3 B Transformational Thinking Transforming the World Unit 4 Technology: Potential for Enhancing Human Life…

Week 2

Thursday January 30th JA #4 What makes something or someone smart Thursday January 30th JA #4 What makes something or someone smart? Explain. Objectives: /aka what I’m learning: 1) the objectives for the unit and the goals. 2) what the first assessments will require 3) how to collect evidence for the paper 4) how technology makes our world better – beggar robot 5) review verbs 7) review parallelisms 8) how well I know basic grammar elements 8) how to do an effective Aow and why to practice AoW I can complete the notes on the Unit overview I can understand the Assessment for this unit – the Scientific paper I can use the science quote collector for my paper and begin with viewing the following video: I can watch the video and collect information for essay: http://www.sasosedlacek.com/anglesko/projects_beggar.htm I can Respond to the video and as I watch it, write down 5 thoughts that come to my mind I can share with someone else my responses and discuss the video, we can list 5 facts from the video and create 3 questions we have about it and hand it in with our notes (10 minutes) I can take more grammar notes on verbs and parallelisms to prep for the quiz I can read the AoW #1 and use for the assessment and do an AoW for tomorrow see review slide I can do a take away

verbs Express actions or states of being (helping verbs – 23 of them) which indicate tense – time How to tell the main verb in a sentence – it will change form with a change in tense (time) e.g. I walk today. I walked yesterday. I will walk tomorrow. In a sentence find the verb and ask who or what is doing the verb – this will be your subject (what the sentence is about – the focus) and it must agree with the verb e.g. I sing not I sings, girls sing not girls sings.

Unit 11.4 overview Mystery and horror Supernatural Technology Genetic Cloning Unintended Human Enhance and extend human life Creation, fiction Improve human Traits Creating, lengthening, bettering Role Solutions, new problems No longer considered human Technological advances Question, consume Price, immortality Tradeoffs moral

Lit elements Emotions Good Thought Opposition, authority, convention Individuality Belief, supernatural Morbid, grotesque Emotion Weather Nature Innovation Beginnings, possibilities Terror Satanic Science technology Speculative Given Future, reality, history Problem, beyond credibility

Parallel Structure Parallel structure means using the same pattern of words to show that two or more ideas have the same level of importance. This can happen at the word, phrase, or clause level. The usual way to join parallel structures is with the use of coordinating conjunctions such as "and" or "or." 1. Words and Phrases With the -ing form (gerund) of words: Parallel: Mary likes hiking, swimming, and bicycling. With infinitive phrases: Parallel: Mary likes to hike, to swim, and to ride a bicycle. OR Mary likes to hike, swim, and ride a bicycle. (Note: You can use "to" before all the verbs in a sentence or only before the first one.) Do not mix forms. Example 1 Not Parallel: Mary likes hiking, swimming, and to ride a bicycle. Parallel: Mary likes hiking, swimming, and riding a bicycle. Example 2 Not Parallel: The production manager was asked to write his report quickly, accurately, and in a detailed manner. Parallel: The production manager was asked to write his report quickly, accurately, and thoroughly. Example 3 Not Parallel: The teacher said that he was a poor student because he waited until the last minute to study for the exam, completed his lab problems in a careless manner, and his motivation was low. Parallel: The teacher said that he was a poor student because he waited until the last minute to study for the exam, completed his lab problems in a careless manner, and lacked motivation.

Parallel practice Directions: For each of the following sentence pairs, identify the sentence that is written using correct parallel structure. _____1. A. She was healthy, wealthy, and a regular reader of my column. B. She was healthy, wealthy, and knowledgeable. _____2. A. He was handsome, brave, and helpful. B. He was handsome, brave, and the sort of person who would do anything for you. _____3. A. For her birthday, Marsha received a cake, some clothes, and she got a new CD player. B. For her birthday, Marsha received a cake, some clothes, and a new CD player. _____4. A. Jack is a sports announcer, an alcoholic, and he is very confused. B. Jack is a sports announcer, an alcoholic, and a confused person. _____5. A. She likes to listen to music and reading the latest novels. B. She likes to listen to music and to read the latest novels. _____6. A. He spent his time studying Spanish, working at the convenience store, and jogging every afternoon. B. He spent his time studying Spanish, working at the convenience store, and he jogged every afternoon.

Parallel Structure Directions: correct the following sentences so that they read in a parallel manner: Keller quickly learned to understand words spelled into her hand, to read Braille, and typing. My favorite pastimes include reading, gardening, and walks. Slang is highly informal speech that includes words used in new ways, shortened words, and they might be entirely new words. Images like “miniature thunder” and “curtain of falling flakes” show the poet’s familiarity with rural life and also that he was comfortable with the natural world. Much of Dickens’s success in Great Expectations is due to his great skill at characterization and structuring of plot.

Directions: For each of the following sentence pairs, identify the sentence that is written using correct parallel structure. _____1. A. In the facility construction stage, trees are often wounded by trenching, blacktopping, and by changing the grade. B. In the facility construction stage, trees are often wounded by trenching, blacktopping, and changing the grade. _____2. A. People inflict many wounds by pounding nails into trees, burning them with lanterns, and damaging their roots with vehicles and heavy equipment. B. People inflict many wounds by pounding nails into trees, lantern burns, and damaging their roots with vehicles and heavy equipment. _____3. A. The room was beautiful, the service impeccable, and I've never tasted better food in my life. B. The room was beautiful, the service impeccable, and the food was delicious. _____4. A. The Budget Information System is a query system, the database is small, and we need to recognize the fact that the response time is unacceptably long. B. The Budget Information System is a query system, the database is small, and the response time is unacceptably long. _____5. A. Declining trees have a higher probability of branch failures and of dying prematurely. B. Declining trees have a higher probability of branch failures and of premature death.

Friday January 31st JA #5 What are the potential advantages and problems of having law enforcement cameras recording all public places? Objectives: /aka what I’m learning: 1) how to take effective citations for research and writing papers 2) how to evaluate and think like an evaluator for an ACT essay 3) practice writing an ACT prompt in timed circumstances 4) reflect on learning 5) read and interpret/show understanding of reading 6) practice independent reading I can understand How to cite sources from the handout and practice it when taking notes for my science paper. I can hand in AoW#1and I can think about the 3Ps and evaluate it with a score of A B C D or F according to the 3Ps I can take ACT writing notes and reminders about how to write well I can do my best on a practice timed ACT writing I can Read and answer the questions to “The Machine That Won the War” on my own and have them completed by Monday. I can SSR when I finish my writing and record it on the reading log I can write my take aways

https://www.youtube.com/watch?v=-TsgEKdGCdU https://www.youtube.com/watch?v=t4OCko9Ws6M

Week 3 unit 1