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

Grade 11- SAT Midterm Essay Sample

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.

Grade 10 - A Separate Peace

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

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

Grade 11- To Kill a Mockingbird- Due Monday

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

Grade 11- To Kill a Mockingbird

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

Grade 10- A Separate Peace - Chapter One

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

Grade 11- To Kill a Mockingbird

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

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

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

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

Grade 10- A Separate Peace

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

Grade 11- Lecture (Essay) Rubric

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

Grade 11- Lecture Rubric

The lecture:

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

* illustrates life lessons with personal stories (20)

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

*engages the audience (20)

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

*is organized (20)

Grade 10- This I Believe...

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

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

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

The Last Lecture- Culminating Assignment

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

Grade11-The Last Lecture

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

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

Error 14: Comma Errors

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

Error #12: Wrong Pronoun

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

Mrs. Baker's Paper-DRAFT!!!

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

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

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

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

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

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.