1. Thursday, 18 March 2014
1. Sit with your base group and work on the
Character Strengths poster.
2. Work with your base group to make a
poster that connects Bronson, Gladwell,
Sotomayor, and Hadfield.
3. Watch Duckworth video for a Quia on
Friday.
Homework: View Duckworth for Friday
Quia and read Cox for Wed., 3/26.
Continue adding notes to Diigo.

2. MLA Citation for a YouTube Video Clip
Schlain, Tiffany. “The Science of
Character (a new 8 min ‘Cloud
Film’).” Online video clip. YouTube.
YouTube. 20 Mar. 2014. Web. 20
Mar. 2014.

3. MLA Citation for a Tweet

4. Base Group Poster:
What FOUR character strengths are
contained in these readings?
Four Readings:
Bronson, Gladwell, Hadfield, and Sotomayor
• Quotes
• Questions
• Images or Symbols

5. MLA Citation for Quora
Author. Title (post or comment).
Title (blog or wiki). Sponsor.
Date of publication. Medium.
Date of access.

8. Tuesday, 11 March 2014
1. Sit with your 6 o’clock partner to discuss
vocabulary and active reading in Sotomayor.
2. Move to your base group to
compare/contrast the readings. Formulate
questions to report your work.
Homework: Annotate in Diigo TO
ANSWER A BIG QUESTION about
Company/Career. Meet in the lab
tomorrow.
Make-up/Help: Tue. @ 3:30

11. The Question Formulation Technique
• Produce Your Own Questions
• Improve Your Questions
• Prioritize Your Questions

12. 1. Use a FOCUS to ask questions about.
FOCUS:
Setting a goal to work in a specific
career or for a specific company
requires a variety of research
strategies to develop the best plan
for succeeding with your goal.

13. 2. Produce your questions.
Four Essential Rules for Producing Your Own Questions:
• Ask as many questions as you can.
• Do not stop to discuss, judge, or
answer the questions.
• Write down every question exactly
as it is stated.
• Change any statements into a
question.

14. 3. Improve your questions.
Categorize the Questions as Closed or Open-Ended:
• Closed-ended questions: They can be
answered with “yes” or “no” or with one
word.
• Open-ended questions: They require an
explanation and cannot be answered
with “yes” or “no” or with one word.
Find closed-ended questions. Mark them with a “c”. The
other questions must be open-ended. Mark them with
an “o.”

15. 4. Prioritize your questions.
• Choose your three most
important questions.
• Why did you choose these three
as the most important?

16. 5. Discuss next steps.
How are you going to use
your questions?

17. 6. Reflect.
What did you learn? How can
you use it?

18. On page xvii, Bronson writes, "I didn't
spend time in the library to write this
book."
Write a well-developed paragraph to
explain what Bronson did do to write
this book. Your response should
include details from the text and at
least one correctly formatted citation.
(Note: This is a 10-pt. answer.)

19. Po Bronson personally met and became close with most of the
people he wrote about in his book. "I heard some nine hundred
stories, spent countless hours corresponding and on the phone
and came to know about seventy people closely. I spent time with
them all in person, which was absolutely necessary" (Bronson).
He continues to explain the times he shared with some of those
people to really stress our understanding of truth and reality that
lies within the book he wrote. Powerful experiences of his include
his telling of the time he spent, "I let them cry in my arms. I slept
on their couches. I sat in their musty attics, looking through old
photo albums... I met their parents and held their children"
(Bronson). A strong connection he developed with these people
over years that became more like turning points in their lives.
Personal interactions were made instead of reading other books
to create a new one.

20. Bronson stayed away from experts and literature in
order write his book. He wanted his sources to be
directly from the people that he interviewed. He
claims that literature or going to the library for
information is "too abstract"(Bronson). Bronson
stayed away from the sources that would give him
stories that were not concrete and instead used the
lessons that people learned from the times that they
attempted to change their lives. His goal for his book
was to interview these people in order to understand
how people have "dared to be honest with
themselves" (Bronson).

21. Bronson may not have spent time in the library to
write this book but he did do other useful things.
Bronson spent his time getting first hand account
information. Instead of reading about what people
chose to do with their lives, he interviewed them. This
gave him exposure to all the emotions and bonding he
had by interviewing, as opposed to reading a book
which excludes all the qualities an interview has. On
page XVI Bronson says himself, "The work 'interview'
doesn't describe the emoional exchange that usually
occured.". Bronson also searched for the information
he wanted. Rather than accepting what a book gives
you (which is just one point of view) he sought out to
get different types of people, situations, and jobs.

22. MLA Citation :
Article in Newspaper on the Web
Pongpipat, Kaona. “From Compass to
Crewcut.” Bangkok Post. Post
Publishing PCL, 24 Feb. 2014. Web. 23
Feb. 2014.

23. Sentence Writing and Variety
A recent article in the Bangkok
Post profiled ___________, a 27-
year-old ____________, who ____.
As a white-collar professional, he
_____________ and _________. He
has not completely_________,
commenting “_____________”
(Pongpipat).

25. Participation Grades
Grade Description
A Student voluntarily contributes while also listening to
others and encouraging their participation by asking
questions, connecting to previous topics or
experiences, and promoting conversation at a deeper
level.
B Student makes relevant contributions and responds to
others respectfully by using their names, answering
their questions, and adding to their comments.
C Student comments occasionally when prompted or
contributes without connecting to the conversation.
NY Student is not prepared to participate but does not
distract or disrupt the conversation.
M The student is absent or does not contribute.

26. BASE GROUPS
COLOR PERIOD 4 PERIOD 3
RED Aishwariya
Kevin
Tony
Hanna Alishah
Harry Moeez
ORANGE Alwin Sean
Rohan Rita
Denise Adrian
Drew Igli
PURPLE Tommy Divin
Randy Hannah
Liji Aneta
Amy Nayeli
YELLOW Ali Megan
Simon Namrah
Melanie Noel
Sara Precious
GREEN Joe Ana Karen
Merna
Kevin Sebastian
Haydee Zeba

27. Service Project 1
• Work with Mrs. Caliendo and Ms.
Stearns to promote the Career Options
Fair on Wed., March 5.
• Assist in the set-up and hosting duties
during the Fair.
• First meeting: Period 3 tomorrow.

28. Working with Your Group or Partner
Targeted
Behaviors
TOTAL
TOTAL
0 points = Did not do, 1 point = Did OK, 2 points = Did extra well

29. Matrix Assignment
Leave this
BLANK
Name 1 Name 2 Name 3 Name 4 Name5
Name 1
Different
from
everyone
Something in
common
Something in
common
Something in
common
Something in
common
Name 2
Something in
common
Different
from
everyone
Something in
common
Something in
common
Something in
common
Name 3
Something in
common
Something in
common
Different
from
everyone
Something in
common
Something in
common
Name 4
Something in
common
Something in
common
Something in
common
Different
from
everyone
Something in
common
Name 5
Something in
common
Something in
common
Something in
common
Something in
common
Different
from
everyone

30. Period 3 Turnitin

31. Period 4 Turnitin

32. Our First Assignment
2004 2014 2024
•With my base
group, I have
identified one
or two
categories on
which to focus
and research.
•With my base
group, I have
connected
events from
2004 with
current events
and decided
how to present
them to the
class.
•On my own, I
have
investigated a
specific topic
and can use
research to
write
reflectively and
responsibly.

33. Works Cited for an Online Video Clip
Penn State University Libraries. “How to
Create a Concept Map.” YouTube.
YouTube, 17 Jan. 2013. Web. 4 Feb.
2014.

34. Writing with Citations
According to a short video from Penn
State University Libraries, a concept
map helps researchers develop
subtopics, ideas, and examples for
using focus to achieve more
successful results.

35. ASPEN Letter Grades
Grade Description
A 100-90 Exemplary--The quality of your
work EXCEEDS expectations.
B 89-80 Proficient--The quality of your
work MEETS expectations.
C 79-70 Adequate--The quality of your
work MINIMALLY MEETS expectations
NY 43-The score will be replaced by a revision or
retake within the defined time.
NO 43-There is no opportunity to resubmit, redo,
or retake.
M 0-The work has not been submitted.

37. YOUR Nameplate
Name you wish to be called
Place of birth (top left)
Favorite food (top right)
Where you plan to be one year
from today (bottom left)
Favorite book or writer (bottom right)

38. Working with Your Group or Partner
Targeted
Behaviors
TOTAL
Student has nameplate
with requested
information.
Student has
composition notebook
for this class.
Student has resources
to share about 2004.
Student has joined the
class in Quia.
Student has completed
the survey in Quia.
Student has joined and
contributed to Google
Community.
TOTAL
0 points = Did not do, 1 point = Did OK, 2 points = Did extra well

39. Discussion Assignment One
Take a look back at the year 2004 by
examining these questions:
•What changes did you notice?
•What similarities did you notice?
•Who or what is still important?
•Who or what has become irrelevant?
•What would you like to know more
about?

40. Self-Assessment Using D207 Rubric
For Your Notebook