Guiding Question:
How does an author's life affect his/her writing?
Task:
Locate pertinent information about John Steinbeck's life that might have influenced his writing in The Grapes of Wrath. What other interesting facts can you find?
Monday, August 31, 2009
Grapes of Wrath-Post # 2
Objectives:
*Recognize thematic parallels between Woody Guthrie’s music and Steinbeck’s novel
*Develop an appreciation for The Grapes of Wrath and the music of Woody Guthrie, as works of art and historical documents
*Explore the idea of the “American spirit"
Task:
Comment on your thoughts about Woody Guthrie and Bruce Springstein's lyrics/ Music. Do you notice any thematic parallels? Feel free to comment on other aspects of the music/ lyrics as well.
Link:
http://www.woodyguthrie.org/Lyrics/Tom_Joad.htm
http://www.rollingstone.com/reviews/album/107356/review/5940604/dustbowlballads
Listen to songs from Bruce Springsteen’s 1995 album The Ghost of Tom Joad. Why would Springsteen use that allusion?
Link:
http://www.brucespringsteen.net/songs/TheGhostOfTomJoad.html
http://www.youtube.com/watch?v=1DEtA5fhk4k
*Recognize thematic parallels between Woody Guthrie’s music and Steinbeck’s novel
*Develop an appreciation for The Grapes of Wrath and the music of Woody Guthrie, as works of art and historical documents
*Explore the idea of the “American spirit"
Task:
Comment on your thoughts about Woody Guthrie and Bruce Springstein's lyrics/ Music. Do you notice any thematic parallels? Feel free to comment on other aspects of the music/ lyrics as well.
Link:
http://www.woodyguthrie.org/Lyrics/Tom_Joad.htm
http://www.rollingstone.com/reviews/album/107356/review/5940604/dustbowlballads
Listen to songs from Bruce Springsteen’s 1995 album The Ghost of Tom Joad. Why would Springsteen use that allusion?
Link:
http://www.brucespringsteen.net/songs/TheGhostOfTomJoad.html
http://www.youtube.com/watch?v=1DEtA5fhk4k
Grapes of Wrath- Post # 1
Guiding Question:
What can be learned from photographs from the Dust Bowl era?
Link to Dorothea's Lange's, "Migrant Mother":
http://lcweb2.loc.gov/cgi-bin/query/i?pp/fsaall:@filreq(@field(NUMBER+@band(fsa+8b29516))+@field(COLLID+fsa)):displayType=1:m856sd=fsa:m856sf
Task:
Choose a photograph from the Dust Bowl Era. Include the link in your response/ blog comment. Write about what you believe the image conveys. You may use the following questions to help guide your response:
Why would the artist have taken the photograph?
Who do you see in the photograph?
Where do you think they are?
What can you tell about these people based on the photograph?
How do you think they feel in this picture? How can you tell?
What techniques does the photographer use to draw you into the subject matter or to draw an emotion from you?
What can be learned from photographs from the Dust Bowl era?
Link to Dorothea's Lange's, "Migrant Mother":
http://lcweb2.loc.gov/cgi-bin/query/i?pp/fsaall:@filreq(@field(NUMBER+@band(fsa+8b29516))+@field(COLLID+fsa)):displayType=1:m856sd=fsa:m856sf
Task:
Choose a photograph from the Dust Bowl Era. Include the link in your response/ blog comment. Write about what you believe the image conveys. You may use the following questions to help guide your response:
Why would the artist have taken the photograph?
Who do you see in the photograph?
Where do you think they are?
What can you tell about these people based on the photograph?
How do you think they feel in this picture? How can you tell?
What techniques does the photographer use to draw you into the subject matter or to draw an emotion from you?
Welcome to English 11 Honors!
We will use this forum to periodically respond to literature studied in class. I will also try to post important assignments and interesting links. Check back periodically for updates. If you have ideas as to how to improve the use of this site, or to better incorporate blogging, twittering, etc... into our studies, please share! I am also interested in hearing how your friends/ siblings are using this technology at the college level.
Wednesday, August 26, 2009
Monday, June 01, 2009
Thursday, May 07, 2009
Born Rich by Jamie Johnson
Please post your thoughts/ reactions to this film. If you missed class today, you can watch this film on Google Video. Please put your initials and class period at the end of your post.
Sunday, May 03, 2009
Grade 11- "The economics of happiness"
The link above is more information on this very interesting topic. You will need the handout from class to answer the questions below. Please use complete sentences. This assignment will count as 15 points.
1. According to Lane, what is the relationship of income to happiness?
2. How have researchers tried to measure happiness? According to Lane, are these measures accurate? Explain.
3. According to Lane, what is the relationship between materialism/ materialistic individuals and happiness? Explain.
4. According to Lane, what factors contribute to happiness?
5. Economist Adam Smith stated, "happiness is not from economic gain, but from what other people think of you (social esteem). Do you agree/ disagree?
6. What factors of one's job/ work (according to Lane) lead to happiness?
7. Give examples of economic forces (according to Lane) that encourage materialism that is not "fruitful for happiness."
8. Your reaction to this article.
1. According to Lane, what is the relationship of income to happiness?
2. How have researchers tried to measure happiness? According to Lane, are these measures accurate? Explain.
3. According to Lane, what is the relationship between materialism/ materialistic individuals and happiness? Explain.
4. According to Lane, what factors contribute to happiness?
5. Economist Adam Smith stated, "happiness is not from economic gain, but from what other people think of you (social esteem). Do you agree/ disagree?
6. What factors of one's job/ work (according to Lane) lead to happiness?
7. Give examples of economic forces (according to Lane) that encourage materialism that is not "fruitful for happiness."
8. Your reaction to this article.
Grade 11- Gatsby
Read pages 1-5. Generate a list of 10 charcteristics of Nick Carraway. Include details about: family, schooling, work, living arrangements, and personality characteristics.
Reminder: Newport trip is May 26th. This trip is open to the entire Junior class on a first come, first-serve basis. Bring in your permission slips!
Reminder: Newport trip is May 26th. This trip is open to the entire Junior class on a first come, first-serve basis. Bring in your permission slips!
Monday, March 30, 2009
Of Mice and Men- Period 8
Candy
gossiper
"swamper"-general handyman/sweeper
mellow
old
missing hand
has a dog- shot in head (put out of misery)
really hard for him to put his dog down
hunchback
Boss
Curley's father
"let him answer"-curious about why Lenny doesn' t speak for self
fat-legged man
high-heeled boots w/ spurs (shows his power/ status)
brought gallon of whisky to workers on X-mas
Curley
Bosses son, works for father
Cocky, handy, lightweight, small-stature, fighter
protective of wife
agressive
confrontational
prone to violence
uptight
small
short
high-heeled boots
brown face, eyes
married two weeks earlier
"scraps w/ big guys" (Napolean syndrome)
Curley's Wife
(no name)
only girl on farm
attention seeking
personality: potentially jailbait
body language very affectionate/ flirtatious
no trust-always looking for Curley & vice-versa
"Loo-Loo"- "tart"
small & skinny
red make-up, nails, shoes, dress
"gotta an eye going all around"
Slim
jerk-line skinner
ranch prince
tall
long black straight hair
35-50
big hands
respected
powerful words
seems to stand up for what's right
moved like royalty
all stopped talking when he spoke
drowned the puppies
"I'll do it myself"-tar ex.
Stood up to Curley about his wife
After fight, problem solver
God
gossiper
"swamper"-general handyman/sweeper
mellow
old
missing hand
has a dog- shot in head (put out of misery)
really hard for him to put his dog down
hunchback
Boss
Curley's father
"let him answer"-curious about why Lenny doesn' t speak for self
fat-legged man
high-heeled boots w/ spurs (shows his power/ status)
brought gallon of whisky to workers on X-mas
Curley
Bosses son, works for father
Cocky, handy, lightweight, small-stature, fighter
protective of wife
agressive
confrontational
prone to violence
uptight
small
short
high-heeled boots
brown face, eyes
married two weeks earlier
"scraps w/ big guys" (Napolean syndrome)
Curley's Wife
(no name)
only girl on farm
attention seeking
personality: potentially jailbait
body language very affectionate/ flirtatious
no trust-always looking for Curley & vice-versa
"Loo-Loo"- "tart"
small & skinny
red make-up, nails, shoes, dress
"gotta an eye going all around"
Slim
jerk-line skinner
ranch prince
tall
long black straight hair
35-50
big hands
respected
powerful words
seems to stand up for what's right
moved like royalty
all stopped talking when he spoke
drowned the puppies
"I'll do it myself"-tar ex.
Stood up to Curley about his wife
After fight, problem solver
God
Of Mice & Men Characters Period 1
Candy
attached to his dog- couldn't shoot it p.44
sensitive- doesn't want to shoot the dog p.47
occupation-worker on the ranch "swamper" (cleans; sweeps)
350.00 contribution to the "ranch plan"
p.18:
stoop-shouldered, tall
blue jeans
old man
right arm- missing hand
Curley's Wife
Physical:
full, rougged lips
red lips & fingernails
red mules (shoes)
curls like sausages
She'd clear out for 20.00 p.32
"rat trap"p.32
blunt
flirtatious in her posture
Boss
Fatleged man
short, stocky
high-heeled boots w/ spurs
"I've seen wise guys before..." Suspicious (21)
"pretty mad sometimes..." (21)
gave workers gallon of Whisky on Christmas
Curly
Dark-skinned
Dark curly hair
thin
high-heeled boots
brown eyes
glove w/ vaseline on left hand
bosses son
married
handy
lightweight
picks fights w/ bigger guys
Carlson
Skinner
powerful, big-stomached man
humorous: "he ain't very small" (says that about Lenny Small)
put Candy's dog down
he had the idea to give him one of the pups
Slim
Tall, skinny, long black hair
agesless face
jerkline skinner
highly skilled mule driver
"prince of the ranch" (33)
"understanding beyond thought...hands large & lean...(quite skilled) (34)
attached to his dog- couldn't shoot it p.44
sensitive- doesn't want to shoot the dog p.47
occupation-worker on the ranch "swamper" (cleans; sweeps)
350.00 contribution to the "ranch plan"
p.18:
stoop-shouldered, tall
blue jeans
old man
right arm- missing hand
Curley's Wife
Physical:
full, rougged lips
red lips & fingernails
red mules (shoes)
curls like sausages
She'd clear out for 20.00 p.32
"rat trap"p.32
blunt
flirtatious in her posture
Boss
Fatleged man
short, stocky
high-heeled boots w/ spurs
"I've seen wise guys before..." Suspicious (21)
"pretty mad sometimes..." (21)
gave workers gallon of Whisky on Christmas
Curly
Dark-skinned
Dark curly hair
thin
high-heeled boots
brown eyes
glove w/ vaseline on left hand
bosses son
married
handy
lightweight
picks fights w/ bigger guys
Carlson
Skinner
powerful, big-stomached man
humorous: "he ain't very small" (says that about Lenny Small)
put Candy's dog down
he had the idea to give him one of the pups
Slim
Tall, skinny, long black hair
agesless face
jerkline skinner
highly skilled mule driver
"prince of the ranch" (33)
"understanding beyond thought...hands large & lean...(quite skilled) (34)
Of Mice & Men characters Period 1
Carlson
rude
bad jokes
"glad to meet you he ain't very small" p.35
wants to kill puppies
"Why don't you get Candy to shoot his own dog...."p.36
infer that he is some type of ranch hand
powerful, big-stomached man p.35
Curley
Thin young man with a brown face, with brown eyes and a head of tightly curles hair. He wore a work glove on his left hand. Like the boss, he wore high-heeled boots.
Angry
Picks fights w/ bigger guys
recently married
"...like a lot of little guys...picks fights w/ bigger guys" p. 26 (The swamper)
Candy
The swamper
Lost one hand in accident
Old/ Old Dog
Tall, stoop shouldered man
p.60 "I wished somebody shoot me"
"I make a will & leave my share to you" p.59
Slim
Jerk-line skinner
Tall long black straight hair
Moved like royalty/ master craftsmen
All talk stopped when he spoke
Great authority; word was taken on any subject
ageless face
slow-speech; understanding beyond thought
hands large, lean & delicate
p.41 "What did you do in Weed" (acts like he doesn't know)
p.36 "You guys better come in and eat..." (not animalistic; more chill)
Boss
"A little stocky man...blue jeans, flannel...soiled stetson...high-heeled boots (not laboring man)
"pretty nice guy"-
controls who he hires
Curley's Wife
Full roughed lipes
Red fingernails
Voice nasal quality
"body thrown foward" -tease p.34
"married two weeks and got the eye...maybe that's wife Curley's pants got the ants"
tart, lu-lu
rude
bad jokes
"glad to meet you he ain't very small" p.35
wants to kill puppies
"Why don't you get Candy to shoot his own dog...."p.36
infer that he is some type of ranch hand
powerful, big-stomached man p.35
Curley
Thin young man with a brown face, with brown eyes and a head of tightly curles hair. He wore a work glove on his left hand. Like the boss, he wore high-heeled boots.
Angry
Picks fights w/ bigger guys
recently married
"...like a lot of little guys...picks fights w/ bigger guys" p. 26 (The swamper)
Candy
The swamper
Lost one hand in accident
Old/ Old Dog
Tall, stoop shouldered man
p.60 "I wished somebody shoot me"
"I make a will & leave my share to you" p.59
Slim
Jerk-line skinner
Tall long black straight hair
Moved like royalty/ master craftsmen
All talk stopped when he spoke
Great authority; word was taken on any subject
ageless face
slow-speech; understanding beyond thought
hands large, lean & delicate
p.41 "What did you do in Weed" (acts like he doesn't know)
p.36 "You guys better come in and eat..." (not animalistic; more chill)
Boss
"A little stocky man...blue jeans, flannel...soiled stetson...high-heeled boots (not laboring man)
"pretty nice guy"-
controls who he hires
Curley's Wife
Full roughed lipes
Red fingernails
Voice nasal quality
"body thrown foward" -tease p.34
"married two weeks and got the eye...maybe that's wife Curley's pants got the ants"
tart, lu-lu
Sunday, March 22, 2009
A Raisin in the Sun Essay Rubric
1oo Points
1. Catchy Title (7)
2. Introduction: (hook, background information, thesis) (10)
2. Thesis Statement- clear & concise (10)
3. Body Paragraphs- organized, topic sentence evident (30)
4. 6 Quotes- utilized & incorporated well into body of paper (18)
5. Conclusion: (moves from specific to general/global) (10)
6. Few errors in grammar, mechanics & spelling (10)
7. MLA format (5)
1. Catchy Title (7)
2. Introduction: (hook, background information, thesis) (10)
2. Thesis Statement- clear & concise (10)
3. Body Paragraphs- organized, topic sentence evident (30)
4. 6 Quotes- utilized & incorporated well into body of paper (18)
5. Conclusion: (moves from specific to general/global) (10)
6. Few errors in grammar, mechanics & spelling (10)
7. MLA format (5)
Wednesday, February 04, 2009
Grade 11- Memorize Poem for Monday
Dream Deferred
What happens to a dream deferred?
Does it dry up
Like a raisin in the sun?
Or fester like a sore--
And then run?
Does it stink like rotten meat?
Or crust and sugar over--
like a syrupy sweet?
Maybe it just sags
like a heavy load.
Or does it explode?
Langston Hughes
What happens to a dream deferred?
Does it dry up
Like a raisin in the sun?
Or fester like a sore--
And then run?
Does it stink like rotten meat?
Or crust and sugar over--
like a syrupy sweet?
Maybe it just sags
like a heavy load.
Or does it explode?
Langston Hughes
Tuesday, February 03, 2009
Grade 10 - A Separate Peace Paper Assignment
A Separate Peace Essay
John Knowles’ novel A Separate Peace is the story of Gene Forrester who struggles to come to grips with the guilt over his role in a traumatic event from his childhood. The novel, told as a flashback from the perspective of an adult Gene, looks back at his friendship with a private school classmate and Gene’s destructive feelings of jealousy, fear, and anger.
Assignment:
Write a 3-5 page literary analysis that explores in depth a theme from the novel.
Structure:
You might want to think of a five-paragraph structure, but feel free to expand on that if you need to adequately explore your topic.
Intro:
Include a “hook,” background information, and a thesis statement. It should clearly lay out what you are going to argue.
Body:
Provide analysis and supporting evidence. Mention several key events or moments from the novel. Include at least three carefully chosen quotes (honors option students need to include at least six quotes) to help capture larger ideas from the novel. Blend them in with your own writing. Be sure to relate each body paragraph to your overall point/thesis.
Conclusion:
Wrap up your argument and provide final thoughts or ideas related to your main idea.
Requirements:
*This is a literary essay so there should be no uses of “I” or “you.” Include a title that captures interest.
*A clear argument of opinion and purpose expressed in a thesis statement and introduction
*Numerous accurate supporting details and events from the novel that directly backs up your opinions
*The required number of properly cited quotes from the novel
*Accurate and insightful analysis of the novel
*Generally correct grammar and mechanics.
*HONORS OPTION STUDENTS- SEE HANDOUT!
Blogging about the American Dream
Please summarize your interview. Be sure to mention who you chose to interview, why you picked that person, and what that person's thoughts are about "The American Dream."
*If you did not complete the homework, write your own thoughts for a grade of 70%.
*Once you have completed your write up, read through your classmates interviews and respond to at least one.
*Only use your initials and class period.
*If you did not complete the homework, write your own thoughts for a grade of 70%.
*Once you have completed your write up, read through your classmates interviews and respond to at least one.
*Only use your initials and class period.
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)
"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
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
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
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
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)
*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)
*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
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???
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???
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
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 #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
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…
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
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
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
Thursday, May 29, 2008
Paper due dates have changed! :)
Research Paper due Thursday, June 5th!
Honors Option Frankenstein Paper due Monday, June 9th
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!
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!
Wednesday, May 28, 2008
Error #7: Unnecessary shift in person
Mini-lesson & written practice: http://www.aum.edu/uploadedfiles/AvoidingShiftinPerson.pdf
Error #5: Missing Comma after Intoductory Element
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
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
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.
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.
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:
*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
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
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?
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)***-****
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.
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
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.
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
http://rqst-agent.auto-graphics.com/homepages/customerwide/iConnLogin.asp?cuid=rqst&cusrvr=minerva&lid=&dataid=&class=&barcode=&term=&qmisc=&s=&URLEncode=
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.
*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
http://rqst-agent.auto-graphics.com/homepages/customerwide/iConnLogin.asp?cuid=rqst&cusrvr=minerva&lid=&dataid=&class=&barcode=&term=&qmisc=&s=&URLEncode=
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.
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
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
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: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.
*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
*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!
*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.
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.
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.
Monday, December 17, 2007
Mango Street Page 74-93
1. Compare yourself with something found in nature as Esperanza does with "Four Skinny Trees."
2. What emotions do you feel for Mamacita? Why do you feel the color pink is used throughout this vignette?
3. Reflect on Rafaela being "locked up" because her husband is afraid Rafaela will run away since she is too beautiful to look at.
4. Have you ever felt like Sally? Have you ever wished your "feet would one day keep walking" and take you away from your surroundings?
2. What emotions do you feel for Mamacita? Why do you feel the color pink is used throughout this vignette?
3. Reflect on Rafaela being "locked up" because her husband is afraid Rafaela will run away since she is too beautiful to look at.
4. Have you ever felt like Sally? Have you ever wished your "feet would one day keep walking" and take you away from your surroundings?
Monday, November 12, 2007
A Separate Peace Essay - Due Monday, November 19th (Have a printed copy ready upon arrival to class!)
Introduction
John Knowles’ novel A Separate Peace is the story of Gene Forrester who struggles to come to grips with the guilt over his role in a traumatic event from his childhood. The novel, told as a flashback from the perspective of an adult Gene, looks back at his friendship with a private school classmate and Gene’s destructive feelings of jealousy, fear, and anger.
Assignment:
Write a 3-5 page literary analysis that explores in depth a theme from the novel. (See honors option assignment below)
Structure:
You might want to think of a five-paragraph structure, but feel free to expand on that if you need to adequately explore your topic.
Intro:
Introduction
John Knowles’ novel A Separate Peace is the story of Gene Forrester who struggles to come to grips with the guilt over his role in a traumatic event from his childhood. The novel, told as a flashback from the perspective of an adult Gene, looks back at his friendship with a private school classmate and Gene’s destructive feelings of jealousy, fear, and anger.
Assignment:
Write a 3-5 page literary analysis that explores in depth a theme from the novel. (See honors option assignment below)
Structure:
You might want to think of a five-paragraph structure, but feel free to expand on that if you need to adequately explore your topic.
Intro:
Include a “hook”, background information, and a thesis statement. It should clearly lay out what you are going to argue.
Body:
Body:
Provide analysis and supporting evidence. Mention several key events or moments from the novel. Include at least three carefully chosen quotes (honors option students need to include at least six quotes.) to help capture larger ideas from the novel. Blend them in with your own writing. Be sure to relate each body paragraph to your overall point/thesis.
Conclusion:
Conclusion:
Wrap up your argument and provide final thoughts or ideas related to your main idea.
Reminders:
Reminders:
This is a literary essay so there should be no uses of “I” or “you.” Include a title that captures interest.
Requirements:
Your essay should have the following things:
*A clear argument of opinion and purpose expressed in a thesis statement and introduction
*Numerous accurate supporting details and events from the novel that directly backs up your opinions
Requirements:
Your essay should have the following things:
*A clear argument of opinion and purpose expressed in a thesis statement and introduction
*Numerous accurate supporting details and events from the novel that directly backs up your opinions
*The required number of properly cited quotes from the novel
*Accurate and insightful analysis of the novel
*Generally correct grammar and mechanics.
*Accurate and insightful analysis of the novel
*Generally correct grammar and mechanics.
A Separate Peace Essential Questions
*Use may wish to use these to help develop your thesis statement.
What causes jealousy between friends?
What factors seem to be a threat to friendship?
Is war a necessary evil?
Is sin inevitable?
Is redemption possible?
How should we deal with guilt?
Does competition bring out the best or worst in people?
Is the loss of innocence inevitable?
What does the author’s attitude toward war seem to be?
What does the author’s attitude toward human nature seem to be?
How do the effects of war on this generation compare to the effects on the boys in the novel?
Do we need to accept the reality of evil in the human heart & world to survive?
What causes jealousy between friends?
What factors seem to be a threat to friendship?
Is war a necessary evil?
Is sin inevitable?
Is redemption possible?
How should we deal with guilt?
Does competition bring out the best or worst in people?
Is the loss of innocence inevitable?
What does the author’s attitude toward war seem to be?
What does the author’s attitude toward human nature seem to be?
How do the effects of war on this generation compare to the effects on the boys in the novel?
Do we need to accept the reality of evil in the human heart & world to survive?
A Separate Peace Theme Paper-Honors
Theme in Literature
A theme is the main message a reader can learn about life or human nature from a literary piece. Compare and contrast a theme from A Separate Peace and The Kite Runner. In a well-organized essay, describe this theme. Use textual examples from the stories to support your ideas and explain how they support the theme.
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.
A theme is the main message a reader can learn about life or human nature from a literary piece. Compare and contrast a theme from A Separate Peace and The Kite Runner. In a well-organized essay, describe this theme. Use textual examples from the stories to support your ideas and explain how they support the theme.
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.
A Separate Peace Theme Paper- Non-Honors
Theme in Literature
A theme is the main message a reader can learn about life or human nature from a literary piece. From A Separate Peace, identify a theme that the reader may learn from the story. In a well-organized essay, describe this theme. Use textual examples from the story to support your ideas and explain how they support the theme.
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.
Use any of the tools available to you, such as the Checklist, Spellchecker, or Graphic Organizer
A theme is the main message a reader can learn about life or human nature from a literary piece. From A Separate Peace, identify a theme that the reader may learn from the story. In a well-organized essay, describe this theme. Use textual examples from the story to support your ideas and explain how they support the theme.
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.
Use any of the tools available to you, such as the Checklist, Spellchecker, or Graphic Organizer
Thursday, October 18, 2007
Jealousy: A Voice of Possessiveness Past
An interesting look at the "evolution" of jealousy. What are your thoughts?
A Separate Peace: The Fall
Chapters 1-5 Blog Assignment:
Was jouncing the limb a planned, conscious decision on Gene’s part or an impulsive act? Examine the dialogue and the events that occur just before and after the fall. Why might Gene have wanted to see Finny fall? How does Gene feel immediately afterward, and why might he feel this way? Why does Gene later wear Finny’s clothing? Evaluate Finny's reaction to Gene's "confession." Use details/ quotes from the novel to support your conclusions. Please feel free to include a comment about another student's post.
Was jouncing the limb a planned, conscious decision on Gene’s part or an impulsive act? Examine the dialogue and the events that occur just before and after the fall. Why might Gene have wanted to see Finny fall? How does Gene feel immediately afterward, and why might he feel this way? Why does Gene later wear Finny’s clothing? Evaluate Finny's reaction to Gene's "confession." Use details/ quotes from the novel to support your conclusions. Please feel free to include a comment about another student's post.
Wednesday, September 26, 2007
"Flowers" by Alice Walker (Deepening Our Understanding)
Part of the difficulty that many students had comprehending this story has to do with the lack of background knowlege of the lynchings that have taken place in our country. Students also missed little details throughout the story that would have helped determine the racial background of the characters. Many students missed the descriptions of Myop's hands. Others, depite the definition being given to them, did not know what a noose was. Unfortunately, this part of our Nation's history has recently made headlines. Sadly, many of our BHS students have not heard of the "Jena 6." Here is an excerpt from the link below:
http://www.slate.com/id/2174600/
"The hard evidence of racism in Jena showed up months before the assault, in the form of a noose tied to an oak tree. This incident was straight out of a story from the Old South: A black student at Jena High School asked at a student assembly if he could sit under a large oak tree that was unofficially called the "white tree" because white students gathered under it in Jena High's informally segregated campus. The principal told the assembly that any student could sit wherever he or she liked. After the assembly, several black students sat under the "white tree." The next day, white students hung three nooses from the tree. The school principal recommended their expulsion, but the school board instead suspended them from school for three days" (slate.com)
Here is some background information on lynchings:
"It Happened Here" (REQUIRED READING)
Duluth residents face the painful lessons of a 1920 lynching.
by Tim Walker
http://www.tolerance.org/teach/magazine/features.jsp?p=0&is=33&ar=452
"Lynching"-Wikipedia- Scroll down to "Unit
ed States"
http://en.wikipedia.org/wiki/Lynching#United_States
The Scottsboro Case was called a “legal lynching”. The Scottsboro Boys were nearly lynched, quickly tried, and sentenced to death for supposedly raping two white women in a railroad car near Scottsboro, Alabama.
http://www.pbs.org/wgbh/amex/scottsboro/
Your assignment-Due Friday:
What have you learned about this topic of lynching that you did not already know? How can this information help you to better understand the story? What is your reaction to "Jena 6"?
http://www.slate.com/id/2174600/
"The hard evidence of racism in Jena showed up months before the assault, in the form of a noose tied to an oak tree. This incident was straight out of a story from the Old South: A black student at Jena High School asked at a student assembly if he could sit under a large oak tree that was unofficially called the "white tree" because white students gathered under it in Jena High's informally segregated campus. The principal told the assembly that any student could sit wherever he or she liked. After the assembly, several black students sat under the "white tree." The next day, white students hung three nooses from the tree. The school principal recommended their expulsion, but the school board instead suspended them from school for three days" (slate.com)
Here is some background information on lynchings:
"It Happened Here" (REQUIRED READING)
Duluth residents face the painful lessons of a 1920 lynching.
by Tim Walker
http://www.tolerance.org/teach/magazine/features.jsp?p=0&is=33&ar=452
"Lynching"-Wikipedia- Scroll down to "Unit
ed States"
http://en.wikipedia.org/wiki/Lynching#United_States
The Scottsboro Case was called a “legal lynching”. The Scottsboro Boys were nearly lynched, quickly tried, and sentenced to death for supposedly raping two white women in a railroad car near Scottsboro, Alabama.
http://www.pbs.org/wgbh/amex/scottsboro/
Your assignment-Due Friday:
What have you learned about this topic of lynching that you did not already know? How can this information help you to better understand the story? What is your reaction to "Jena 6"?
Monday, September 24, 2007
Bab O'Riley
Here are some interpreatations of the song we listened to in class today prior to reading "Teenage Wasteland." What do you think the song is about?
Baba O'Riley- Wikipedia
Here's what was found on wikipedia. Remeber that you can't always trust what is on here as anyone can post something as a fact.
Friday, September 21, 2007
"Initiation" by Sylvia Plath- Hazing Links
Please comment on the following article in relation to our reading of "Initiation." What do initiation rites reveal about human nature? What are your thoughts/ reactions to this article? Feel refer to refer to the short story as well.
The quest to stamp out hazing Initiation rites have deep roots in human history, psychology By STEVE URBON, Standard-Times senior correspondent
http://archive.southcoasttoday.com/daily/09-06/09-03-06/02topstories.htm
Hazing Defined:
“Hazing” refers to any activity expected of someone joining a group (or to maintain full status in a group) that humiliates, degrades or risks emotional and/or physical harm, regardless of the person's willingness to participate. In years past, hazing practices were typically considered harmless pranks or comical antics associated with young men in college fraternities.
Today we know that hazing extends far beyond college fraternities and is experienced by boys/men and girls/women in school groups, university organizations, athletic teams, the military, and other social and professional organizations. Hazing is a complex social problem that is shaped by power dynamics operating in a group and/or organization and within a particular cultural context.
Hazing activities are generally considered to be: physically abusive, hazardous, and/or sexually violating. The specific behaviors or activities within these categories vary widely among participants, groups and settings. While alcohol use is common in many types of hazing, other examples of typical hazing practices include: personal servitude; sleep deprivation and restrictions on personal hygiene; yelling, swearing and insulting new members/rookies; being forced to wear embarrassing or humiliating attire in public; consumption of vile substances or smearing of such on one's skin; brandings; physical beatings; binge drinking and drinking games; sexual simulation and sexual assault. (StopHazing.org)
"The Quest to Stamp Out Hazing"
http://archive.southcoasttoday.com/daily/09-06/09-03-06/02topstories.htm
The quest to stamp out hazing Initiation rites have deep roots in human history, psychology By STEVE URBON, Standard-Times senior correspondent
http://archive.southcoasttoday.com/daily/09-06/09-03-06/02topstories.htm
Hazing Defined:
“Hazing” refers to any activity expected of someone joining a group (or to maintain full status in a group) that humiliates, degrades or risks emotional and/or physical harm, regardless of the person's willingness to participate. In years past, hazing practices were typically considered harmless pranks or comical antics associated with young men in college fraternities.
Today we know that hazing extends far beyond college fraternities and is experienced by boys/men and girls/women in school groups, university organizations, athletic teams, the military, and other social and professional organizations. Hazing is a complex social problem that is shaped by power dynamics operating in a group and/or organization and within a particular cultural context.
Hazing activities are generally considered to be: physically abusive, hazardous, and/or sexually violating. The specific behaviors or activities within these categories vary widely among participants, groups and settings. While alcohol use is common in many types of hazing, other examples of typical hazing practices include: personal servitude; sleep deprivation and restrictions on personal hygiene; yelling, swearing and insulting new members/rookies; being forced to wear embarrassing or humiliating attire in public; consumption of vile substances or smearing of such on one's skin; brandings; physical beatings; binge drinking and drinking games; sexual simulation and sexual assault. (StopHazing.org)
"The Quest to Stamp Out Hazing"
http://archive.southcoasttoday.com/daily/09-06/09-03-06/02topstories.htm
Wednesday, September 19, 2007
A Lesson Learned Prompt
A Lesson Learned
Each person has been in trouble at one time or another because he or she did something bad or said something wrong. Write a multi-paragraph essay describing an instance when you did something you later regretted and the lesson you learned in the process.
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 the purpose of your story to the audience.
*describe the characters, setting, and conflict using meaningful sensory descriptions and details that enable the reader to visualize the experiences in your narrative.
*organize your story 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.
Use any of the tools available to you, such as the Checklist, Spellchecker, or Graphic Organizer.
This essay will be due on Friday. Please send yourself the essay in an email as backup. You will not have time in class on Thursday to work on this.
Each person has been in trouble at one time or another because he or she did something bad or said something wrong. Write a multi-paragraph essay describing an instance when you did something you later regretted and the lesson you learned in the process.
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 the purpose of your story to the audience.
*describe the characters, setting, and conflict using meaningful sensory descriptions and details that enable the reader to visualize the experiences in your narrative.
*organize your story 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.
Use any of the tools available to you, such as the Checklist, Spellchecker, or Graphic Organizer.
This essay will be due on Friday. Please send yourself the essay in an email as backup. You will not have time in class on Thursday to work on this.
Tuesday, September 18, 2007
Irony Links
Check out these links to see what people have to say about what is/ is not ironic in this song. What do you think?
http://fgk.hanau.net/articles/ironic.html
http://www.geocities.com/eirig/
http://en.wikipedia.org/wiki/Ironic_%28song%29
http://fgk.hanau.net/articles/ironic.html
http://www.geocities.com/eirig/
http://en.wikipedia.org/wiki/Ironic_%28song%29
Friday, September 14, 2007
Monday, September 10, 2007
Laptop Etiquette Consensus - F14
I am so impressed with what a good job you did posting your comments for our first two blogging assignments. I especially enjoyed the references you made to one another's posts. How cool to have an audience greater than just your teacher! Below is a draft of a list of rules (developed by all of you) that will begin to form our classroom Etiquette policy for F-14. Please let me know if I have left out anything important. We can revise this policy as new challenges arise. Thank you for the hard work & maturity you have shown thus far!
1. Laptops are not to leave the room unless under repair in the tech office.
2. "Screens Down" when directions are being given.
3. Carefully & neatly remove & return laptops to the cart. (Two hands)
4. No food or drink allowed near laptops. Please place drinks on the floor or counter.
5. Keep volume set at mute unless otherwise directed.
6. No installation/ downloading of programs to the computers. Proxy use to access programs such as MySpace, Facebook, etc... is forbidden.
7. Laptops to be used for class work only. Students are not to play any games or send emails without teacher permission. Violation of this policy will result in a suspension from the use of the laptop.
8. Do not share your password with others.
9. Use assigned laptop only unless permission is granted by your teacher.
10. Report problems/ damage to the computer at the start of class so as not to be held responsible.
11. Practice safe blogging. No last names!
12. MAKE SURE THE "ART OF THINKING (FOR YOURSELF) IS NOT LOST"!
1. Laptops are not to leave the room unless under repair in the tech office.
2. "Screens Down" when directions are being given.
3. Carefully & neatly remove & return laptops to the cart. (Two hands)
4. No food or drink allowed near laptops. Please place drinks on the floor or counter.
5. Keep volume set at mute unless otherwise directed.
6. No installation/ downloading of programs to the computers. Proxy use to access programs such as MySpace, Facebook, etc... is forbidden.
7. Laptops to be used for class work only. Students are not to play any games or send emails without teacher permission. Violation of this policy will result in a suspension from the use of the laptop.
8. Do not share your password with others.
9. Use assigned laptop only unless permission is granted by your teacher.
10. Report problems/ damage to the computer at the start of class so as not to be held responsible.
11. Practice safe blogging. No last names!
12. MAKE SURE THE "ART OF THINKING (FOR YOURSELF) IS NOT LOST"!
Sunday, September 09, 2007
Assignments Due Monday:
1. Write a letter to your parents about class. Use letter format, 5 paragraphs, and discuss 3 important/ interesting aspects of English 10. Please type & have a parent read & sign.
2. Complete your work from class on Thursday. You can post on the blog, print out a copy, or handwrite your responses.
2. Complete your work from class on Thursday. You can post on the blog, print out a copy, or handwrite your responses.
Wednesday, September 05, 2007
Laptop Etiquette Policy-F14
Today you will begin by reading through your classmates comments from Wednesday's "Getting Started with Laptops" blog topic. Our goal will be to generate a list of guidelines that will help make our use of laptops a rewarding experience. Please open up a MS Word file and type notes for the following statements below as you read through the comments. You have approximately 15 minutes to complete this task. We will then share this information in a class discussion.
1. I really liked the comment(s) from_________________because... (Note at least two)
2. The following guidelines should become part of our Laptop Etiquette Policy in F14: (Suggest at least three)
1. I really liked the comment(s) from_________________because... (Note at least two)
2. The following guidelines should become part of our Laptop Etiquette Policy in F14: (Suggest at least three)
Tuesday, September 04, 2007
Writing Contests
The Center for the Book in the Library of Congress, in partnership with Target Stores and in cooperation with affiliate state centers for the book, invites readers in grades 4 through 12 to enter Letters About Literature, a national reading-writing contest. To enter, readers write a personal letter to an author, living or dead, from any genre-- fiction or nonfiction, contemporary or classic, explaining how that author's work changed the student's way of thinking about the world or themselves. There are three competition levels: Level I for children in grades 4 through 6; Level II for grades 7 and 8, and Level III, grades 9 - 12. Winners, announced in the spring of each year, receive cash awards at the national and state levels. (http://www.loc.gov/loc/cfbook/letters.html )
Teen Ink is a monthly print magazine, website, and a book series all written by teens for teens. There are over 18,000 pages of student writing on this site. We're now entering 18th year of publishing and look forward to many more! Curious? Request a free sample issue. Creative? Send us your work - have an opinion on something? Write it up and send it in! Send reviews - good or bad, of colleges you visit, movies you see, or whatever... (teenink.com)
Monday, September 03, 2007
Getting Started with Classroom Laptops
As you may have noticed in the front of our classroom sits a big metal box. Inside are 25 laptops, purchased for use in this classroom. Having such technology at our fingertips provides a wonderful opportunity to utilize the latest technology as we learn 21st Century literacy skills and concepts. However, it is more than simply putting laptops in a classroom. Some schools across the country who have experimented with laptops have reconsidered their decision. In Liverpool, N.Y., officials have decided to phase out the laptops in their school starting this year. Their decision made the front page of the New York Times in May. It also prompted many people in education to think harder about the best way to use laptops in the classroom. In response to Liverpool's decision, one educator criticized schools for giving up on technology so easily.I want you to think about the issue and help us craft a set of classroom guidelines for the use of our laptops. Click on the two links from the above paragraph and read the first page of both articles. Then, as a writing assignment, make suggestions about what we can do in F14 to get the best use out of the laptops. How should we use them in class? What should we be using them to learn? What guidelines do we need? What would you suggest the teacher do to make the most out of the laptops? Post your response in the comment section of the blog. Write your answer in a few paragraphs, using complete sentences and proper grammar. An honors-level answer will properly make reference to one of the articles. Sign your first name (no last names) and class period after your posting.
Monday, February 05, 2007
Grade 10 Nonfiction Newsweek Links
Taking a Stance...
Newsweek: "Girls Gone Bad"
Paris, Britney, Lindsay & Nicole: They seem to be everywhere and they may not be wearing underwear. Tweens adore them and teens envy them. But are we raising a generation of 'prosti-tots'?
http://www.msnbc.msn.com/id/16961761/site/newsweek/
TIME: "Sweet Sixteen and Spoiled Rotten"
http://www.time.com/time/magazine/article/0,9171,1184086,00.html
Newsweek:
"The Trouble With Boys"
They're kinetic, maddening and failing at school. Now educators are trying new ways to help them succeed.
http://www.msnbc.msn.com/id/10965522/site/newsweek/
American Thinker:
January 23, 2006
"The Trouble With Newsweek's Cover Story About Boys"
http://www.americanthinker.com/2006/01/the_trouble_with_newsweeks_cov.html
Newsweek: "Girls Gone Bad"
Paris, Britney, Lindsay & Nicole: They seem to be everywhere and they may not be wearing underwear. Tweens adore them and teens envy them. But are we raising a generation of 'prosti-tots'?
http://www.msnbc.msn.com/id/16961761/site/newsweek/
TIME: "Sweet Sixteen and Spoiled Rotten"
http://www.time.com/time/magazine/article/0,9171,1184086,00.html
Newsweek:
"The Trouble With Boys"
They're kinetic, maddening and failing at school. Now educators are trying new ways to help them succeed.
http://www.msnbc.msn.com/id/10965522/site/newsweek/
American Thinker:
January 23, 2006
"The Trouble With Newsweek's Cover Story About Boys"
http://www.americanthinker.com/2006/01/the_trouble_with_newsweeks_cov.html
Sunday, February 04, 2007
Grade 10 2/4-2/8
Monday: In Class Response Writing "Catch the Moon"
Individual Writing Conferences
Homework:
Newsweek "Sweet 16" & Questions
Due Wednesday
Individual Writing Conferences
Homework:
Newsweek "Sweet 16" & Questions
Due Wednesday
Saturday, February 03, 2007
Grade 11 The Things They Carried- Links
Interview w/ Tim O'Brien
http://www.wooster.edu/artfuldodge/interviews/obrien.htm
"Battlefield: Vietnam" PBS Historical Resource
http://www.pbs.org/battlefieldvietnam/
Military Jargon
http://libwww.library.phila.gov/onebook/obop05/militaryjargon.htm
One Teacher's Notes...
http://www.masconomet.org/teachers/trevenen/things.html
Various songs related to the Vietnam War:
The Star-Spangled Banner ( Jimi Hendrix version)"Ballad of the Green Berets""Fortunate Son" (Creedence Clearwater Revival)"The Unknown Soldier" (The Doors) "Give Peace a Chance" (John Lennon) "Born in the USA" (Bruce Springsteen
http://www.wooster.edu/artfuldodge/interviews/obrien.htm
"Battlefield: Vietnam" PBS Historical Resource
http://www.pbs.org/battlefieldvietnam/
Military Jargon
http://libwww.library.phila.gov/onebook/obop05/militaryjargon.htm
One Teacher's Notes...
http://www.masconomet.org/teachers/trevenen/things.html
Various songs related to the Vietnam War:
The Star-Spangled Banner ( Jimi Hendrix version)"Ballad of the Green Berets""Fortunate Son" (Creedence Clearwater Revival)"The Unknown Soldier" (The Doors) "Give Peace a Chance" (John Lennon) "Born in the USA" (Bruce Springsteen
Grade 10 Frankenstein Related Readings
Newsweek January 26th
"Brave New Babies"
Parents now have the power to choose the sex of their children. But as technology answers prayers, it also raises some troubling questions
http://www.msnbc.msn.com/id/3990134/site/newsweek/
PBS- "Frankenfoods" Debate 10/4/02
http://www.pbs.org/now/science/genedebate.html
Parents' Plan to Stunt Girl's Growth Sparks Debate
by Joseph Shapiro NPR 1/5/07
http://www.npr.org/templates/story/story.php?storyId=6730813
Surgery to stunt girl’s growth sparks debate
Parents say drastic treatment allows them to take better care of their child
AP 1/5/07
http://www.msnbc.msn.com/id/16473471/
"The Ashley Treatment" - Ashley's Blog
http://ashleytreatment.spaces.live.com/default.aspx?_c02_owner=1
NOVA Stem Cells 15 Minute Clip
http://www.pbs.org/wgbh/nova/sciencenow/3209/04.html
"Brave New Babies"
Parents now have the power to choose the sex of their children. But as technology answers prayers, it also raises some troubling questions
http://www.msnbc.msn.com/id/3990134/site/newsweek/
PBS- "Frankenfoods" Debate 10/4/02
http://www.pbs.org/now/science/genedebate.html
Parents' Plan to Stunt Girl's Growth Sparks Debate
by Joseph Shapiro NPR 1/5/07
http://www.npr.org/templates/story/story.php?storyId=6730813
Surgery to stunt girl’s growth sparks debate
Parents say drastic treatment allows them to take better care of their child
AP 1/5/07
http://www.msnbc.msn.com/id/16473471/
"The Ashley Treatment" - Ashley's Blog
http://ashleytreatment.spaces.live.com/default.aspx?_c02_owner=1
NOVA Stem Cells 15 Minute Clip
http://www.pbs.org/wgbh/nova/sciencenow/3209/04.html
Friday, December 01, 2006
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