Thursday, December 18, 2008

Grade 10 - A Separate Peace

Grade 10- A Separate Peace- Read Chapters 3 & 4-Complete a one page reflection on these two chapters. What thoughts, questions and ideas did you have while reading? Support w/ direct quotes.

"I Believe" essay revisions are due the Tuesday after break! (DATE CHANGE)

Grade 11- To Kill a Mockingbird- Due Monday

Read Chapters 3-5. Reflect on your impressions of the characters thus far. (1 page)

Monday, December 15, 2008

Grade 11- To Kill a Mockingbird

Read Chapters 1& 2 (you may skip the history section)
Write a 4 paragraph response:
Paragraph 1: Character Impressions
Paragraph 2: Predictions
Paragraph 3: Song that connects to the readings
Paragraph 4: Questions

Grade 10- A Separate Peace - Chapter One

In your notebooks, reflect on Chapter One.
Consider:
*Your impressions of the charcters (esp. Gene & Phineas)
*Examples of foreshadowing/ "red herrings."
*Importance of the setting
*Important quotes
*Sections that were confusing
*Aspects that you would like to discuss with the class
*A song that reminds you of a feeling, character, place in the chapter

Monday, December 08, 2008

Grade 11- To Kill a Mockingbird

In class: Vocabulary preassessment
Review of the first 30 important words from the novel

Section One (Chapters 1-8):
1. Assuaged
2. Impudent
3. Repertoire
4. Vapid
5. Condescend
6. Entailment
7. Indigenous
8. Contemptuous
9. Diminutive
10. Discernable
11. Erratic
12. Gravely
13. Irked
14. Monosyllabic
15. Concession
16. Tranquility
17. Quell
18. Benevolence
19. Benign
20. Chameleon (adj.)
21. Gape
22. Inquisitive
23. Morbid
24. Placidly
25. Dismember
26. Ensuing
27. Malignant
28. palate
29. Vigil
30. Caricatures

Section Two- (Chapters 9-31)
31. Cordial
32. Perpetrated
33. Procured
34. Unfathomable
35. Donned
36. Doused
37. Indecisive
38. Furtive
39. Tentative
40. Inconspicuous
41. Commence
42. Decree
43. Livid
44. Passe'
45. Caste system
46. Devoid
47. Tactful
48. Begrudge
49. Dispel
50. Eccentric
51. Stifle
52. Succinct
53. Subpoena
54. Subtle
55. Ambidextrous
56. Congenital
57. Acquit
58. Perpetual
59. Candid
60. Indicted

Homework:Definition Diagram for each word:
Word: Assuaged
What it is: To lessen or calm (such as one's fears, guilt, etc...)
What it is like: Someone helping to calm someone...a coach, friend, parent
Example: A coach helping you through your fear of playing a sport
Nonexample: Coach yelling at a player

Grade 10- A Separate Peace

Tuesday: Final Drafts Due- "I Believe"- Stay tuned for a podcast update...
In class: Vocabulary preassessment
Review of 30 important words from the novel
1. salient
2. barbaric
3. latent
4. impinge
5. accolade
6. infraction
7. inane
8. foreboding
9. groveling
10. abstract
11. delirious
12. solicited
13. conjured
14. precarious
15. insinuated
16. innate
17. reverberate
18. insidious
19. vindicated
20. reticent
21. decipher
22. reprieve
23. poignant
24. inanimate
25. encroaching
26. immersion
27. abashed
28. austere
29. disconcerting
30. enamored
Homework:
Definition Diagram for each word:
Word: Groveling
What it is: Someone behavong in a way to receive something that he or she wants, especially forgiveness
What it is like: Pleading on my knees
Example: A homeless person begging for money
Nonexample: A bully

Friday, December 05, 2008

Grade 11- Lecture (Essay) Rubric

*is 3-5 pages in length (10)
*is organized (20)
*is free of errors in grammar, mechanics and spelling (10)
*conveys at least one key piece of wisdom (20)
* illustrates life lessons with personal stories (20)
*engages the audience (20)

Grade 11- Lecture Rubric

The lecture:

*conveys at least one key piece of wisdom (20)

* illustrates life lessons with personal stories (20)

*incorporates visuals/ audio (pictures, slides, music, props, etc…) (10)

*engages the audience (20)

*is about 5-10 minutes in length (10)

*is organized (20)

Grade 10- This I Believe...

Today (Friday), we were missing several students due to the Model Congress trip. We listened to the following podcasts off of the NPR website.
http://www.npr.org/templates/story/story.php?storyId=97320958
http://www.npr.org/templates/story/story.php?storyId=97088865
http://www.npr.org/templates/story/story.php?storyId=95726758

We discussed what we liked about the essays. We also met in small groups to offer feedback. Final drafts are due on Monday. Keep in mind the following:
*Tell a Story
*Be Brief
*Name your belief
*Be positive
*Be personal

In the works...
*I'm looking to record you reading aloud you essays (podcasts). I could use a student assistant with this. Please let me know if you are interested.
*Next novel: A Separate Peace

Sunday, November 30, 2008

The Last Lecture- Culminating Assignment

Your “Last Lecture”
1. ASK YOURSELF:
What wisdom would I choose to impart to the world if it was my last chance? What are thelessons of my own life?
2. DEVELOP A LECTURE:
*Be creative
*Utilize props, slides, photographs, music, etc…
*Practice, Practice, Practice
3. HOW DO I GET STARTED?
If you need help coming up with material consider the following:
*What “brick walls” have you faced? What have they taught you?
*Have there been key bits of wisdom that you have garnered from people?
*Knowing what you know now, what advice would you give to a student in elementary school?
What makes your life story different than those around you?
*Do you have advice on the following?
-relationships
-school
-parenting
-friendships
-sports
-activities
4. GRADING
We will develop a rubric together in class. Let us consider…
Organization
Audience Engagement
Title
Speech length (5 minutes???)
What else???

Grade11-The Last Lecture

Links to "The Last Lecture"
http://www.youtube.com/watch?v=ji5_MqicxSo
http://www.cmu.edu/uls/journeys/randy-pausch/index.html
Transcript
http://download.srv.cs.cmu.edu/~pausch/Randy/pauschlastlecturetranscript.pdf

Tuesday, November 25, 2008

Grade 10- This I Believe...

Monday:
Group Assignment: What beliefs did you and your group agree on? (handout)
Homework: In your notebooks, tell a story showing the personal belief in action or explain why you believe this way.

Tuesday:
Group Assignment: Each member will tell his/her story & the group will choose the best story to share w/ the entire class. The class will discuss why these particular stories were chosen to be most effective.
Listen to NPR podcasts: "The Power of Hello"- http://www.npr.org/templates/story/story.php?storyId=93536198
"The Choice To Do It Over Again"
http://www.npr.org/templates/story/story.php?storyId=92676216
Class Discussion: What makes these essays effective?
Homework:
Think about your core beliefs as we will use these to compose a poem tomorrow.

Wednesday:
Poetry Workshop
"I Believe..." Poems
"I've Learned..."Poems
Brainstorming Essay Topics
Homework:
Settle on a topic/ belief
Compse a two page freewwrite


Monday:
Looking at Models:
What is the difference between a Personal Narrative, Personal Memoir, and a Personal Essay?
Read the following:
Sample Personal Narrative: http://www.thisibelieve.org/documents/ThisIBelieveCurriculum.pdf (Page 5)
Sample Personal Memoir: http://www.thisibelieve.org/documents/ThisIBelieveCurriculum.pdf (Page 7)
Sample Personal Essays:
http://www.thisibelieve.org/
Homework:
bring in a catchy "hook" or first line from one of the "This I Believe" essays you have read. Be prepared to share why this "hook" is effective.


Tuesday:
Share homework
Today's Lesson: Developing Powerful Hooks:
http://www.thisibelieve.org/documents/ThisIBelieveCurriculum.pdf (24)
Review "Tips for Writing" (appendix)
*Tell a Story
*Be Brief
*Name your belief
*Be positive
*Be personal
Homework:
First Draft of Essay due Tomorrow

Wednesday
Class Critique
Homework:
Revise Essay

Thursday:
Final Draft Due
Group Share

Friday:
Group Share

Wednesday, June 04, 2008

Error 14: Comma Errors

Mini-lesson:
http://grammar.quickanddirtytips.com/comma-splice.aspx

Error #12: Wrong Pronoun

Mini-lesson:
http://grammar.quickanddirtytips.com/myself-grammar.aspx
http://grammar.quickanddirtytips.com/between-you-and-me.aspx
http://grammar.quickanddirtytips.com/grammar-linking-verbs.aspx
Practice Quizzes:
http://www.grammarbook.com/grammar_quiz/pronouns_2.asp
http://grammar.ccc.commnet.edu/grammar/quizzes/pron2_quiz.htm

Mrs. Baker's Paper-DRAFT!!!

Is My Child’s Future Health Worth the Cost of a Flat Screen T.V.?

I first became aware of the topic of Cord Blood Banking in 2004 prior to the birth of my daughter, Sydney. I recall reading several magazine articles about CBB, looking into the cost of private banking, and ultimately deciding not to store the cord blood. As I approach the birth of my second daughter, I would like to make an informed decision based on current research. From what I understand, cord blood stem cells can be used to treat life-threatening diseases, and there is an option of donating your baby’s cord blood to a public bank. I attended a “Baby Fair” at Griffin Hospital last weekend and was able to interview a Viacord representative. She was quick to mention to me that people don’t think twice about spending money on flat-screened televisions and other material possessions, yet they put a price on what could potentially be a life saving procedure for a loved one. Is there truth to this statement, or is this a clever salesperson who knows exactly how to tug at a vulnerable mother’s heartstrings? With only a few weeks left to make a decision, this research paper was the perfect opportunity to get the facts.

First, I needed to get some background on the various properties of cord blood that make it so desirable to save. I learned that after a baby is born and the umbilical cord is cut, some blood remains in the blood vessels of the placenta and the portion of the umbilical cord that remains attached to it. After birth, the baby no longer needs this extra blood. This blood is called placental blood or umbilical cord blood: "cord blood" for short. According to the National Cord Blood Program, “Cord blood contains all the normal elements of blood - red blood cells, white blood cells, platelets and plasma. But it is also rich in hematopoietic (blood-forming) stem cells, similar to those found in bone marrow. This is why cord blood can be used for transplantation instead of bone marrow. Cord blood is being used increasingly on an experimental basis as a source of stem cells, as an alternative to bone marrow. Most cord blood transplants have been done to treat diseases of the blood and immune system. It has also been used to restore the functional deficiencies of several genetic metabolic diseases. To date, more than 70 different diseases have been treated with cord blood transplants.” So far, doctors have found the most promise in cord blood for conditions such as blood cancers, leukemia and sickle-cell anemia. But last year, an ongoing study at the University of Florida showed cord-blood cells could also be effective at treating type-1 diabetes. Many doctors also believe that these transplants will eventually prove useful in regenerative medicine, helping patients suffering from heart disease, spinal bifida or even traumatic brain injuries. (Kingsbury) Despite the claim by the National Marrow Donor Program (NMDP) that more than 10,000 new patients each year could benefit from cord-blood stem-cell transplants, most umbilical cords currently end up as medical waste. (Kingsbury) I found enough evidence to convince me that cord blood had amazing properties, but most of the evidence I found showed that people would most often be better helped by the cord blood of a stranger, than their own cord blood.

I also wanted to know whether or not the procedure for removal and storage of the blood was dangerous in any way. According to Verter, “The commonly used methods (for removal) are: letting the blood drip out by gravity -versus- pulling it out with a syringe. Both collection methods are adequate, but the syringe method yields a higher volume on average. Both collection methods can be used with bag storage, whereas vial storage requires syringe collection.” Several articles cautioned that the cord should not be clamped too soon after birth. I found the following cautionary information from the Royal College of Obstetricians and Gynecologists Scientific Advisory Committee to be worthwhile to discuss with my doctor if I do elect to bank, “Collection imposes a considerable logistic burden on the obstetrician or midwife. In addition to consent, parental blood collection, and the associated packaging and paperwork, a large volume of blood has to be collected from the umbilical vessels in utero, requiring multiple syringes under aseptic technique. This may distract professionals from their primary task of caring for the mother and baby at this risky time or, more generally, divert delivery room staff from attending others.” I recall how much attention needed to be on both myself and Sydney after her birth, and I wouldn’t want to distract the doctor from these important tasks.
Since cost is a factor, I looked into the various fees associated with this procedure. I was able to determine from a table on Verter’s site that most private companies charge a collection fee, typically $1,000–$2,200, which includes testing for pathogens and genotyping. Samples are maintained in a frozen state for around $100-$150.00 a year. The Cord Blood Registry, one of the largest private cord blood banks in the world, charges an initial fee of $2,150 and an annual storage fee of $125. It says it has “stored the cord blood of more than 200,000 children since its inception in 1992. Since then, only 67 of its clients have withdrawn the cord blood for medical use (either for the child who donated the cord blood or a relative).” (Davis) An additional $15,000–$25,000 is charged if a sample is used for transplantation which is usually covered by health insurance. Although public banking is “free.” Some doctor’s will charge a fee to complete this procedure which often exceeds $100.00.
I was curious as to the position that reputable doctors and major medical organizations seemed to take. I began by interviewing my OB-GYN, Dr. Lima. When Dr. Lima’s six year old child was born, Dr. Lima was offered the opportunity to bank his child’s cord blood for free. Seeing this as a conflict of interest, he declined. Dr. Lima was hesitant to recommend a particular bank, but mentioned that Kim, the patient educator, would be happy to give me a packet of materials to review. I asked about public banking options, but was told that there weren’t any real options in our area. Dr. Lima estimated that 10% of his patients elect to bank, and they were from various socio-economic backgrounds. He described CBB as an “insurance policy.” I really appreciated Dr. Lima’s honesty. I was surprised and slightly relieved that my doctor, someone who could afford to bank and knew the facts, made the decision not to.

Next, I looked into the positions of some of the major medical organizations. Several articles mentioned that both the American Academy of Pediatrics and the American Medical Association encourage, in most cases, public donation over private banking. A recent article published in the LA Times, “Private Banking as Insurance,” quoted a 2007 policy statement from the American Academy of Pediatrics “(they) discouraged private cord-blood banking, except for families in which there is a sibling with a medical condition that could potentially benefit from cord-blood transplantation.” (Davis) The probability of using privately banked cord blood to treat a child or a family member is very low -- about 1 in 2,700 individuals, according to a recent committee opinion issued by the American College of Obstetricians and Gynecologists. (Davis) After reading these statements, I started to look further into public banking despite not being able to find any hospitals or public banks in CT.
So, what did I decide? Just last night, I came across two private banks that accept public donations; it does not seem like this research will end. According to Vermeer, “Cryobanks International is one of only two banks that accept donations mailed in from anywhere. They started as a private cord blood bank, but their current business is primarily oriented towards accepting donations.” This bank participates in the National Marrow Donor Program (NMDP) cord blood bank network. I have a doctor’ s appointment on Thursday, and so I plan to ask my doctor what he thinks about making a public donation to a private corporation, and what the fee would be.
Initially, my overall question was whether or not families should make the investment to bank their newborn’s umbilical cord blood. I now realize that this is a personal decision, and that I can only decide what it right for my family. I consulted several sources/ articles, interviewed my OB-GYN (Dr. Lima), and met with representatives from ViaCord and CBR (two private storage companies). I was also helped tremendously by Dr. Frances Verter’s amazingly comprehensive website “Parents Guide to Cord Blood Foundation.” (http://parentsguidecordblood.org) Vermeer states, “In an ideal world, all babies would have their cord blood harvested at birth (with parental permission) and stored in public registries, much like public blood banks.” But since this isn’t the current situation, do I return the flat-screened T.V., and take out the “life insurance policy”? or can I find a way to make a public donation? To be continued…

Sunday, June 01, 2008

Grammar Final Friday, June 6th!!!

I will distribute a practice quiz to you on Wednesday so that you can review the format. The test will consist of 25 sentences; 20 of the sentences have errors that you need to correct. Be sure to review your list of "20 Common Surface Errors in Writing," and keep up with our grammar mini-lessons and quizzes.

Error # 11: Incorrect Comma with Essential & Non-essential Element

Mini-lesson
http://owl.english.purdue.edu/handouts/grammar/g_commaess.html

Practice Quizzes:
http://owl.english.purdue.edu/handouts/interact/g_commaessEX1.html
http://owl.english.purdue.edu/handouts/interact/g_commaessEX2.html
http://owl.english.purdue.edu/handouts/interact/g_commaessEX3.html

Error #10: Homonyms

Mini-lesson
http://www.washingtonmonthly.com/archives/individual/2003_03/000806.php
http://owl.english.purdue.edu/handouts/grammar/g_spelhomo.html
Practice Quizzes:
http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/its_there_quiz.htm
http://owl.english.purdue.edu/handouts/interact/g_spelhomoEX1.html
http://owl.english.purdue.edu/handouts/interact/g_acceptexcept.html
http://owl.english.purdue.edu/handouts/interact/g_affecteffect.html

Error #9: Pronoun Agreement

Mini-lesson:
http://owl.english.purdue.edu/handouts/grammar/g_pronuse.html
http://depts.dyc.edu/learningcenter/owl/agreement_pa.htm

Practice Quizzes:
http://depts.dyc.edu/learningcenter/owl/exercises/agreement_pa_ex1.htm
http://depts.dyc.edu/learningcenter/owl/exercises/agreement_pa_ex2.htm

Error #8: Missing Comma in a Compund Sentence

Mini-lesson:
http://grammar.ccc.commnet.edu/grammar/commas.htm#2

Practice Quiz:
http://grammar.ccc.commnet.edu/grammar/quizzes/nova/nova1.htm

Thursday, May 29, 2008

Paper due dates have changed! :)

Research Paper due Thursday, June 5th!

Honors Option Frankenstein Paper due Monday, June 9th

Organizing the Body

In the body of your paper, you will describe the process of your search.

Where did you begin? (Refer back to "What I Know" and your "What I Want to Know" questions)

What did you learn from each of your sources? Be sure to cite from each source using MLA format. ex:"------"(Smith 5). What information were you unable to find?

How did your interview go? Describe who you interviewed and what you learned.

Conclude & be sure to write in a compelling fashion!

Tuesday, May 27, 2008

Error #4: Apostrophes

Mini-Lesson:
http://owl.english.purdue.edu/handouts/grammar/g_apost.html
Online Quizzes:
http://owl.english.purdue.edu/handouts/interact/g_apostEX1.html
http://owl.english.purdue.edu/handouts/interact/g_apostEX2.html
http://depts.dyc.edu/learningcenter/owl/exercises/apostrophes_ex1.htm
http://depts.dyc.edu/learningcenter/owl/exercises/apostrophes_ex2.htm

Error #3: Subject-verb agreement

Mini-lesson:
http://depts.dyc.edu/learningcenter/owl/agreement_sv.htm
Online Quizzes
http://depts.dyc.edu/learningcenter/owl/exercises/agreement_sv_ex1.htm
http://depts.dyc.edu/learningcenter/owl/exercises/agreement_sv_ex2.htm
http://www.quia.com/quiz/281066.html

Error #2: Sentence Fragments

Mini-Lesson:
http://depts.dyc.edu/learningcenter/owl/fragments.htm

Online Quizzes:
http://depts.dyc.edu/learningcenter/owl/exercises/fragments_ex1.htm
http://depts.dyc.edu/learningcenter/owl/exercises/fragments_ex2.htm

Error #1: Run on Sentences

Mini Lesson:
http://depts.dyc.edu/learningcenter/owl/run-ons.htm
Online Quizzes:
http://depts.dyc.edu/learningcenter/owl/exercises/run-ons_ex1.htm
http://grammar.ccc.commnet.edu/GRAMMAR/quizzes/runons_quiz.htm
http://www.quia.com/pop/35933.html

The Body

The next step to this paper is composing the body. Look back at your ten initial questions and begin to tell the compelling story of your search to answer these questions. Be sure to refer to and cite from each of your five sources-including your interview. Your introduction, body, and reflection (the next step) should total 5-7 pages. Due Friday!

Monday, May 26, 2008

Thursday, May 22, 2008

Honors Option Frankenstein Assignment

Due Date: June 9, 2008

The following research essay assignment related to the novel Frankenstein is a required component of the honors option portfolio.
Background:
If we have learned anything from Mary Shelley and her novel Frankenstein, it is that playing "God" can be dangerous and irresponsible. Even today, modern science still grapples with some of those same issues and moral dilemmas.
Task:
Your task is to write a 2 page paper connecting your research topic to the novel. The challenge of the assignment is to make a connection between the moral dilemmas raised in the novel and those occurring in the field of technology/science today.
Guidelines:
*Be sure to reference the titles and authors of all sources used
*Include a thesis statement in your introduction that relates to both the novel and the issue
*Use at least three quotes from the articles and at least three quotes from the novel to support your major points
*Thoroughly compare the issue in the article to similar issues in Frankenstein.
*Include a Works Cited page
***If you are finding it difficult to connect your research topic to the novel, please speak with me to get permission to complete the following assignment:
Alternative Paper Topic:

Wednesday, May 21, 2008

Honors Option Information

Here is a link to the end of the year reflective essay assignmnet which is due the day of your final exam.
http://branfordhighschool.wikispaces.com/End+of+year+portfolio

*Summer Reading Meeting for all students taking English 11 Honors will be held on Wednesday, May 28th during Advisory in the F-Wing Lecture Hall.

*There will be an important meeting next Thursday to review all of the end of the year requirements. The meeting will be about 15 minutes. I will let you know next week where it will be held. If you would like to go over the SAT vocab. definitions for the final, plan to stay for an additional twenty minutes or so. Mr. Mattheissen was kind enough to compile a list of 27 additional words from the final exam that may be troublesome.
1. antiquity
2. arsonist
3. balk
4. belated
5. blistering
6. deem
7. discreet
8. displacing
9. elicit
10. entreat
11. epitaph
12. excommunicate
13. floundered
14. founder
15. frugal
16. indict
17. insinuate
18. lofty
19. monetary
20. plummet
21. thwarting
22. patronizing
23. precipitated
24. prescribed
25. premonition
26. pyromaniac
27. serenade

Monday, May 19, 2008

Writing the Paper: The Introduction

Introduction Due: Tuesday, May 27th

The helpful information below is taken from Mr. Malley's Class Blog:
http://rm305.blogspot.com/

The iSearch paper is different from your standard research paper because it demands "processing information and compellingly communicating [this information]." Compelling means evoking interest in a powerful, irrestistable way. In other words, your content is good, and your storytelling is even better. The storytelling begins in your introductory section, which is usually 3/4 to 1.5 pages.

A good introductory section usually answers three questions:
* How did you become interested in the topic? - tell a story. What happened in your life that made you want to investigate abandoned houses and their effect on a neighborhood? What made you interested in school violence? Self Mutilation? Pull your reader in by making it relevant.
* What do you know about the topic already? What do you assume?
* What is the specific question you will be trying to answer?

The most successful introductory sections will devote one or more paragraphs to the first question, one or more paragraphs to the second section, and get to the research question in the last paragraph.

Click below for a sample from one of Mr. Malley's students at Mack High in Buffalo, NY.
http://rm305.blogspot.com/2007/04/isearch-introductions.html

Sample Interview Questions

*As discussed in class, your interview questions will differ from your "What I want to know" questions because they need to be tailored to the specific person you are interviewing. See below:

Dr. Lima Interview Questions:
1. What advice do you generally give your patients about cord blood banking?
2. If you don't mind me asking, what would you do if/when faced with making this decision?
3. Is there an option for public banking in CT? at Yale?
4. Do you recommend certain private banks over others?
5. Have you ever had a patient helped by a family member's cord blood?
6. Do you recommend CBB for patients that have a strong genetic predisposition to various diseases?
7. I read that I need to make this decision by 34 weeks. Should I alert the office to my decision?8. Have you done this procedure on a patient before? Is it a simple procedure?
9. What are your thoughts on CT starting its own public bank? Is it in the works?
10. Can patients donate cord blood to other states that have already started public banks?

Sample Interview Request Email

May 19, 2008

Dear Dr. Lima:

The purpose of this email is to request a brief interview with you regarding your thoughts on cord blood banking. I am currently researching this topic at Branford High School, and I am interested in getting your professional opinion so that I can make an informed decision in the next few weeks. I have approximately 10 questions to ask you, and it should only take 15 minutes. I can meet in person, or if it is easier you can respond to my questions via email. Thank you for considering my request.

Sincerely,

Mindy Baker
Branford High School
185 East Main Street
Branford, CT 06405
mbaker@branford.k12.ct.us
(203)***-****

Final Paper Due Date:

June 2, 2008!

You will present your research findings during our final exam.

Honors Option Frankenstein Section Due June 4th.

Step V: The Interview

Find an expert in a field related to your paper, and contact this person to arrange an interview. Try to obtain a face to face interview if possible. Otherwise, you may hold a telephone, IM, or Email interview. Once you have a candidate in mind, develop 10 interview questions. Please post your interview questions by Wednesday.

Interview should be completed by Tuesday, May 27th

Typed Transcript of Interview due Wednesday, May 28th

Tuesday, May 13, 2008

STEP IV-The Notes- DUE THURSDAY!

At this point, you are ready to start taking notes on your sources. In the shared data drive (S-Drive), there is a template that you can use during this process. Click on "Mrs. Baker English Class" and "Note-taking Template." This is the format:

I. Article Title, Publication Information & Link if Available


II. Important facts, statistics, quotes found in the article (include page numbers if available):

III. Thoughts During and After Reading the Article

Homework: Notes from each of your four sources are due on Thursday. You should also be considering who you will interview. The interview is a requirement for all students. We will talk about this topic in class on Thursday.

Wednesday, May 07, 2008

"I Search" Part III- The Search

Today, we begin the search for information. Some of the topics we will cover today & tomorrow will be:

*Helpful Hints for Searching Online
In Google, add "Newsweek, Time, or New York Times" at the end of your topic
*Is Wikipedia a Reputable Source?
http://chronicle.com/wiredcampus/article/1328/wikipedia-founder-discourages-academic-use-of-his-creation
http://www.pbs.org/teachers/learning.now/2007/02/wikipedia_receives_a_citation_1.html
*How can you tell if a website is fraudulent?
http://www.eduscapes.com/tap/topic32.htm
http://www.zapatopi.net/treeoctopus/
http://www.bigredhair.com/boilerplate/index.html
http://www.malepregnancy.com/
*What are some sources recommended by Mrs. Roy?
(InfoTrac, Gale, Opposing Viewpoints, Science Resource Center)

***CLICK BELOW TO ACCESS THE GALE SEARCH FEATURE:

http://infotrac.galegroup.com/galenet/s0143?cause=http%3A%2F%2Ffind.galegroup.com%2Fmenu%2Fcommonmenu.do%3FuserGroupName%3Ds0143%26finalAuth%3Dtrue&cont=&sev=temp&type=session&sserv=no

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You will need to have at least five different sources including the interview. You can use magazines, newspapers, reputable websites, books, encyclopedias, and/or film.

You have the entire class to begin to search for information. Please copy and paste the link for each reputable site into a Word document. Skim the article and write a comment summarizing its usefullness (see below) You may ask permission to print some of the more useful articles.

See below for a suggested format:

1. http://www.time.com/time/health/article/0,8599,1717283,00.html
This magazine article, "Creating a Cord-Blood Lifeline" was published in the 2/26/08 edition of Time. It discusses several states that are trying to set up public cord blood banks where people would sign up as they would for organ donation. It talks about the advantages of cord blood over bone marrow transplants. The average cost of private banking is discussed. It mentions several medical organizations that encourage public donating over private banking. It is a good overview of the topic & easy to understand.

2. http://www.latimes.com/features/health/medicine/la-cpalsybox7apr07,1,7405944.story
This newspaper article, "Private Banking as Insurance," was published 4/7/08. It highlights the statements given from the American Academy of Pediatrics and the American College of Obstetricians and Gynecologists suggesting the odds of using privately banked blood to treat a child or family member as being very low. One doctor mentioned in the article suggested that parents be able to donate the blood to a public bank, but have it on reserve for their exclusive use for one year. This is a short article, but it would be good to use for quotes from doctors and professional organizations.

3. http://parentsguidecordblood.org/content/usa/banklists/listusa.shtml
This is a website ("Parents Guide to Cord Blood Banks") created by a mother, Dr. Frances Verter, in memory of her daughter Shai. It has also been referenced in other articles that I have come across. This site contains a table that compares the costs of all the cord blood banks. There is also a list of 52 children who have been helped by their own cord blood. Verter states, "I believe the long-term future of this industry will be for cord blood banks to compete and consolidate until only a single business model survives. The surviving type of bank will be for-profit and will be a full-service banking portal which offers parents both options of public donation and/or private storage. The surviving banks will all sell some portion of their donations to research programs. Economists call this business model a "hybrid" bank." The site seems to be extremely comprehensive. It will help me to answer many of my questions.

Homework:
A typed and printed document is due tomorrow that lists at least four of the sources you intend to use and a brief synopsis of each. I will also check this weekend to make sure you have posted your Blog Entries 1 & 2. If it is not there by Sunday evening, you will not get credit.

Tuesday, May 06, 2008

"I Search" Blog # 2

First...
In class, we will work in groups to practice coming up with narrowed topics for the following:
School Safety
Poverty
Crime
Teen Driving
Smoking

Second...
Using MS Word, you will follow the directions below & then copy, paste & post your questions on the blog. Click on "comment" below.

Part II--What I Want to Find Out
At this point, you will begin to generate questions about our topics. These questions will help guide your reserach. The more passionate your questions are, the more interesting your search will be. Please generate at least 10 questions & one overall, specific question. Take a look at what I've produced for my topic if you need guidance.

*If I have spoken to you about narrowing your topic, try to focus your questions to look at an aspect of your topic, then you will not feel overwhelmed in your search and will be more likely to find answers.

Monday, May 05, 2008

"I Search": Blog #1

Directions: Click on "comment" below to leave a comment following the guidelines below.

I. My Topic: List your overall topic here.

II. What I Already Know: Please write one or two paragraphs, discussing what knowledge, experience, or background you already have about your topic, BEFORE having done any research on it.

I have included my post as a comment. I have also included a link to an excellent site with some good examples. It is a good idea to use MS WORD to complete this section, save your work, and then copy and paste it onto the blog.

Sample from Gallaudet University: http://depts.gallaudet.edu/englishworks/writing/formatsheet.html

Final Exam Schedule

Exam Schedule:

Wednesday, 6/11
Period 1
Honors Option: 7:45-9:45
All Students: 8:15-9:45

Thursday, 6/12
Period 3
Honors Option: 7:45-9:45
All Students: 8:15-9:45

Friday, 6/13
Period 5
Honors Option: 7:45-9:45
All Students: 8:15-9:45

Monday 6/16:
Period 7:
Honors Option: 7:45-9:45
All Students: 8:15-9:45
Period 8
Honors Option: 10:00-12:00
All Students: 10:30-12:00

Sunday, May 04, 2008

I-Search Papers: Step One

Today we wil begin to go over the requirements for our I-Search Paper. Your most important goal today is to find a topic that you truly want to investigate that is interesting to a general audience, informative, and lends itself to research. I will take you through my process of finding several topics and then you will begin to generate your own topic ideas. Tomorrow in class, we will begin w/ a sharing of our topics in small groups. We will also post on our class blog the answers to the following questions: What is my topic? & Why am I interested in this topic? So, it is important to enter class with a topic tomorrow!

Wednesday, April 23, 2008

The Research Paper: A Historical Perspective

This NCTE article, by Moulton & Holmes, provides a brief history of how the research paper was adapted from a German model and how it has evolved since the 1870's. It also gives an overview of more current methods. It would probably be of interest to teachers as opposed to high school students.

Thursday, February 07, 2008

Fahrenheit 451- Essay- Due Tuesday 2/12
The character Montag changes throughout the course of Ray Bradbury's novel, Fahrenheit 451. In a well-developed essay, analyze how Montag changes in the novel. Who was Montag at the beginning of the novel? How did his beliefs and actions change by the end? Be sure to discuss the ways in which other main and subordinate characters influenced his transformation.
As you write, remember your essay will be scored based on how well you:
*develop a multi-paragraph response to the assigned topic that clearly communicates your thesis to the audience.
*support your thesis with meaningful examples and references from the text, carefully citing any direct quotes.
*organize your essay in a clear and logical manner, including an introduction, body, and conclusion.
*use well-structured sentences and language that are appropriate for your audience.
*edit your work to conform to the conventions of standard American English.

Monday, February 04, 2008

Blogging 96-110 Fahrenheit 451

Using your homework notes from last week (3-2-1), participate in a conversation with your classmates regarding your 3-Important Details, 2- Questions, and 1-Connection. Use this time to further your understanding of this section. Refer to one another's posts and to direct quotes from the novel. You may want to discuss:
*Montag's reaction toward Ms. Phelps
*Faber's advice to Montag
*How Montag changes in this section/ his indecsion
*What significance the allusions have on page 107
*Your reaction to the ending of Part II.

Homework: Read 113-123
Complete questions 1-4

Thursday, January 31, 2008

Fahrenheit Quote PPoint- 1/31/08

Today’s Assignment

*Choose an important quote from pages 1-95.
*Develop a collage of images that depicts the quote. Images can be literal, symbolic, or both.
*Write a thorough explanation of the significance of the quote. (4-6 sentences) If possible, discuss how the quote relates to a major theme, how it shows an internal/external conflict, how it shows a character change/ epiphany, etc...
Speaker & Spoken To…
*Use 2-4 slides
*Complete by the end of class & be ready to present on Friday.

Homework:
Read 96-110:
3-Intersting Details
2-Questions
1-Connection
Possible Quiz on Part II- tomorrow!

Friday, January 18, 2008

Ray Bradbury's Website

Interesting information about the author of Fahrenheit 451. Video clips of the author are available.

1st Amendment-Link

Review what the First Amendement states about Freedom of Speech.

Censorship in Schools

An interesting editorial from USA Today regarding school censorship of student publications.

Tuesday, January 08, 2008

Dialectical Notes

I had trouble pasting the sample onto the blog. Basically, you are citing quotes that you found interesting or important on the left side of your paper, and then you put your thoughts, questions and ideas on the right hand side. For Wednesday, you are to read to page 32 and complete 1 1/2-2 pages of dialectical notes.

Wednesday, January 02, 2008

Fahrenheit 451 Scavenger Hunt

PRESENTATIONS ARE FRIDAY!!!
Research the following and present in Powerpoint format. Include website URL's to cite information. Keep it interesting! Include pictures and backgrounds.
Beware of novel spoilers!
1. Discover the meaning of the title.
2. Find out historical examples of book burning.
3. Find out current examples of book censorship.
4. Find out author background. (Ray Bradbury)
5. What does the author say about many people's interpretation that the novel is about censorship?
6. Find some reputable data about televsion viewing and Internet usage (hours) vs. book reading in the U.S.
7. If time allows, find any other interesting facts about the author, novel, themes, and/ or related issues.