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Smart Start Mini MixerDogs and cats
Smart Start Mini MixerDogs and cats
Smart Start Mini MixerDogs and cats
Smart Start Mini MixerDogs and cats
Smart Start Mini MixerDogs and cats
Smart Start Mini MixerDogs and cats
Smart Start Mini MixerDogs and cats
Smart Start Mini MixerDogs and cats
Smart Start Mini MixerDogs and cats
Smart Start Mini MixerDogs and cats
Smart Start Mini MixerDogs and cats
Smart Start Mini MixerDogs and cats
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Smart Start Mini MixerDogs and cats

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  • Sean - Check this out: https://sites.google.com/site/mistercorippo/smartstart
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  • Thanks Sean - I've been doing this kind of thing for about 10 years and it's the single most powerful change I've made - if you don't build a culture - you'll get one anyway! Why not make it a good one?
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  • This is great, John. I am a huge fan of immediate engagement in the sort of interaction, thinking, and organization we want for the entire year. For 22 classroom years I resisted the blind 'getting to know you' days…. or worse yet… a shared read of the syllabus (snore). Thanks for sharing.
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  • 1. Smart School Start 2014 Academic Mini-Mixer Dogs and Cats Estimated time: 20 minutes
  • 2. Academic Goals Culture Goals Get kids to know each other’s names Get kids to know each other’s likes and dislikes Teachers model appropriate discussion Students are assessed for Venn Diagramming skills Students describe character and characterization
  • 3. Step 1: Photocopy the next two slides back to back
  • 4. The Dog's Diary   8:00 am - Dog food! My favorite thing!
   9:30 am - A car ride! My favorite thing!
   9:40 am - A walk in the park! My favorite thing! 
 10:30 am - Got rubbed and petted! My favorite thing!
 12:00 pm - Milk bones! My favorite thing!
   1:00 pm - Played in the yard! My favorite thing!
   3:00 pm - Wagged my tail! My favorite thing!
   5:00 pm - Dinner! My favorite thing!
   7:00 pm - Got to play ball! My favorite thing!
   8:00 pm - Wow! Watched TV with the people! My favorite thing!
 11:00 pm - Sleeping on the bed! My favorite thing!
  • 5. The Cat's Diary Day 983 of My Captivity !       My captors continue to taunt me with bizarre little dangling objects. They dine lavishly on fresh meat, while the other inmates and I are fed hash or some sort of dry nuggets. Although I make my contempt for the rations perfectly clear, I nevertheless must eat something in order to keep up my strength.       The only thing that keeps me going is my dream of escape. In an attempt todisgust them, I once again vomit on the carpet. Today I decapitated a mouse and dropped its headless body at their feet. I had hoped this would strike fear into their hearts, since it clearly demonstrates my capabilities. However, they merely made condescending comments about what a "good little hunter" I am.       There was some sort of assembly of their accomplices tonight. I was placed in solitary confinement for the duration of the event. However, I could hear the noises and smell the food. I overheard that my confinement was due to the power of "allergies." I must learn what this means, and how to use it to my advantage.     Today I was almost successful in an attempt to assassinate one of my tormentors by weaving around his feet as he was walking. I must try this again tomorrow, but at the top of the stairs. I am convinced that the other prisoners here are flunkies and snitches. The dog receives special privileges. He is regularly released, and seems to be more than willing to return. He is obviously retarded. The bird must be an informant. I observe him communicate with the guards regularly. I am certain that he reports my every move. My captors have arranged protective custody for him in an elevated cell, so he is safe. For now ...
  • 6. Step 2: Photo copy the next slide ! Have kids complete a Venn Diagram on the characters
  • 7. Things unique to the dog Things shared by both 1. 2. 3. 4. 1. 2. 3. 4. 1. 2. 3. Things unique to the cat
  • 8. Step 3: Dog and Cat Continuum ! Have kids complete choose their preference of dogs or cats on a continuum, by lining up and choosing where they fall on the dog of cat continuum.
  • 9. Step 4: Dog and Cat Characters ! Have kids pick the dog or cat and characterize them
  • 10. Your pet’s name Pick a name that reflects their personality in the example What does your pet look like? 1. ! 2. ! 3. What does your pet do? 1. ! 2. ! 3. Description Action What does your pet say? 1. ! 2. ! 3. Dialogue What does your pet think? 1. ! 2. ! 3. Interior Monologue Bonus: what does the opposite pet think of your pet? (in a quote)
  • 11. Step 5: Dog and Cat Characters ! Students share in groups of dogs and cats - each team shares their favorite single example in each of the 5 categories. !
  • 12. Smart School Start 2014 Academic Mini-Mixer Cats and Dogs

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