Objectives:
After this class, students will be able to:
1. reflect on personal experiences and relationships.
2. use structured note-taking to learn about Japanese poetry.
3. write their own tanks and haikus.
Agenda:
Note: All work today will be turned in for a grade of 60 points.
1. Warm-Up: Who do you love the most in the whole entire world? What makes this person so lovable? 3 sentences
2. Create a 2-column notes chart on the Tanka/Haiku history and style. This is on page 565-566 in the Elements of LIterature textbook. Find three main points in the article with two details for each point (6 total details).
3. Read the tankas on page 569 and the haikus on page 571. Answer questions 2 & 8 on page 572 about the tankas and haikus.
4. Write three haikus of your own using the 5-7-5 syllable scheme per line.
Homework: Students will begin to work on their weekly paper which is due on Friday, January 30, 2009. The topic is: Tell me about your space.
Note: Period 2 students will now begin to work with Ms. DePow, our student teacher from the University of Pennsylvania. Please direct all questions related to English class to her at this time until further notice. Ms. Kingsbury will continue to field questions related to the Senior Project.
Monday, January 26, 2009
Saturday, January 24, 2009
Free Field Trip To UPENN!
| Looking Ahead | |
 Year of Evolution Penn, Penn Museum and cultural organizations in Philadelphia continue a Year of Evolution of special programming for the public. February 12, 2009 marks the 200th birthday of Charles Darwin, the originator of the modern theory of evolution, and several programs on Darwin and his legacy are planned for February. Click here to learn more. Mark your calendars for Sunday, February 15, when Penn Museum--joined by a number of Year of Evolution partners--offers a FREE 200th Birthday Celebration and Teach In for Darwin--who promises to make an appearance! | |
Attention: Period 2!
Beginning on Monday, January 26, 2009, Ms. Shanna DePow from the University of Pennsylvania will be taking over teaching responsibilities in our classroom. She is in training to receive her Master's in Education, and her work with you will help her achieve this goal. It will also provide you with the opportunity to help a blossoming young teacher find her stride and fine-tune her methods. I appreciate your cooperation as we make this transition. Ms. Kingsbury will still be responsible for grading your senior projects and guiding your through the PowerPoint presentation.
Friday, January 23, 2009: SENIOR PROJECT DUE DATE HAS ARRIVED!
Objectives;
After this class, students will be able to:
1. submit an organized writing portfolio for a grade.
2. meet deadlines.
3. provide feedback and reflection on a writing project.
Agenda:
1. Students will complete a reflection and feedback inventory for Ms. Kingsbury so that she might revise and improve the senior project for the Class of 2010.
2. Students will have an opportunity to share their "Yes, I Can" papers.
3. Students will submit their finalized Senior Projects to Ms. Kingsbury for a grade.
No homework! We made it passed the first huge hurdle towards graduation!
After this class, students will be able to:
1. submit an organized writing portfolio for a grade.
2. meet deadlines.
3. provide feedback and reflection on a writing project.
Agenda:
1. Students will complete a reflection and feedback inventory for Ms. Kingsbury so that she might revise and improve the senior project for the Class of 2010.
2. Students will have an opportunity to share their "Yes, I Can" papers.
3. Students will submit their finalized Senior Projects to Ms. Kingsbury for a grade.
No homework! We made it passed the first huge hurdle towards graduation!
Thursday, January 22, 2009
Sorry, kids! Ms. Kingsbury got called to a last minute meeting outside of OHS. See you tomorrow with your Senior Projects in hand!
Wednesday, January 21, 2009
Objectives:
After this class, students will be able to:
1. analyze inaugural poetry.
2. share thoughts on the presidential inauguration.
3. listen to poetry read aloud.
Agenda:
1. Warm-Up: Students should answer the following question in their notebook: Consider the following statement: I will turn in my Senior Project on Friday. Is this statement true for you or false? Describe your thoughts on the Senior Project RIGHT NOW. Ms. Kingsbury will solicit students for their answers, as well as provide time for questions from the class.
2. This week's weekly paper topic is "Yes, I can." Students should write one page on this topic, worth 50 points, due on Friday. No late work will be accepted.
3. Today students will read two inaugural poems and respond to them by writing down their thoughts, feelings, and opinions in their notebooks.
Poem #1:
“Praise Song for the Day” by Elizabeth Alexander
Written for President Barak Obama’s Inauguration, Jan. 20, 2009
Praise song for the day. Each day we go about our business, walking past each other, catching each others’ eyes or not, about to speak or speaking. All about us is noise. All about us is noise and bramble, thorn and din, each one of our ancestors on our tongues. Someone is stitching up a hem, darning a hole in a uniform, patching a tire, repairing the things in need of repair. Someone is trying to make music somewhere with a pair of wooden spoons on an oil drum with cello, boom box, harmonica, voice. A woman and her son wait for the bus. A farmer considers the changing sky; A teacher says, “Take out your pencils. Begin.” We encounter each other in words, words spiny or smooth, whispered or declaimed; words to consider, reconsider. We cross dirt roads and highways that mark the will of someone and then others who said, “I need to see what’s on the other side; I know there’s something better down the road.” We need to find a place where we are safe; We walk into that which we cannot yet see. Say it plain, that many have died for this day. Sing the names of the dead who brought us here, who laid the train tracks, raised the bridges, picked the cotton and the lettuce, built brick by brick the glittering edifices they would then keep clean and work inside of. Praise song for struggle; praise song for the day. Praise song for every hand-lettered sign; The figuring it out at kitchen tables. Some live by “Love thy neighbor as thy self.” Others by first do no harm, or take no more than you need. What if the mightiest word is love, love beyond marital, filial, national. Love that casts a widening pool of light. Love with no need to preempt grievance. In today’s sharp sparkle, this winter air, anything can be made, any sentence begun. On the brink, on the brim, on the cusp — praise song for walking forward in that light.
Poem #2:
Of History and Hope by Miller Williams
For President Bill Clinton’s Inauguration, 1997
We have memorized America,
how it was born and who we have been and where.
In ceremonies and silence we say the words,
telling the stories, singing the old songs.
We like the places they take us. Mostly we do.
The great and all the anonymous dead are there.
We know the sound of all the sounds we brought.
The rich taste of it is on our tongues.
But where are we going to be, and why, and who?
The disenfranchised dead want to know.
We mean to be the people we meant to be,
to keep on going where we meant to go.
But how do we fashion the future? Who can say how
except in the minds of those who will call it Now?
The children. The children. And how does our garden grow?
With waving hands -- oh, rarely in a row --
and flowering faces. And brambles, that we can no longer allow.
Who were many people coming together
cannot become one people falling apart.
Who dreamed for every child an even chance
cannot let luck alone turn doorknobs or not.
Whose law was never so much of the hand as the head
cannot let chaos make its way to the heart.
Who have seen learning struggle from teacher to child
cannot let ignorance spread itself like rot.
We know what we have done and what we have said,
and how we have grown, degree by slow degree,
believing ourselves toward all we have tried to become --
just and compassionate, equal, able, and free.
All this in the hands of children, eyes already set
on a land we never can visit -- it isn't there yet --
but looking through their eyes, we can see
what our long gift to them may come to be.
If we can truly remember, they will not forget.
Homework: Weekly paper and senior project!
After this class, students will be able to:
1. analyze inaugural poetry.
2. share thoughts on the presidential inauguration.
3. listen to poetry read aloud.
Agenda:
1. Warm-Up: Students should answer the following question in their notebook: Consider the following statement: I will turn in my Senior Project on Friday. Is this statement true for you or false? Describe your thoughts on the Senior Project RIGHT NOW. Ms. Kingsbury will solicit students for their answers, as well as provide time for questions from the class.
2. This week's weekly paper topic is "Yes, I can." Students should write one page on this topic, worth 50 points, due on Friday. No late work will be accepted.
3. Today students will read two inaugural poems and respond to them by writing down their thoughts, feelings, and opinions in their notebooks.
Poem #1:
“Praise Song for the Day” by Elizabeth Alexander
Written for President Barak Obama’s Inauguration, Jan. 20, 2009
Praise song for the day. Each day we go about our business, walking past each other, catching each others’ eyes or not, about to speak or speaking. All about us is noise. All about us is noise and bramble, thorn and din, each one of our ancestors on our tongues. Someone is stitching up a hem, darning a hole in a uniform, patching a tire, repairing the things in need of repair. Someone is trying to make music somewhere with a pair of wooden spoons on an oil drum with cello, boom box, harmonica, voice. A woman and her son wait for the bus. A farmer considers the changing sky; A teacher says, “Take out your pencils. Begin.” We encounter each other in words, words spiny or smooth, whispered or declaimed; words to consider, reconsider. We cross dirt roads and highways that mark the will of someone and then others who said, “I need to see what’s on the other side; I know there’s something better down the road.” We need to find a place where we are safe; We walk into that which we cannot yet see. Say it plain, that many have died for this day. Sing the names of the dead who brought us here, who laid the train tracks, raised the bridges, picked the cotton and the lettuce, built brick by brick the glittering edifices they would then keep clean and work inside of. Praise song for struggle; praise song for the day. Praise song for every hand-lettered sign; The figuring it out at kitchen tables. Some live by “Love thy neighbor as thy self.” Others by first do no harm, or take no more than you need. What if the mightiest word is love, love beyond marital, filial, national. Love that casts a widening pool of light. Love with no need to preempt grievance. In today’s sharp sparkle, this winter air, anything can be made, any sentence begun. On the brink, on the brim, on the cusp — praise song for walking forward in that light.
Poem #2:
Of History and Hope by Miller Williams
For President Bill Clinton’s Inauguration, 1997
We have memorized America,
how it was born and who we have been and where.
In ceremonies and silence we say the words,
telling the stories, singing the old songs.
We like the places they take us. Mostly we do.
The great and all the anonymous dead are there.
We know the sound of all the sounds we brought.
The rich taste of it is on our tongues.
But where are we going to be, and why, and who?
The disenfranchised dead want to know.
We mean to be the people we meant to be,
to keep on going where we meant to go.
But how do we fashion the future? Who can say how
except in the minds of those who will call it Now?
The children. The children. And how does our garden grow?
With waving hands -- oh, rarely in a row --
and flowering faces. And brambles, that we can no longer allow.
Who were many people coming together
cannot become one people falling apart.
Who dreamed for every child an even chance
cannot let luck alone turn doorknobs or not.
Whose law was never so much of the hand as the head
cannot let chaos make its way to the heart.
Who have seen learning struggle from teacher to child
cannot let ignorance spread itself like rot.
We know what we have done and what we have said,
and how we have grown, degree by slow degree,
believing ourselves toward all we have tried to become --
just and compassionate, equal, able, and free.
All this in the hands of children, eyes already set
on a land we never can visit -- it isn't there yet --
but looking through their eyes, we can see
what our long gift to them may come to be.
If we can truly remember, they will not forget.
Homework: Weekly paper and senior project!
Monday, January 19, 2009: HAPPY MLK DAY - No School
Please take the time today to honor the civil rights activist who died so that future generations might live in freedom.
Friday, January 16, 2009
Objectives:
After this class, students will be able to:
1. view photography with a critical eye.
2. write using the stream-of-consciousness method.
3. read and listen to student-created poetry.
Agenda:
1. Warm-up: In their notebooks, students will answer the following question: What does service mean to you? Ms. Kingsbury will solicit students for their answers.
2. Photo Freewrite Activity: In honor of the upcoming MLK holiday on Monday, students will have the opportunity to view and freewrite about a variety of MLK images. When students see each photo, they should jot down any thoughts that come to mind. Ideas include: what do you see, what do you feel, what does the person/people in the photo feel, what questions do you have, what is your gut reaction? At the end of the photo freewrite, students wil have an opportunity to share their (hopefully) poetic creations:
Homework: Senior Projects!!!
After this class, students will be able to:
1. view photography with a critical eye.
2. write using the stream-of-consciousness method.
3. read and listen to student-created poetry.
Agenda:
1. Warm-up: In their notebooks, students will answer the following question: What does service mean to you? Ms. Kingsbury will solicit students for their answers.
2. Photo Freewrite Activity: In honor of the upcoming MLK holiday on Monday, students will have the opportunity to view and freewrite about a variety of MLK images. When students see each photo, they should jot down any thoughts that come to mind. Ideas include: what do you see, what do you feel, what does the person/people in the photo feel, what questions do you have, what is your gut reaction? At the end of the photo freewrite, students wil have an opportunity to share their (hopefully) poetic creations:
Homework: Senior Projects!!!
Thursday, January 15, 2009
Objectives:
After this class, students will be able to:
1. organize a writing portfolio.
2. listen to others and participate in a class discussion.
3. write a letter for a specific audience with a specific purpose.
Agenda:
1. Warm-Up: Students will answer the following in their notebooks: Considering the following statement: "This week..." This phrase is meant to prompt the students to write about the school's break-in and ensuing chaos. Students will share their thoughts with the class.
2. Daily Announcements:
a. The topic for this week's paper is "Dear President Obama." This is due on Friday, 1 page, 50 points. Deadline must be met; no late papers will be accepted!
b. Senior projects are due on Friday, January 23,2 009. Will you be ready??
c. The second marking period is OVER. The third marking period is underway.
3. Students will review the table of contents for their senior projects and begin to organize their writing portfolios for submission to Ms. Kingsbury on Friday, January 23, 2009. The table of contents should include the following information:
SENIOR PROJECT TABLE OF CONTENTS
Portfolio Score Sheet
Portfolio Introduction
Section 1:
Mission Statement
Mission Statement Self-Assessment
Career Goals Essay
Career Goals Self-Assessment
Section 2:
Transcript Assessment
Copy of Transcript
Section 3:
Job Materials Self-Assessment
Cover Letter
Resume
Thank You Letter
Recommendation Letter #1
Recommendation Letter #2
Section 4:
Research Paper Self-Assessment
Research Proposal
Research Paper Handwritten Draft
Research Paper First Typed Draft
Research Paper Final Draft
Works Cited Page
Section 5:
Bonus Materials! In this section, you can put copies of good report cards, awards, essays you have written, pictures you have drawn or taken, etc. Make sure that you list the items in this section on your table of contents!
Homework: Students should write their weekly papers and begin to assemble their Senior Projects!
After this class, students will be able to:
1. organize a writing portfolio.
2. listen to others and participate in a class discussion.
3. write a letter for a specific audience with a specific purpose.
Agenda:
1. Warm-Up: Students will answer the following in their notebooks: Considering the following statement: "This week..." This phrase is meant to prompt the students to write about the school's break-in and ensuing chaos. Students will share their thoughts with the class.
2. Daily Announcements:
a. The topic for this week's paper is "Dear President Obama." This is due on Friday, 1 page, 50 points. Deadline must be met; no late papers will be accepted!
b. Senior projects are due on Friday, January 23,2 009. Will you be ready??
c. The second marking period is OVER. The third marking period is underway.
3. Students will review the table of contents for their senior projects and begin to organize their writing portfolios for submission to Ms. Kingsbury on Friday, January 23, 2009. The table of contents should include the following information:
SENIOR PROJECT TABLE OF CONTENTS
Portfolio Score Sheet
Portfolio Introduction
Section 1:
Mission Statement
Mission Statement Self-Assessment
Career Goals Essay
Career Goals Self-Assessment
Section 2:
Transcript Assessment
Copy of Transcript
Section 3:
Job Materials Self-Assessment
Cover Letter
Resume
Thank You Letter
Recommendation Letter #1
Recommendation Letter #2
Section 4:
Research Paper Self-Assessment
Research Proposal
Research Paper Handwritten Draft
Research Paper First Typed Draft
Research Paper Final Draft
Works Cited Page
Section 5:
Bonus Materials! In this section, you can put copies of good report cards, awards, essays you have written, pictures you have drawn or taken, etc. Make sure that you list the items in this section on your table of contents!
Homework: Students should write their weekly papers and begin to assemble their Senior Projects!
Wednesday, January 14, 2009
Students have been invited by the OHS Class of 1989 to attend an alumni speaking engagement in
the IMC. Enjoy!
the IMC. Enjoy!
Wednesday, January 14, 2009
Tuesday, January 13, 2009: According to NBC10 - This is what happened!
Break-In at Overbrook High
Updated 12:00 PM EST, Tue, Jan 13, 2009
Getty Images
Twelve laptops were stolen and there is clean up to be done following a break-in at Overbrook High School early Tuesday morning, according to the School District of Philadelphia.
The break-in occurred at around 4am.
The burglar or burglars left plenty of graffiti, broke windows, and lifted 12 laptops from the school.
Six classrooms and three administrative rooms were affected.
At the start of the school day Tuesday, students were held in the auditorium until 11am while police investigated.
School is now back to normal.
Scholarship Alert: Upromise $500k scholarship giveaway!
Upromise® is giving away
$500,000 for college.
Everyone knows college costs are on the rise. And while you're doing your best to save, you're probably going to need some help.
As part of our mission to make college more accessible, we've increased the amount of our Upromise scholarship fund to $500,000, twice what it was when we introduced it a year ago. That means 200 of the best and brightest students will receive scholarships of $2,500 each for the 2009-2010 academic year.
You must be a Upromise member to win. Awards will be based on need and merit. Applications must be received by February 28, 2009.
Monday, January 12, 2009
Scholarship Alert: Best Buy @ 15 Scholarship Program
2009 Best Buy @15™ Scholarship Program – For Kids That Hit the Books and Help Their Communities
Best Buy's scholarship program has awarded nearly $13 million since 1999 to more than 10,000 students to help them prepare for a bright future.
Best Buy Children's Foundation is focused on opportunities to help teens thrive through @15. We recognize how important teens are to our community, to our society, to our world. We're eager to listen to them, support them, help provide opportunities for them, when too few others are. We believe in teens. We know they have special power to do great things. Our mission is to recognize and understand that power. Not direct it, but fuel it.
The Best Buy @15 Scholarship Program is part of the fuel for the @15 mission. This year the program will award scholarships to students in grades 9-12 living in the U.S. or Puerto Rico who plan to enter a full-time undergraduate course of study upon high school graduation.
A total of 1,000 students will each receive a $1,500 scholarship. If you're a 9-12 grade student who plans to attend post-secondary education, have solid grades and are involved in community service or work experience, you'll want to check out this opportunity!
The application deadline is February 15, 2009. Click here to register and access the on-line application.
https://bestbuy.scholarshipamerica.org/
Scholarship Alert: If you are a fatherless young man:
Consider applying for the McKee Scholars Program, up to $16k for young men whose fathers have passed away:
http://www.mckeescholars.org/8373.html
http://www.mckeescholars.org/8373.html
Scholarship Alert: If you are a fatherless young man:
Consider applying for the McKee Scholars Program, up to $16k for young men whose fathers have passed away:
http://www.mckeescholars.org/8373.html
http://www.mckeescholars.org/8373.html
Scholarship Alert: If you think you can solve the financial problems of the country...
... then you should apply for the Beneficial Bank Scholarship at
http://www.beneficialscholars.com/bsp/
Up tp $20k in scholarships available. Good luck!
http://www.beneficialscholars.com/bsp/
Up tp $20k in scholarships available. Good luck!
Scholarship Alert: If you are planning to attend a HBCU:
Please click on the title of this posting of you plan to attend a HBCU (Historically Black College or University) to apply for the Tom Joyner Full Ride Scholarship:
http://ctherd.blogspot.com/2007/11/tom-joyner-hbcu-scholarship-application.html
http://ctherd.blogspot.com/2007/11/tom-joyner-hbcu-scholarship-application.html
Monday, January 12, 2009
Stomach virus has hit Ms. Kingsbury! She'll be back to class on Tuesday. Deepest apologies! Hope you were good!
Friday, January 9, 2009: The Final Day of the Second Marking Period!
Objectives:
After this class, students will be able to:
1. meet a deadline.
2. form a written and spoken opinion on a current topic.
3. share thoughts out loud and listen to others.
Agenda:
1. Warm-Up: Students should consider the following 4 statements:
a. Being a teen is the worst.
b. Teens are more unique than grown-ups think.
c. Teens are all the same.
d. Teens are limited in how they can be individuals.
Students should pick the statement they most agree with and explain why the statement is true to them. They should write down their thoughts in 1/3 of a page, and then be prepared to get up and share their opinions in front of the class.
2. Weekly papers are due today: Topic - Tell the story of a new beginning. 1 page = 50 points. No late papers accepted, as we are trying to cultivate our skills of meeting deadlines. Students will have an opportunity to share their stories for extra credit.
3. If time allows, a quiz will be given.
Homework: Continue to finalize those senior projects!
After this class, students will be able to:
1. meet a deadline.
2. form a written and spoken opinion on a current topic.
3. share thoughts out loud and listen to others.
Agenda:
1. Warm-Up: Students should consider the following 4 statements:
a. Being a teen is the worst.
b. Teens are more unique than grown-ups think.
c. Teens are all the same.
d. Teens are limited in how they can be individuals.
Students should pick the statement they most agree with and explain why the statement is true to them. They should write down their thoughts in 1/3 of a page, and then be prepared to get up and share their opinions in front of the class.
2. Weekly papers are due today: Topic - Tell the story of a new beginning. 1 page = 50 points. No late papers accepted, as we are trying to cultivate our skills of meeting deadlines. Students will have an opportunity to share their stories for extra credit.
3. If time allows, a quiz will be given.
Homework: Continue to finalize those senior projects!
Thursday, January 8, 2009
Objectives:
After this class, students will be able to:
1. differentiate between a thesis statement and fact statement.
b. define transitional words and apply them in writing.
c. write personal opinions.
Agenda:
1. Warm-Up: Students will complete the following exercise in their notebooks:
Which on of these is NOT a thesis?
a. Thousands of people are addicted to the Internet.
b. Because they didn't think about the consequences first, many teens get STDs from unprotected sex.
Turn the fact sentence you identified into a theses statement (opinion).
2. Today's Vocabulary: Students will write these in their notebooks:
a. Transitional Words: Some transitional words you can include to move from chapter to chapter are: also, similarly, although, however, on the other hand, as a result, consequently, eventually, first, last, more important, next, therefore.
b. Citation: when you write your research paper, you internally cite the places you found your information so you aren't caught plagiarizing. You do this by putting, in parentheses, the name of the author who wrote the information that you are referencing.
3. Transitional Word Practice: Students will complete the following paragraph using the transitional word list:
Teens love music. ______, they love wearing the latest styles. They are greatly influenced by the media. _____, they think that they are independent thinkers who create their own styles. This is rarely the case, since most teens dress the same. _____, they wear baggy pants. _____, they wear loose t-shirts. _____, they wear brand name sneakers. _______, they end up all looking the same. _____, they often use hairstyles and tattoos to make themselves stand out in a crowd.
NOTE! There is more than one right answer for some of the blanks. There are, however, some definite WRONG answers.
4. Writing/Debate: Students should consider the following questions in relation to the above paragraph: Is this true? Do teens delude themselves into thinking they are unique, or are they as individualistic as they think? Write 1/3 page on this topic explaining your opinion on teen individuality and style. Write a poem if you prefer.
Homework: Senior Project!!!!
After this class, students will be able to:
1. differentiate between a thesis statement and fact statement.
b. define transitional words and apply them in writing.
c. write personal opinions.
Agenda:
1. Warm-Up: Students will complete the following exercise in their notebooks:
Which on of these is NOT a thesis?
a. Thousands of people are addicted to the Internet.
b. Because they didn't think about the consequences first, many teens get STDs from unprotected sex.
Turn the fact sentence you identified into a theses statement (opinion).
2. Today's Vocabulary: Students will write these in their notebooks:
a. Transitional Words: Some transitional words you can include to move from chapter to chapter are: also, similarly, although, however, on the other hand, as a result, consequently, eventually, first, last, more important, next, therefore.
b. Citation: when you write your research paper, you internally cite the places you found your information so you aren't caught plagiarizing. You do this by putting, in parentheses, the name of the author who wrote the information that you are referencing.
3. Transitional Word Practice: Students will complete the following paragraph using the transitional word list:
Teens love music. ______, they love wearing the latest styles. They are greatly influenced by the media. _____, they think that they are independent thinkers who create their own styles. This is rarely the case, since most teens dress the same. _____, they wear baggy pants. _____, they wear loose t-shirts. _____, they wear brand name sneakers. _______, they end up all looking the same. _____, they often use hairstyles and tattoos to make themselves stand out in a crowd.
NOTE! There is more than one right answer for some of the blanks. There are, however, some definite WRONG answers.
4. Writing/Debate: Students should consider the following questions in relation to the above paragraph: Is this true? Do teens delude themselves into thinking they are unique, or are they as individualistic as they think? Write 1/3 page on this topic explaining your opinion on teen individuality and style. Write a poem if you prefer.
Homework: Senior Project!!!!
Wednesday, January 7, 2009
Objectives:
After this lesson, students will be able to:
1. define metacognition and apply the concept to their own lives.
2. define thesis.
c. differentiate between thesis and opinion.
Agenda:
1. Warm-Up: Students should answer the following questions in their notebooks: Which extra credit opportunities have you taken advantage this marking period? If you haven't done any, why?
2. Today's Vocabulary and Application:
a. Metacognition - being aware of and understanding how you think and learn
b. Brainstorming about metacognition: 5 sentences for each question:
a. How does your mood effect your learning?
b. Do you have to like a teacher to learn something from them? Give an example to support your position.
Ms. Kingsbury will solicit students for their answers.
3. Notes: Students should write these into their notebooks.
What is a thesis statement?
a. It is the main point and controlling idea of your paper.
b. It is the final sentence in your introduction paragraph.
c. It is NOT a statement of fact.
d. It is an assertion and opinion you have about your topic. It should make your reader say, “What? Really?!”
e. Students will practice identifying facts versus thesis statements. They will also practice converting fact statements into thesis statements.
Homework: The marking period ends on Friday! Students should complete missing work and continue to work on their senior projects.
After this lesson, students will be able to:
1. define metacognition and apply the concept to their own lives.
2. define thesis.
c. differentiate between thesis and opinion.
Agenda:
1. Warm-Up: Students should answer the following questions in their notebooks: Which extra credit opportunities have you taken advantage this marking period? If you haven't done any, why?
2. Today's Vocabulary and Application:
a. Metacognition - being aware of and understanding how you think and learn
b. Brainstorming about metacognition: 5 sentences for each question:
a. How does your mood effect your learning?
b. Do you have to like a teacher to learn something from them? Give an example to support your position.
Ms. Kingsbury will solicit students for their answers.
3. Notes: Students should write these into their notebooks.
What is a thesis statement?
a. It is the main point and controlling idea of your paper.
b. It is the final sentence in your introduction paragraph.
c. It is NOT a statement of fact.
d. It is an assertion and opinion you have about your topic. It should make your reader say, “What? Really?!”
e. Students will practice identifying facts versus thesis statements. They will also practice converting fact statements into thesis statements.
Homework: The marking period ends on Friday! Students should complete missing work and continue to work on their senior projects.
Tuesday, January 6, 2009
Tuesday, January 6, 2009
Objectives:
After this class, students will be able to:
a. score student writing based on a set criteria.
b. define terms related to research writing.
c. upgrade informal writing to formal writing.
Agenda:
1. Warm-Up: Students will score a sampling of cover letters based on the criteria that we learned in class yesterday (content, focus, organization, conventions).
2. Announcements: See announcements from yesterday's posting.
3. Notes: Write these down!
Your research paper should have:
Unity - All sentences relate to the thesis of the paper, either directly or implied.
Coherence - Ideas are arranged in an order that makes sense & flows from one point to another with ease.
4. Notes: Write these down!Your research paper should be formal and contain no slang.
INFORMAL: Some people shouldn’t own pets. Period.
FORMAL: Certain people should not own pets under any circumstances.
5. Practice: Informal to Formal:
Students should change these informal sentences to formal writing.
a. INFORMAL: Why is it that models are starving theirself to death?
b. INFORMAL: Some kids are so dumb that you just can’t understand it.
c. INFORMAL: Your hair will fall out when you get chemo, can you believe it?
d. INFORMAL: College costs so much now it’s crazy.
e. INFORMAL: Violence in Philadelphia is so out of control. It’s messing up everything.
f. INFORMAL: Babies having babies is not right.
Homework: Senior Project, people!
After this class, students will be able to:
a. score student writing based on a set criteria.
b. define terms related to research writing.
c. upgrade informal writing to formal writing.
Agenda:
1. Warm-Up: Students will score a sampling of cover letters based on the criteria that we learned in class yesterday (content, focus, organization, conventions).
2. Announcements: See announcements from yesterday's posting.
3. Notes: Write these down!
Your research paper should have:
Unity - All sentences relate to the thesis of the paper, either directly or implied.
Coherence - Ideas are arranged in an order that makes sense & flows from one point to another with ease.
4. Notes: Write these down!Your research paper should be formal and contain no slang.
INFORMAL: Some people shouldn’t own pets. Period.
FORMAL: Certain people should not own pets under any circumstances.
5. Practice: Informal to Formal:
Students should change these informal sentences to formal writing.
a. INFORMAL: Why is it that models are starving theirself to death?
b. INFORMAL: Some kids are so dumb that you just can’t understand it.
c. INFORMAL: Your hair will fall out when you get chemo, can you believe it?
d. INFORMAL: College costs so much now it’s crazy.
e. INFORMAL: Violence in Philadelphia is so out of control. It’s messing up everything.
f. INFORMAL: Babies having babies is not right.
Homework: Senior Project, people!
Monday, January 5, 2009
Monday, January 5, 2009
Objectives:
After this class, students will be able to:
1. meet deadlines.
2. explain the criteria by which their senior project will be scored.
3. practice peer review and scoring.
Agenda:
1. Warm-Up Part One: In their notebooks, students will write the answer to the following questions: Describe the experience you had working/sitting in groups. Loved it? Hated it? What do you think about sitting in rows? (5 sentences) Ms. Kingsbury will solicit student feedback on the "new" classroom arrangement and offer her rationale for making the classroom old-school again.
2. Warm-Up Part Two: Students will answer the following question in their notebooks: WINTER BREAK - tell me about it? High points, low points - 1/2 page. Ms. Kingsbury will solicit answers from students.
3. VERY IMPORTANT ANNOUNCEMENTS:
a. Ms. Kingsbury will be closing her gradebook for the second marking period on Friday, January 9, 2009. This is earlier than most teachers as Ms. K takes all your late work (aren't those kids lucky?!). If you need a list of make-up work and/or would like to know your grade, please send an email to ms.kingsbury@verizon.net requesting this information.
2. Due to communication problems, the SENIOR PROJECT for Ms. Kingsbury's students is now due on Friday, January 23, 2009.
3. Weekly Papers will begin this week in order to foster the habit of meeting deadlines. The weekly paper is assigned on Monday and is due on Friday - it can be handwritten, typed, or emailed. 50 points for 1 page.
THIS WEEK'S TOPIC: TELL THE STORY OF A NEW BEGINNING. (Hint: You may interpret this however you like; there is no right or wrong answer!).
4. Notes: These must be copied into students' notebooks:
Each piece of the senior project is scored based on 4 criteria:
a. Content - Did you write enough substance? Is the essay the right length?
b. Focus - Did you stay on one topic or did you wander off?
c. Organization - Is the paper in a logical order?
d. Conventions - Is the spelling, grammar, punctuation, etc., all correct?
You will receive a score of 5 (perfect) -----> 1 (terrible) for each of these criteria. Total possible points for each piece is 20.
PRACTICE TIME! Please review the following transcript self-assessements and score them according to the above criteria.
Transcript Self-Asssessment #1
When I saw all of my grades, I wasn't surprised at all , because I knew what I was doing and how I prepared myself when it can down to studying or picking up a book. There were a lot of times that I didn't wanna go to school & there were a lot of days that I was sick or I had death's in my family" or , because I am a year behind. After I got tired of "not" going to school , I realized a whole lot "like by me not going to school isn't gonna make it any better if I don't go unless I start going to school and keep that promise to myself. The classes that I were successful in was math,marine classes,art,and gym. When I was younger those classes weren't hard to me its that when I transfered to different schools the work became harder for me to understand , but I got the hang of it as I got used to it. The classes that I had trouble with was math,chemisty,and biology. Those classes were hard for me, because I didn't really know anything those or I had gave up. If I had to do school all over again I would come to school everyday and on time and I would do as I'm told and not play around or give up on my.
Transcript Self-Asssessment #2
When I look at my transcript and see my grades I feel as though I could have done better.I look at my transcript and is proud of the big turn around in my grades.I feel as though I have improved a lot and has grown an it show.At the same time I ask myself what was going on with me in my early high school years.If I could do high school over again I would stay focuses and try hard like always.
Transcript Self-Asssessment #3
When I look back on my high school performance, I see that my grades have been in the middle of good and bad. I did well in my math classes because I was just naturally good at it. I didn't do well in English 2 because I wasn't go to class. Seeing my grades on paper makes feel good because now I can see how I can improve. If I could ever do high school again, I would keep myself focused and attend all of my classes.
Transcript Self-Asssessment #4
When I look back on my high school performance, I see that my grades have been very good. I did well in Florida, because I had good company to hang out with and it had a good motivation. I didn’t do well in Philadelphia, because I got caught up in the wrong crowd. Seeing my grades on paper makes me feel proud, because I did it and I made it through high school. If I could do high school over again I probably would.
Transcript Self-Asssessment #5
When I look back on my high school performance, I see that my grades have been rough at first. I did well in 11th grade, because I knew I couldn’t play around and take life serious. I didn't do well in 10th grade, because I was lazy and believed I could through life like that. Seeing my grades on paper makes me feel angry because I know I could have done so much better. If I could do high school over again, I would most certainly because I know I could do a much better job.
HOMEWORK: The list is extensive - complete the typing for your senior project, get that weekly paper out of the way. And extra credit, don't forget that!
After this class, students will be able to:
1. meet deadlines.
2. explain the criteria by which their senior project will be scored.
3. practice peer review and scoring.
Agenda:
1. Warm-Up Part One: In their notebooks, students will write the answer to the following questions: Describe the experience you had working/sitting in groups. Loved it? Hated it? What do you think about sitting in rows? (5 sentences) Ms. Kingsbury will solicit student feedback on the "new" classroom arrangement and offer her rationale for making the classroom old-school again.
2. Warm-Up Part Two: Students will answer the following question in their notebooks: WINTER BREAK - tell me about it? High points, low points - 1/2 page. Ms. Kingsbury will solicit answers from students.
3. VERY IMPORTANT ANNOUNCEMENTS:
a. Ms. Kingsbury will be closing her gradebook for the second marking period on Friday, January 9, 2009. This is earlier than most teachers as Ms. K takes all your late work (aren't those kids lucky?!). If you need a list of make-up work and/or would like to know your grade, please send an email to ms.kingsbury@verizon.net requesting this information.
2. Due to communication problems, the SENIOR PROJECT for Ms. Kingsbury's students is now due on Friday, January 23, 2009.
3. Weekly Papers will begin this week in order to foster the habit of meeting deadlines. The weekly paper is assigned on Monday and is due on Friday - it can be handwritten, typed, or emailed. 50 points for 1 page.
THIS WEEK'S TOPIC: TELL THE STORY OF A NEW BEGINNING. (Hint: You may interpret this however you like; there is no right or wrong answer!).
4. Notes: These must be copied into students' notebooks:
Each piece of the senior project is scored based on 4 criteria:
a. Content - Did you write enough substance? Is the essay the right length?
b. Focus - Did you stay on one topic or did you wander off?
c. Organization - Is the paper in a logical order?
d. Conventions - Is the spelling, grammar, punctuation, etc., all correct?
You will receive a score of 5 (perfect) -----> 1 (terrible) for each of these criteria. Total possible points for each piece is 20.
PRACTICE TIME! Please review the following transcript self-assessements and score them according to the above criteria.
Transcript Self-Asssessment #1
When I saw all of my grades, I wasn't surprised at all , because I knew what I was doing and how I prepared myself when it can down to studying or picking up a book. There were a lot of times that I didn't wanna go to school & there were a lot of days that I was sick or I had death's in my family" or , because I am a year behind. After I got tired of "not" going to school , I realized a whole lot "like by me not going to school isn't gonna make it any better if I don't go unless I start going to school and keep that promise to myself. The classes that I were successful in was math,marine classes,art,and gym. When I was younger those classes weren't hard to me its that when I transfered to different schools the work became harder for me to understand , but I got the hang of it as I got used to it. The classes that I had trouble with was math,chemisty,and biology. Those classes were hard for me, because I didn't really know anything those or I had gave up. If I had to do school all over again I would come to school everyday and on time and I would do as I'm told and not play around or give up on my.
Transcript Self-Asssessment #2
When I look at my transcript and see my grades I feel as though I could have done better.I look at my transcript and is proud of the big turn around in my grades.I feel as though I have improved a lot and has grown an it show.At the same time I ask myself what was going on with me in my early high school years.If I could do high school over again I would stay focuses and try hard like always.
Transcript Self-Asssessment #3
When I look back on my high school performance, I see that my grades have been in the middle of good and bad. I did well in my math classes because I was just naturally good at it. I didn't do well in English 2 because I wasn't go to class. Seeing my grades on paper makes feel good because now I can see how I can improve. If I could ever do high school again, I would keep myself focused and attend all of my classes.
Transcript Self-Asssessment #4
When I look back on my high school performance, I see that my grades have been very good. I did well in Florida, because I had good company to hang out with and it had a good motivation. I didn’t do well in Philadelphia, because I got caught up in the wrong crowd. Seeing my grades on paper makes me feel proud, because I did it and I made it through high school. If I could do high school over again I probably would.
Transcript Self-Asssessment #5
When I look back on my high school performance, I see that my grades have been rough at first. I did well in 11th grade, because I knew I couldn’t play around and take life serious. I didn't do well in 10th grade, because I was lazy and believed I could through life like that. Seeing my grades on paper makes me feel angry because I know I could have done so much better. If I could do high school over again, I would most certainly because I know I could do a much better job.
HOMEWORK: The list is extensive - complete the typing for your senior project, get that weekly paper out of the way. And extra credit, don't forget that!
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