated into six panels.
Students had some time to work on their memoir.
The class then worked on identifying the key words for researching: Genocide; who; when; where; what; how; why; victims/ targets; perpetrators; bystanders; key events; motivation; experts; emotional and political energy.
Students then generated and shared a number of questions that could be used be answered by their research.
Next the class began talking about Memoir; Persepolis, the main book we will focus on fourth quarter is a graphic memoir.
on 15 April, students will turn in a graphic memoir of at least six panels.
Class generated a list of topics that students could explore for their memoir. The class focused on events that often cause change: new schools; new experiences; divorce, marriage; puberty; transitions; religion; romance; love; heart break; injury; new activities.
The class began by writing about some of these events, and considering how a story arc could be translated into six panels.
Students had some time to work on their memoir.
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