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.

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

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"!

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.

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)

Writing Contests

Letters About Literature

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

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)

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.

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

Grade 10 2/4-2/8

Monday: In Class Response Writing "Catch the Moon"
Individual Writing Conferences
Homework:
Newsweek "Sweet 16" & Questions
Due Wednesday

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

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

Grade 10 Frankenstein Full Original Text

Edutopia Article- Student Video

Grade 11- December 4-8

Monday:
Return Vocab Quizzes
Poem Memorization Quiz (R. Frost)
Homework:
The Road Not Taken Poem Memoriztion (Take 2)

Tuesday:
Video (Sub) End of Act I

Wednesday:
Discussion of the end of Act I- Treatment of Linda
What does Biff know about Willy???
Linda Loman Character Acivity
Letter to therapist/friend
Good Housekeeping- 50's wife discussion
Homework:
Complete classwork

Thursday:
Begin Act II
The mood is very optimistic...will it last???
What significance may Willy's coat have?
Samll group readings
Homework:
Type Biopoem

Friday:
Small groups readings
Quiz

Grade 10 - November 27-December 8

Monday:
Vocabulary Chapters 5-7
Check Responses for Chapter 4 & Discuss
Homework:
Read Chapter 5
Complete Response Questions 1-3

Tuesday:
Homework Check
Small Groups - Charting Richard's Exposure to Violence
Homework:
Read Chapter 6
Complete Response Questions 1 & 2

Wednesday:
Homework Check
Quiz 1-6
Homework:
Read Chapter 7
Complete Response Questions 1 & 2

Thursday:
Homework Check
Small Groups- Character Chart
Homework:
Study for Vocabulary Quiz

Friday:
Vocabulary Quiz
Extra Points for Flashcards
Homework:
Read Chapter 8
Complete Questions 1 & 2

Monday:
Homework Check
Vocabulary Chapter 9

Homework:
Read Chapter 9
Complete Questions 1& 2

Tuesday
Small group activity w/ Mrs. Dunn
Homework:
Chapter 1o & Questions

Wednesday
Smartboard- Themes in Black Boy (Group Assignment)
Homework:
Chapter 11& Questions

Thursday:
Jim Crow South Webquest-Computer Lab
Homework:
Chapter 12 & Questions

Friday:
Jim Crow South Webquest-Computer Lab
Homework:
Chapter 13 & Questions

Grade 11- November 19-21

Monday:
Death of a Salesman- Act One (continued)
Small groups of 4-5 to read up to page 39
Note the significance of "The Woman" & The Stockings
Homework:
Study for Vocab Quiz on Wed. 1-20
Tuesday:
Large group reading/discussion of Act I 40-50
Homework: Vocabulary Quiz on Wednesday 1-20
Wednesday:
Vocabulary Quiz 1-20
Happy Thanksgiving!

Grade 10 - November 19-21

Monday:
Black Boy Vocabulary Chapter 2& 3
Discuss Chapter 2 Questions, Specifically R.W.' s Superstitions
Homework: Chapter 3 due Wednesday
Tuesday:
Dicsuss Chapter 3
Homework:
Read & complete questions- Chapter 4
Vocabulary Quiz
Wednesday:
Vocabulary Quiz
There is no additional reading over break, but be sure to use the time to catch up!
HAPPY THANKSGIVING!!!

Grade 11 - November 13th-17th

Junior English- Mrs. Baker
Goal:
To submit a sample of your best writing to be published
Possible Markets:
Teen Ink, Branford Review, New Haven Register, BHS Newspaper, Newsweek “My Turn” Competition, etc…
Assessment:
BHS PGR Writing Rubric (distributed in class)
Peer Revision:
Tuesday
Final Draft:
Wednesday

We will begin Death of a Salesman on Thursday

Grade 10: November 13-17

Monday: November 13th:
Black Boy Essential Questions:
How does this novel enhance my understanding of being southern, black and male in the early 20th century?
Why would it be important in 2006 to read a novel such as this?
What messages about race and gender are found in this novel?
How is this novel similar to other novels & stories that we have read about "Coming of Age"/ Moving from a state of "Innocence to Experience"?
Would "American Hunger" have been a better title for this novel? Why or Why not?

In class:
Chapter One Vocabulary
Study Guide- Chapter One Questions due Thursday
Read Pages 3-9

Homework:
Complete 10 of the sentence starters inspired by pages 7-9
Read to page 15
Index Cards for vocabulary = extra credit on the quiz
Study Vocab

Tuesday, November 14th:
Share sentence starters and discuss pages 7-9
In class reading 15-25
Homework:
Complete Chapter One
Study Vocab

Wednesday, November 15th:
Complete Study Guide Questions
*Challenge Option: Intro. to book
Homework:
Complete Study Guide Questions
Study Vocab

Thursday: November 16th (Mini-day):
Small groups to discuss and report to the class Chapter One
Homework:
Study Vocab- Quiz Tomorrow!

Friday, November 17th:
Vocabulary Quiz
Chapter 2 Vocabulary
Homework:
Read pages 36-50