Tuesday, January 13, 2009: According to NBC10 - This is what happened!

Break-In at Overbrook High

By TAMARA VOSTOK

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.

Scholarship Alert For Athletes!

http://www.sammy.bodybymilk.com/index.php

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

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

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!

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

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!

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!!!!

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.

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!

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!

FYI: The College Admissions Process

http://questions.blogs.nytimes.com/2008/12/17/qa-college-admissions/?hp#ap

Yes, this might be a long article, but this is stuff that you NEED TO KNOW! Post thoughts, concerns, and questions in the COMMENTS section below! EC, of course, for your best effort.

Extra Credit Opportunity: The Corner Store Problem

Please read this article from Science Daily about the Corner Store Project from the researchers at Temple University:

http://www.sciencedaily.com/releases/2008/10/081004080914.htm

What do you think? What is the attraction of the corner store before and/or after school? Would kids still go to the corner store if all they could buy were fruit and veggie snacks? 20 points extra credit for a well thought-out opinion of 5 sentences on this topic emailed to ms.kingsbury@verizon.net or posted to the COMMENTS section below!

Extra Credit Opportunity: Book Reading Vs. Computer Reading

Please read this article from Science Daily which argues that book reading is better for you than reading off a computer screen:

http://www.sciencedaily.com/releases/2008/12/081219073049.htm

What do you think? 20 points extra credit for sharing a well thought-out opinion of 5 sentences on this topic - emailed to ms.kingsbury@verizon.net or posted in the COMMENTS section below!

Extra Credit Opportunity: Dating Vs. Hooking Up

Please read this article from the NY Times about the cultural shift from dating to hooking up among teenagers:

http://www.nytimes.com/2008/12/13/opinion/13blow.html?th&emc=th

What do you think? Is hooking up really preferred to dating? Why the shift? What has been your personal experience or what is your personal opinion? 20 points for a well thought-out opinion of 5 sentences posted here in the COMMENTS section or emailed to ms.kingsbury@verizon.net.

Extra Credit Opportunity: Helping Teens Through Hard Times

Please read this article from Science Daily about the best ways to help teens deal with the stresses of the world:

http://www.sciencedaily.com/releases/2008/11/081113181308.htm

What do you think? 20 points EC for a well thought-out opinion of 5 sentences on this topic posted to the COMMENTS section or emailed to ms. kingsbury@verizon.net.

Extra Credit Opportunity: Are Myspacers & Facebookers Narcisists?

Please read this article from Science Daily about the connection between Facebook and narcissim:

http://www.sciencedaily.com/releases/2008/09/080922135231.htm

What do you think? Can your level of narcissim be determined by your Myspace page? 20 points EC for a well thought-out opinion of five sentences posted in the COMMENTS section below or emailed to ms.kingsbury@verizon.net.

Extra Credit Opportunity: What Students Want From Teachers

Please read an article from Educational Leadership about what students want from teachers:

http://www.ascd.org/publications/educational_leadership/nov08/vol66/num03/What_Students_Want_from_Teachers.aspx

Which one of these "wants" is most important? Submit a well-thought out opinion of five sentences to ms.kingsbury@verizon.net or post to the COMMENTS section below...

Tuesday, November 11, 2008

Veterans' Day - No School! Enjoy your day off! Don't forget that Senior Project!

Extra Credit Opportunity: You Know It's Hard Out Here For A Kid...

http://www.nytimes.com/interactive/2008/11/09/us/20081109_EMPLOY_AUDIO.html

Hard Times in Philadelphia

Check out this audio presentation from the NY Times about the state of (un)employment among Philadelphia's young people. What do you think? 20 points EC for a well thought-out opinion of five sentences on the topic of teen employment posted in the COMMENTS section below or emailed to ms.kingsbury@verizon.net.

Free Obama Sticker, Kids!

Want a free Obama Victory sticker designed by Shepard Fairey,
the artist who created the iconic Obama "Hope" poster? Click here:

Click for your free sticker

Extra Credit Opportunity: Your Special Talent!

Click on the title of this post to read about one man's special talent of folding dollar bills into intricate origami. For 20 points EC, please post in the COMMENTS section your special talent. What are you good at? Let the world know!

Monday, November 10, 2008

Objectives:
After this class, students will be able to:
a. manage time to meet deadlines.
b. analyze the significance of a national holiday.
c. provide a personal reflection on an issue of social importance.

Agenda:
1. Warm-Up: Students should answer the following question in their notebooks: Veterans' Day is tomorrow. What does this holiday mean to you? 1-2 sentences

2. Reminders:
a. 1st rough draft of your research paper was due on Friday - 200 points. Show me by Wednesday - NO LATE WORK ACCEPTED!
b. Typed research paper due 11/28/08 - emailed to ms.kingsbury@verizon.net.
c. Resources Worksheet due 11/26/08

3. Today's Writing: In your research paper, you need to have a section on your personal opinion or experience with your topic. Today you will write this section of your paper. Length - 1 1/2 page. You might want to discuss the following:
a. why you chose this topic
b. why this topic is important
c. how this topic has impacted your life
d. how this topic effects the world
e. how the government influences your topic
40 points - due by the end of class - EC for sharing your thoughts with the group!

Homework: Continue to work on your senior projects!!

Thursday, November 6 - Friday, November 7, 2008

Objectives:
After this class, students will be able to:
a. reflect on personal experiences.
b. consider the philosophy of lying and telling the truth.
c. understand plot.
d. analyze character.

Agenda:
1. Warm-Up: What was the last lie that you told? What was the last lie that you heard? Ms. Kingsbury will solicit students for their answers. 2-3 sentences

2. Reminders: Handwritten first rough draft of senior project research paper due on Friday - 200 points!!

3. Students will complete the Quickwrite on page 1064 - What if one day a year, everyone told only the truth to each other? What would that day look like? Is this a good idea or not? 5 sentences

4. Students will read "Like the Sun" - page 1066 - 1068 in their textbooks. As they read, students will complete the following analysis of the story in 2-column note format:

MAIN IDEAS AND QUESTIONS:
1. To me, the truth is like __________,
2. Sekhar tells the truth to his wife. This makes her feel _______.
3. Sekhar tells the truth to his coworker. This makes him feel _____.
4. Sekhar tells the truth to his boss. This makes him feel _____.
5. Sekhar feels that telling the truth is worth the price.

DETAILS AND ANSWERS:
1. because.....
2. How often do you tell the truth to your family? Why?
3. How often do you tell the truth to your friends? Why?
4. Should you tell the truth to your boss? Why?
5. Is it?

Homework: Students should continue to work on their Senior Projects!

Wednesday, November 5, 2008

CONGRATULATIONS TO BARACK OBAMA, THE PRESIDENT-ELECT OF THE UNITED STATES OF AMERICA!

Period 2: We will have a discussion about the results of the election.
Period 3: No class due to today's Senior Dedication Practice Assembly. See you tomorrow!

Tuesday, November 4, 2008

History in the making, boys and girls! Election Day - NO SCHOOL! If you're old enough to vote, get out and do it!

Monday, November 3, 2008

Objectives:
After this class, students will be able to:
1. reflect on personal work ethic and productivity.
2. form written political opinions.
3. share thoughts in front of the class and listen to others.

Agenda:
1. Warm-Up: Students will answer the following question in their notebooks: After last week's whirlwind workload, what grade do you think you earned in English this marking period? Why? 2-3 sentences - Ms. Kingsbury will solicit answers from students.

2. Reminders:
a. If you are registered to vote - DO IT!
b. Friday 11/7/08 - handwritten research papers due (first rough draft) - 200 points!

3. Writing and Discussion Activity: Students will answer the following questions in their notebook and have a discussion on relevant political issues:
a. Are you voting tomorrow? If so, for who? Why? If you are not old enough to vote, who would you vote for? Why?
b. What will it mean for African Americans if/when Obama wins the election tomorrow?
c. Has race been an issue in this election? Explain.
d. How has the female VP candidate made a difference in this election? What do you know about her?
e. What is your unadulterated, no-hold-barred opinion of Obama and McCain?

Homework: Students will continue to work on the rough draft of their research papers which are due on Friday.

Major Scholarship Opportunity!

Official Entry Form

No purchase or payment necessary to enter or win. A purchase will not increase your chances of winning. Void where prohibited by law.

The Contest: In 750 words or less, explain why you (as the most deserving person on the planet) should win a $10,000 prize for tuition/books in the fall of 2009. The contest is open to full-time students pursuing an undergraduate degree at an accredited two-year or four-year college or university in the U.S. or Canada in the fall of 2009. Essays must be original work and should reflect the tone of mental_floss magazine. Winning essays must be truly memorable. They should be easy-to-read, funny, quirky and creative without being pretentious. Just (we hope) like mental_floss magazine. The prizes will be awarded on the overall quality of your essay.

Eligibility: You must be 18 years of age or older (by August 15, 2009) and a legal resident of the United States (except Puerto Rico), the District of Columbia or Canada (except Quebec) in order to enter.

Grand Prizes: Five $10,000 (U.S.) scholarships will be awarded for full-time students pursuing an undergraduate degree at an accredited two-year or four-year college or university in the U.S. or Canada in the fall of 2009. The prizes will be paid directly to the schools. Winners will also receive a Merriam-Webster Collegiate® Dictionary and a two-year subscription to mental_floss magazine.

Runner-Up Prizes: The First Grand Consolation Prize is a dinner at your college or university during fall semester 2009 with a co-founder of Mental Floss LLC, namely Will Pearson or Mangesh Hattikudur, and five (5) of your closest friends or a cash award of $250. Four other Runners-up will receive a one-year subscription to mental_floss magazine, a mental_floss T-shirt and a Merriam-Webster dictionary.

Click here to view all the official rules of the contest

Have a question? Please check our Frequently Asked Questions first. You can also send an email to dana@mentalfloss.com or call us at (440) 338-1816

Extra Credit Opportunity: College Matchmaker!

Give Campus Explorer a try:

http://www.campusexplorer.com/

What do you think of this service? What colleges did it recommend for you? 20 points EC for your opinion of this new website posted to the COMMENTS section or emailed to ms.kingsbury@verizon.net.

Extra Credit Opportunity: Is the college of your choice about to go under?

Click on the title of this post to read a Forbes article about private colleges about to go out of business. You can also cut and paste the link below into a new window:

http://www.forbes.com/2008/10/22/college-debt-loans-biz-beltway-cx_md_1023schools.html?partner=executive_picks_newsletter

What do you think? Should small private colleges be allowed to go out of business, or should they be saved? 20 points EC for a well thought-out opinion of 5 sentences posted in the COMMENTS section or emailed to ms.kingsbury@verizon.net.

Extra Credit Opportunity: More Fun Electives Needed?

Click on the title of this post to read a NY Times article about the boom in electives around the country. You may also cut and paste the link below into a new window:

http://www.nytimes.com/2008/10/27/education/27electives.html?_r=1&th&emc=th&oref=slogin

What do you think? Are more electives a good thing or do they water down the high school curriculum? If you had your choice, what electives would you take? 20 points EC for a well thought-out opinion of 5 sentences posted in the COMMENTS section here or emailed to ms.kingsbury@verizon.net.

Monday, October 27 - Friday, October 31, 2008

Dear Students: Due to a myriad of conflicting issues this week (World Series, Benchmark Testing, and Senior Dedication Assembly), we are having a modified week with the following work schedule:

Monday, 10/27/08: We will begin our end-of-semester writing assignments.
Tuesday, 10/28/08: We will continue with our writing assignments.
Wednesday, 10/29/08: Your writing assignments are due.
Thursday 10/30/08: Computer Lab to work on Senior Projects
Friday 10/31/08: Computer Lab to work on Senior Projects

Our marking period is over TODAY! Final grades will be available on Monday, November 3, 2008. You will then have one day to fix your grade if you don't like what you have (all together now - THANK YOU, MS. KINGSBURY!).

SURVIVAL SKILLS!

Boys & girls, consider the following essential survival skills from Educational Leadership (the place where principals and teachers get the most up-to-the-minute research on education):

1. Critical Thinking and Problem Solving

2. Collaboration and Leadership

3. Agility and Adaptability

4. Initiative and Entrepreneurialism

5. Effective Oral and Written Communication

6. Accessing and Analyzing Information

7. Curiosity and Imagination

What do you think? Are any skills missing from the list? What skills on this list do you possess? Which ones do you need? 20 points EC for your thoughts posted in the COMMENTS section or emailed to ms.kingsbury@verizon.net....

Extra Credit Opportunity: Bad Habits in College = Lower GPA - SURPRISED?

Please read this article from Science Daily about the connection between unhealthy habits (smoking, drinking, and all-nighters) and your college GPA (which you pay ALOT of $$ to earn!):

http://www.sciencedaily.com/releases/2008/10/081021120925.htm

What do you think? How can this information help you NOW in high school? 20 points EC for a well thought-out opinion of 5 sentences posted here in COMMENTS or emailed to ms.kingsbury@verizon.net.

Extra Credit Opportunity: The Future Is Now!

Please read this article entitled "77% of Teachers Assign Internet-Required Homework: Survey" - you can access it by clicking on the title of this post or by cutting and pasting this link:

http://www.multichannel.com/article/CA6608496.html

What do you think? Is this amount of Internet use acceptable? Are students being asked to do too much work on the computer? 20 points for a well thought-out opinion of 5 sentences emailed to ms.kingsbury@verizon.net or posted in the COMMENTS section here....

Friday, October 24, 2008

Objectives:
After this class, students will be able to:
1. read and comment on the work of their peers.
2. respond to feedback on their writings.
3. speak in front of the class and listen to others.

Agenda:
Today students will have the opportunity to share their $500 essays with their classmates in a peer review activity and then in front of the class for entire group feedback.

Homework: Students should continue to work on their senior project research papers.

Thursday, October 23, 2008

Objectives:
After this class, students will be able to:
1. write for a clearly defined audience and purpose.
2. listen to a professional speaker.
3. take notes during a presentation.

Agenda:
1. Warm-Up: Students should write the following announcement into their notebooks: This is your homework! Write this down! Each month, from now until June, the School District of Philadelphia and Office Depot will give away $500 to an outstanding senior. Write a 1 page essay in which you explain why you should win the money. Discuss your character, academics, and community service. 50 points (and maybe some cash!)

2. Today we will have a guest speak, Lyle Boyd, from Lincoln Technical Institute. He will discuss finances and career choices after high school. As he speaks, students should take 2-column Cornell Notes on his presentation.

Homework: Students should type and email their resumes, cover letters, and thank you letters to ms.kingsbury@verizon.net. Due tomorrow!

EC OPPORTUNITY: Being smart is great, but having excellent social skills is better:

Check out this article from Science Daily:

http://www.sciencedaily.com/releases/2008/10/081015120749.htm

It's better in the longer run to have excellent social skills than high grades. Does this surprise you? 20 points extra credit for a well thought-out opinion of 5 sentences in this topic, posted here or emailed to ms.kingsbury@verizon.net...

EC OPPORTUNITY: Being smart is great, but having excellent social skills is better:

Check out this article from Science Daily:

http://www.sciencedaily.com/releases/2008/10/081015120749.htm

It's better in the longer run to have excellent social skills than high grades. Does this surprise you? 20 points extra credit for a well thought-out opinion of 5 sentences in this topic, posted here or emailed to ms.kingsbury@verizon.net...

Wednesday, October 22, 2008

EARLY DISMISSAL, BOYS AND GIRLS! MS. KINGSBURY HAS A MEETING TO GO TO - ENJOY YOUR EASY DAY!

Tuesday, October 21, 2008

Objectives:
After this class, students will be able to:
1. monitor their research paper progress.
2. define the features of a works cited page.
3. create their own works cited page.

Agenda:
1. Warm-Up: Students will answer the following questions in their notebooks: You need to have over 10 sources for your research paper. How many sources do you have at this point? What kind of sources are they (book, magazine, website)? Ms. Kingsbury will solicit students for answers to get a feel for their progress.

2. Students will record the following notes on how to create a Works Cited Page in their notebooks:

Features of a Works Cited page: Write these all down into your notebook!

1. Begin your Works Cited page on a separate page at the end of your research paper.

2. The entries on the Works Cited page should be in alphabetical order. Most entries will begin with the author’s last name. Sometimes the entry will begin with the title.

3. Format of a book entry:
Lastname, Firstname. Title of Book. Place of Publication: Publisher, Year of Publication.

(Any pamphlets or brochures are also cited in this format.)

4. Format of a magazine/newspaper article entry:
Author(s). "Title of Article." Title of Periodical Day Month Year: pages.

5. Format of a website entry:
Author(s). "Title of Article." Title of Online Publication. Date of Publication. Date of Access .

(If there is no author, start the entry with the title.)

6. Format of an interview entry:
Name of Person Interviewed. Personal Interview. Date of Interview.

7. Visit this site for more help: http://library.duke.edu/research/citing/workscited/

After taking their notes, students will turn the following narrative into a Works Cited Page:

Class of 2009! I close my eyes, and I picture myself walking down the aisle and receiving my diploma and shaking Ms. Young’s hand and giving the finger to that teacher that forced me to go to summer school last year. I can’t wait to graduate, but first I need to write a research paper for the Senior Project.

I decide to do a paper on violence and hip hop. I go to the Free Library of Philadelphia at 19th and Vine, and I find a book called Hip Hop Kills. It is written by this guy named Michael Dyson, and it is published by the University of Pennsylvania Press right here in Philly. The book is two years old.

I find another book called The Myth of the Violent Rapper. It is written by my old head Queen Latifah. It’s also two years old, and it was published by Harcum Press out of NYC.

After browsing through the books, I hit the magazines. I find this article by Jesse Jackson in Ebony; it’s called, “Stop the Violence Against Ourselves.” The magazine is from November 17, 2007, and I think the volume is 15. I find the article on pages 25-30.

I find another article about TI; it’s in the NY Times, and it’s called, “TI: Did He Do It?” I think the volume is 181. It was written by this girl named Shakira Lawrence, and it’s on page 10. The newspaper is from October 31, 2007, the day before my birthday!

After the books and magazines and hit the computer. I go to Google, and I amazingly find the phone number for Atlantic Records. Should I call it? I pick up my Razor - why not, right? It rings, and next thing I know I somehow get transferred to Lil Kim!! Holy $!&%!!! I talk to her for ten minutes about her trial and perjury conviction. It’s December 15, 2008, and it’s a day I’ll never forget.

I do a few more searches on violence and hip hop music. I visit a site and read this jawn called, “Biggie, Tupac - Is 50 Next?” I don’t see any author, but the site is http://www.urbangrip.com/biggietupac50.html, and it was published on April 20, 2005. Then I find another jawn called, “Drop Your Weapons!” This jawn was written by DeShaun Green back on February 14, 2003, and I found it at http://www.cnn.com/us/violence/green/021403.html.

I went to Wikipedia too. My teacher says to NOT USE WIKIPEDIA as my main source of info, which is why I read all that other stuff. Did you know that people just like you and me actually write the stuff you read on Wikipedia? Seriously, that kid with the corny hoodie could get it in his head that he knows something about heart surgery and could write a Wikipedia article about it!

So now I have a whole bunch of stuff to read, and I need to turn all this into a Works Cited page.

Will you help me?

Ms. Kingsbury will circulate and check for understanding and completeness in today's assignment.

Homework: Students will continue to work on their Senior Projects.

Monday, October 20, 2008

Objectives:
After this class, students will be able to:
1. define the features of an introduction paragraph.
2. define the features of a thesis statement.
3. write an introduction paragraph with a thesis statement.


Agenda:
1. Warm-Up: Students will answer the following questions in their notebooks: Describe your progress so far on the Senior Project. Are you ahead, on schedule, or behind? What one thing will you do this week to further you progress? Ms. Kingsbury will solicit answers from the students.

2. Students will take two column notes on the following presentation about the research paper introduction paragraph and thesis statements:

WHAT IS AN INTRODUCTION?
a. It is 5 sentences long (4 + thesis).
b. The first sentence is an attention-getter, something outrageous that engages your reader, leading them from the outside world into your paper.
c. It can include: background information, a short narrative or story, a surprising statistic, a definition, or a quotation.
d. It starts with a general statement and then gets specific about your topic. The introduction ends with your thesis statement.

WHAT IS A THESIS?
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. It follows a formula: Although people think one thing about this topic, the truth about the topic is this.


SAMPLE INTRODUCTIONS:

Imagine that you have been the victim of that terrible urban legend where your kidney is stolen while you were on vacation in a foreign country. “Can I survive without a major organ?” you might fret to yourself. Because of the advances in modern science, the answer is yes. Vital organs eventually fail within the human body. Organ donor matching can guarantee that a sick person in need of a vital organ will get the best one to extend his/her life.

In the recent movie John Q, a nine-year old boy needed a heart transplant, but his parents’ health insurance refused to cover it. Now imagine if this boy were your son. Everywhere, there are millions of people whose health insurance does not provide adequate coverage for necessary, life-saving treatments and procedures. Health insurance becomes a jungle in which many people become entangled and lost. However, despite the existence of companies that make health care difficult, there are many adequate health insurance options available.

Today’s doctors seem easily influenced by pharmaceutical companies. Rather than prescribe older drugs that are tried and tested, doctors leap for their prescription pads to write a script for the latest pill. Doctors use their best judgment, however, when they make these choices. After reading studies, they often conclude that “newer is better.” Although new prescription drugs are expensive and sometimes unproven, they provide benefits that older drugs cannot.

A woman with “cottage cheese” thighs is not a happy woman. She hates the summer, because she thinks she looks terrible in a bathing suit, and she hates the winter, because the many layers of clothing she wears makes her feel even bigger. Fortunately, if she can afford it, there is liposuction. After one short procedure, a woman can be transformed from saggy to sexy. Liposuction may be expensive and possibly danger, but it allows people to live healthier and more comfortable lives.

Imagine that your child has a chronic disease for which there appears to be no cure. You have been advised to try gene therapy to manage your child’s disease. The medical techniques behind gene therapy are still new. And indeed, gene therapy is not always guaranteed to help a patient. However, despite its risks and dangers, gene therapy is often successful and offers many benefits to a patient.

Have you ever been the only non-smoker in a group of nicotine addicts? You’ve probably spent much of your time with them coughing and choking, feeling like you were suffocating, or even thinking that you might die? And consider that street corner where you wait for the bus. You inhale the noxious fumes of uncountable automobiles. All this pollution is sure to make a person sick, perhaps even develop lung cancer. Although there are many ways to get lung cancer, the breathing of second-hand smoke is the primary cause of this disease.

3. After taking notes, students will write their own introductions with a thesis statement.

4. Reminders of Upcoming Due Dates:
a. 10/24: resume, cover letter, thank you letter - all due typed and emailed to ms.kingsbury@verizon.net
b. 10/27: grade sheets will be distributed
c. 10/30: October notebook check will be performed
d. 10/31: THE LAST DAY OF THE FIRST MARKING PERIOD!

Homework: Student should continue to work on their senior projects.

Extra Credit Opportunity: Free Computers For All?

Please read this article from the Guardian about the British government's beginning stages of a program to give a home computer to every student:

http://news.bbc.co.uk/2/hi/uk_news/education/7681654.stm

What do you think? Doable? Crazy? 20 points extra credit for posting here or emailing to ms.kingsbury@verizon.net an opinion of 5 sentences....

Something Interesting and Educational to Do @ UPenn

Penn Humanities Forum Lecture

Changing Places, Changing Faces: The Human Journey Wed October 29 5:00 pm to 6:30 pm Dr. Spencer Wells, Director of National Geographic's Genographic Project, recently named a National Geographic Explorer-in-Residence, shares his latest discoveries, and outlines the next steps for the ambitious Genographic Project, an initiative to collect and analyze over 100,000 DNA samples from indigenous populations worldwide. Reservations, through the Penn Humanities Forum, required: 215/573-8280, or by email: phf@sas.upenn.edu. This program is part of the University of Pennsylvania, Penn Museum, and city-wide Year of Evolution.

Friday, October 17, 2008

Objectives:
After this class, students will be able to:
1. read and comprehend non-fiction writing about a controversial issue.
2. draw inferences and conclusions about a controversial topic.
3. write personal opinions based on experience and evidence.

Agenda:
1. Warm-Up: Students will answer the following questions in their notebooks: Describe your style of dress. What do you like to wear? What does your style say about your personality? Ms. Kingsbury will solicit students for answers.

2. Today's Classwork: Students will read an article entitled "The Sad Truth About Saggin' Pants" by Judge Greg Mathis. This article can be found at: http://findarticles.com/p/articles/mi_m1077/is_9_63/ai_n27506779?tag=content;col1. The text of the article is below:

The sad truth about saggin' pants: emulating convicts can lead to prison mentality

Ebony, July, 2008 by Greg Mathis

We've all seen young Black men wearing white T-shirts and jeans sagging so low that their underwear was on display for all to see. And we've all shaken our heads and wondered what they were thinking, coming outside dressed like that. The sad truth is that they probably weren't thinking. They are simply emulating popular fashion, not knowing the trend's origin or understanding the potential social and personal consequences of blindly following the masses.

The saggin'-pants trend started in prison. Inmates, not allowed to have belts, wear their pants slung low. Once home, they continued the practice. Young boys in their neighborhoods took the look as their own. The trend grew and is immensely popular in both urban and suburban areas; many White teens now wear their pants dropping below their butts.

Emulating prisoners, or any other group, without understanding what you're doing is dangerous. For young Black men, the trend is especially self-destructive. Copying prisoners can contribute to a prisoner's mentality. Already our young men refer to a prison stint as a state-paid "vacation" or time away at "school." Prison is not luxurious and the education received there will not serve the inmate well once he returns home. Prison has become, for many, an unfortunate rite of passage. Instead of fighting against the odds, too many of our boys are embracing the street mentality. They must understand that prison is nothing more than modern-day slavery. Inmates in some U.S. prisons produce products sold on the open market. They receive just $1 a day while the large corporations that run the prisons make millions.

For many of our youth, glorifying the ghetto life and gangsta culture is the modus operandi for "keeping it real." The reality is that there is no glory in living in poverty, going to prison, being killed young or contracting a sexually transmitted disease, all frequent consequences of the thug culture.

The current generation of young Blacks is one of the most talented we've ever seen. We repeatedly have proven that we can rise above obstacles. Unfortunately, too many of our youth are still trapped in a mind-set that ultimately puts them at competitive disadvantage against those who are more privileged. While privileged youth may listen to gangsta rap and mimic some of its culture, at the end of the day, they return to superior schools, economically stable households and most of them attend college. Poor youth don't have the option of taking a detour Into self-destruction. When they decide to change directions and recapture their potential for success, the privileged youth has captured the opportunity.

One proposed solution is to outlaw saggin' pants, as did a town in Georgia. A better approach might be to embrace, educate and challenge our youth on why they should avoid fads and fashions that would be disrespectful to them selves and their community. We should inform them that saggin', when spelled backwards, describes the type of person they don't want to be.

We must be consistent, however; we cannot criticize our boys for wearing their pants low when our girls--and some grown women--are wearing low-rise jeans cut so low that the top of their thongs peek out. That particular style has its roots in prostitution, and the pole-dancing exercise rage comes from strippers. As a community, we must be consistent in what, who and how we criticize and encourage our young people.

BY JUDGE GREG MATHIS

COPYRIGHT 2008 Johnson Publishing Co.
COPYRIGHT 2008 Gale, Cengage Learning

After reading this article, students will answer the following questions:

1. According to the article, what is the origin of baggy pants?

2. According to the article, what is the current state and opinion of today's prison system?

3. Do you feel that today's generation of young Black people is one of the most talented, as Judge Mathis does? Explain your position.

4. Ban baggy pants for men? For women? Explain your position.

5. What 2 new things did you learn in your reading today?

Students will turn in the answers to their questions for 40 points towards their grade.

Homework: Students should continue to work on the rough drafts of their research papers. The handwritten version is due on Friday, November 7, 2008.

Thursday, October 16, 2008

Health Academy seniors were in an assembly today - no work assigned!

Wednesday, October 15, 2008: PSAT Testing!

Deepest apologies, boys and girls! Ms. Kingsbury is under the weather today. See you on Thursday!

Tuesday, October 14, 2008

Today students will begin their cross country pen pal project with students from San Diego, CA. Students will read letters and respond, earning 50 points for their work.

Put your life in perspective....

http://www.getrichslowly.org/blog/2008/10/15/faces-of-world-poverty-20-arresting-photographs/

...by visiting this site and viewing the lives of others. It will make you appreciate what you have.

Monday, October 13, 2008

NO SCHOOL - HAPPY COLUMBUS DAY!

Scholarship Alert!

Prudential Spirit of Community Awards
www.prudential.com/spirit
Deadline: October 31
The Prudential Spirit of Community Awards honor young people in middle level and high school grades for outstanding volunteer service to their communities. Over the past 13 years, the program has honored more than 80,000 young volunteers at the local, state and national level.

Coca-Cola Scholars Program
www.coca-colascholars.org
Deadline: October 31
Applicants must be high school seniors and selection is based on character, personal merit and commitment. There is also the Coca-Cola Scholars Two-Year College Scholarship available.

Scholastic Art and Writing Awards
www.scholastic.com/artandwritingawards
Deadline: Check website for regional deadlines
Young writers and artists in grades 7 to 12 can enter this competition sponsored by Scholastic. You can view the winning work from previous years online.

Thinking about college, even remotely?

http://www.college.gov

This is a great site which will direct you through the specifics of the college applications process! Go!!!

Friday, October 10, 2008

Tentative plans for this day include working on our cross-country pen pal project. Due to the holiday the day before and the upcoming Monday, today's plan is flexible and open to allow for circumstances arising due to attendance (or lack thereof).

Thursday, October 9, 2008

No School! Enjoy your day off!

Wednesday, October 8, 2008

Students will spend this class period in our library collecting information on their research topics. Students will work on the handwritten rough drafts of their research papers during this class time.

Monday, October 6, 2008

Objectives:
After this class, students will be able to:
a. describe the requirements of their senior project research paper.
b. define vocabulary related to research.
c. create a research paper outline.

Agenda:
1. Warm-Up: In their notebooks, students should answer the following questions: What is the topic of your research paper? Why did you choose this topic? 2-3 sentences

2. Students will take Cornell Notes (aka 2-column notes) on the following slide show which outlines the requirements and due dates for the research paper of the senior project:



3. Students will create their research paper outline from their research proposals. Ms. Kingsbury will check for completed outlines on October 17, 2008.

Homework: Students should begin researching their topic and collecting information to write their research papers.

Tuesday, October 7, 2008

Guest Speaker! Rose Kennedy from the Thompson Institute will be visiting to provide students with a career presentation.

Friday, October 3, 2008

Objectives:
After this class, students will be able to:
a. define the features of a resume.
b. create a personal resume of their own.
c. write for a specific audience and purpose.

Agenda:

1. Warm-Up: Students should answer the following questions in their notebooks: Reflect on your week at school. How was it? Did you enjoy your days off or were they a waste of time? Do you have plans for the weekend? 2-3 sentences

2. Today's Vocabulary: Resume - a formal work document which gives a potential employer a summary of your education, work experience, internships, volunteer work, special skills, and contact information.

3. Today's Classwork: Students will create a rough draft of their resumes in their notebooks, even if they already have one. See page 1152 in our textbook for a sample. Pay attention to details - little mistakes in spelling, grammar, punctuation, and format = no job.

4. Ms. Kingsbury will check today for cover letters and thank you letters - 40 points for each.

Homework: Students should get caught up on their make-up work and senior project work! If you're all caught up, then enjoy your weekend!

Thursday, October 2, 2008

Objectives:

After this class, students will be able to:

a. understand their current progress in class.

b. reflect on personal experiences and create an improvement plan.

c. write a cover letter and thank you letter.

Agenda:

1. Warm-up: In their notebooks, students will answer the following questions: What was the hardest thing for you to complete/accomplish/do this past week? Why? How will you solve this problem? 2-3 sentences

2. Students will receive their progress reports for the midpoint of the marking period. We will review these sheets, make corrections, and do make-up work.

3. Students will continue to work on their cover and thank you letters. Ms. Kingsbury will check for these rough drafts tomorrow.

Homework: Students should finish typing their career goals essays and email them to ms.kingsbury@verizon.net.

Tuesday, September 30 - Wednesday, October 1, 2008

NO SCHOOL - Enjoy your days off!

Monday, September 29, 2008

Objectives:
After this class, students will be able to:
a. explain the purpose and audience of a cover letter and thank you letter.
b. write a cover letter.
c. write a thank you letter.

Agenda:
1. Warm-Up: In their notebooks, students will answer the following questions: Have you held a job during high school? Why or why not? How has this impacted you? 2-3 sentences

2. Students will write the rough drafts of their cover letters and thank you letter for their Senior Project. Models are below:

COVER LETTER

Madelaine Kingsbury
72 Heritage Lane
Wallingford PA 19073
(610) 468-2298
ms.kingsbury@verizon.net

November 10, 2010

Company Name
Address
City State Zip

To Whom It May Concern:
I am writing in response to your advertisement in Careerbuilder for a ______. I am very interested in this position, and I believe I am the best candidate for this job.

I graduated from Overbrook High School in June 2008. I am currently attending ______, and I am majoring in _________ . In my classes, I have learned about ________. My current GPA is _________.

In my previous jobs, I have _________. My job skills include _____________. I am the best candidate for this job because ________________.

My salary requirement for this position is _______. I can be reached at _________ for an interview. I look forward to hearing from you regarding this position.

Sincerely,
YOUR NAME

THANK YOU LETTER

Madelaine Kingsbury
72 Heritage Lane
Wallingford PA 19086
(610) 484-2987
ms.kingsbury@verizon.net

December 1, 2010

Company Name
Company Address
City State Zip Code

Dear Ms. Jones:

Thank you for taking the time to meet with me on December 1, 2010, to discuss the _______ position available at your company. I was very excited to learn more about your organization. I believe that I will bring ___________ to the job. I am certain that I am the best candidate for this position. I look forward to hearing from you very soon.

Sincerely,
YOUR NAME

Students will be given actual job descriptions from Career Builder to work with. 40 points for each letter (80 total).

Homework: Students should type their career goals essays for Friday, October 3, 2008, and email them to ms.kingsbury@verizon.net.

Friday, September 26, 2008

Objectives:
After this class, students will be able to:
1. reflect on personal performances and create a plan for future productivity.
2. organize work for a grade.
3. read and work independently.

Agenda:
1. Warm-Up: In their notebooks, students should answer the following questions: What did you do this week to get closer to your life's goals? What was your biggest waste of time this week?

2. Students should organize their classwork for September and submit it to Ms. Kingsbury for a notebook check - 200 points.

3. While Ms. Kingsbury is checking notebooks, students will take 2-column notes (aka Cornell Notes) on any magazine article of their choice. They should list the article's four main points on the left-hand column and two details about each main point on the right-hand column. Due at the end of class - 40 points.

Homework: There is no homework assigned for this weekend.

Thursday, September 25, 2008

Objectives:
After this class, students will be able to:
1. define and critique a modern-day warrior.
2. analyze characterization.
3. graphically organize thoughts.

Agenda:
1. Warm-Up: Students will answer the following questions in their notebooks: Another word for knight is warrior. Name a modern-day knight or warrior, describe what s/he is known for, and make an evaluation about how this person is perceived by the public. 3-4 sentences

2. Announcements:
a. Mission statements are due tomorrow emailed to ms.kingsbury@verizon.net.
b. September notebook check will be performed in class tomorrow - 200 points.

3. Yesterday students completed a character analysis chart for the Knight from the Canterbury Tales. Today they will work together to complete two more character analysis charts for any two characters from the Canterbury Tales, analyzing skills, appearance, and inner qualities. They will also make an evaluation to determine whether they would have this character as their friend, and then draw a visual representation if they are artistically inclined. Due at the end of class - 50 points.

Homework: Students should email mission statements and prepare for tomorrow's notebook check.

Wednesday, September 24, 2008

Objectives:
After this class, students will be able to:
1. read, understand, and discuss Old English literature.
2. analyze characterization.
3. differentiate between outer looks and inner qualities and make an evaluation.

Agenda:
1. Students will review and re-read the Prologue to the Canterbury Tales for clear understanding of the concept of frame tale. We will have a vocabulary discussion as well and review words in the Prologue which are causing problems for the students.

2. Students will read "The Knight from the Canterbury Tales and create a Character Analysis Chart examining the character's skills, appearance/physical description, and inner traits. They will evaluate if they would have this character as a friend and then provide a sketch/visual representation as well (for those who are artistically inclined).

THE KNIGHT

(from about.com at http://classiclit.about.com/library/bl-etexts/gchaucer/bl-gchau-can-kni.htm)

A knight there was, and he a worthy man,
Who, from the moment that he first began
To ride about the world, loved chivalry,
Truth, honour, freedom and all courtesy.
Full worthy was he in his liege-lord's war,
And therein had he ridden (none more far)
As well in Christendom as heathenesse,
And honoured everywhere for worthiness.
At Alexandria, he, when it was won;
Full oft the table's roster he'd begun
Above all nations' knights in Prussia.
In Latvia raided he, and Russia,
No christened man so oft of his degree.
In far Granada at the siege was he
Of Algeciras, and in Belmarie.
At Ayas was he and at Satalye
When they were won; and on the Middle Sea
At many a noble meeting chanced to be.
Of mortal battles he had fought fifteen,
And he'd fought for our faith at Tramissene
Three times in lists, and each time slain his foe.
This self-same worthy knight had been also
At one time with the lord of Palatye
Against another heathen in Turkey:
And always won he sovereign fame for prize.
Though so illustrious, he was very wise
And bore himself as meekly as a maid.
He never yet had any vileness said,
In all his life, to whatsoever wight.
He was a truly perfect, gentle knight.
But now, to tell you all of his array,
His steeds were good, but yet he was not gay.
Of simple fustian wore he a jupon
Sadly discoloured by his habergeon;
For he had lately come from his voyage
And now was going on this pilgrimage.

Homework: There is no homework assigned for this class tonight.

Tuesday, September 23, 2008 - BACK TO SCHOOL NIGHT!

Objectives:
After this class, students will be able to:
1. reflect on their own learning styles.
2. learn and apply new vocabulary.
3. read, understand, and discuss Old English literature.

Agenda:
1. Warm-Up: Students will answer the following questions in their notebooks: Write about the content and pacing of yesterday's lecture. Too fast? Too slow? Just right? Did you enjoy or dislike it? Why? Ms. Kingsbury will solicit students for feedback.

2. Students will turn in their homework - People In Your Neighborhood - 30 points.

3. Questions to answers in notebooks and discuss: If you could make a pilgrimage to anywhere in the world, where would it be and why? 5 sentences

4. Today's Vocabulary: Students will write the following words and definitions in their notebooks, and write a practice sentence using each word correctly: frame story, agility, eminent, arbitrate, benign, obstinate

5. The Canterbury Tales - Reading, Questions, Analysis:
a. Read the Prologue to the Canterbury Tales

From About.com
(http://classiclit.about.com/library/bl-etexts/gchaucer/bl-gchau-can-genpro.htm)

The Prologue

Here begins the Book of the Tales of Canterbury
When April with his showers sweet with fruit
The drought of March has pierced unto the root
And bathed each vein with liquor that has power
To generate therein and sire the flower;
When Zephyr also has, with his sweet breath,
Quickened again, in every holt and heath,
The tender shoots and buds, and the young sun
Into the Ram one half his course has run,
And many little birds make melody
That sleep through all the night with open eye
(So Nature pricks them on to ramp and rage)-
Then do folk long to go on pilgrimage,
And palmers to go seeking out strange strands,
To distant shrines well known in sundry lands.
And specially from every shire's end
Of England they to Canterbury wend,
The holy blessed martyr there to seek
Who help ed them when they lay so ill and weal
Befell that, in that season, on a day
In Southwark, at the Tabard, as I lay
Ready to start upon my pilgrimage
To Canterbury, full of devout homage,
There came at nightfall to that hostelry
Some nine and twenty in a company
Of sundry persons who had chanced to fall
In fellowship, and pilgrims were they all
That toward Canterbury town would ride.
The rooms and stables spacious were and wide,
And well we there were eased, and of the best.
And briefly, when the sun had gone to rest,
So had I spoken with them, every one,
That I was of their fellowship anon,
And made agreement that we'd early rise
To take the road, as you I will apprise.
But none the less, whilst I have time and space,
Before yet farther in this tale I pace,
It seems to me accordant with reason
To inform you of the state of every one
Of all of these, as it appeared to me,
And who they were, and what was their degree,
And even how arrayed there at the inn;
And with a knight thus will I first begin.

Students will then write a one sentence summary about the Prologue and then do Reading Check Questions 1, 2, and 4 on page 143 in their textbook.

Homework: Students should type and email their mission statements to ms.kingsbury@verizon.net by Friday, September 26, 2008.

Monday, September 22, 2008

Objectives:
After this class, students will be able to:
1. define the main events of the Middle Ages.
2. analyze the values and hypocrisies of the people of the Middle Ages.
3. take Cornell notes (2-column notes) while listening to a presentation.

Agenda:
Students will listen, respond to, and take Cornell notes on the following slide show.



Students should break their notes into 2-columns:
left side = main ideas and questions
right side = details and answers

Homework: Who are the People In Your Neighborhood? Select 5 types of people in your neighborhood and describe each one in three sentences - their looks, their mannerisms, their quirks. DUE TOMORROW!

Excellence the Standard; College a Given...

The U.S. Department of Education has launched www.college.gov, a new website that aims to motivate students with inspirational stories and information about planning, preparing and paying for college. Designed with students' input and participation, College.gov was created by the U.S. Department of Education to be a go-to online resource for credible information about college that also provides real life experiences of peers who are already attending college.

Friday, September 19, 2008

Today will be a catch-up day. We will review this week's classwork and senior project assignments, ask questions, get answers, and create a plan for next week's work.

Thursday, September 18, 2008

Objectives:
After this class, students will be able to:
1. create a list of guiding questions to begin their research.
2. contribute opinions and thoughts to the class.
3. define plagiarism and sign a contract.

Agenda:
1. Warm-up: In their notebooks, students should answer the following question: What is plagiarism? We will then have a brief discussion of this topic.

2. Notes: What is a guiding question? A guiding question is meant to help you conduct your research. You will need 10 guiding questions for a complete senior project. A GQ is any question you have about your topic, no matter how far fetched it may sound.

Example: My topic is Students' Rights. My guiding questions are:
a. Do students really have rights?
b. What was life like for students in the past?
c. Are students' rights provided in the US Constitution?
d. Do we really have rights or do we just think we do?
e. What are some famous cases involving students' rights?
f. Are their students today whose rights have been taken away?
g. Who can help students stand up for their rights?
h. What kinds of things get students in trouble?
i. Why don't young people seem to have the same rights as adults?
j. Is the Supreme Court involved in any way?
l. What is my personal experience with students' rights?

Students will brainstorm their list of guiding questions in class. This list of guiding questions will become their research proposal - we will discuss the format of the research proposal by Tuesday, October 9, 2007.

Pass-Around Activity: After completing their list of 10 questions, students will do a pass-around activity with their lists. Each student in class will add one question to every other students' sheet. In this way, the class will work to help each other collect ideas and questions.

3. Plagiarism Contract: Students will write the following contract into their notebooks: From class discussions, I understand that plagiarism means __________ (write your definition here). I understand that there is a serious penalty for plagiarizing my senior project. If I need help, I will ask ____________ (any teacher that can help you). Signature

Students will type up this plagiarism contract to include with their research proposals.

Homework: There is no homework assigned for this class tonight.

Wednesday, September 17, 2008

Objectives:
After this class, students will be able to:
1. brainstorm a list of topics for their senior project and choose a preliminary final selected topic.
2. describe the prewriting process.
3. define audience and purpose in relation to their senior project.

Agenda:
1. Warm-up: In their notebooks, students should correct the following sentence (spelling, grammar, syntax):
I need to stay focus this month so I can compleet my senior project and theres drama at my house so this will be hard.

2. Notes: In their notebooks, students should write the following information:
Prewriting Process:
a. Identify your purpose and audience.
b. Choose a topic and appropriate form.
c. Formulate your thesis, or main idea, about the topic.
d. Gather information on the topic.
e. Organize information in a preliminary plan.

3. Vocabulary: In their notebooks, students should write the following information:
a. Purpose: The reason that you are writing; the purpose of the senior project is to write an informative research paper on a topic related to finance and society.
b. Audience: The people who will be reading your writing; the audience for your research paper consists of teachers and classmates.

4. Choosing a topic: Students will take time in class to brainstorm ideas for their research paper. Students should choose a preliminary topic at this time.

Homework: Students should type and email their career goals essays to ms.kingsbury@verizon.net by Friday, October 3, 2008.

Tuesday, September 16, 2008

Objectives:
After this class, students will be able to:
1. compare and contrast adult versus children's lives.
2. write formal letters to teachers to request a recommendation.

Agenda:
1. Warm-up: In their notebooks, students should answer the following questions: What are adult responsibilities? List 4. Do children have responsibilities? Why or why not? Ms. Kingsbury will solicit students for their answers.

2. Discussion: Letters of Recommendation aka “I need a reference!”
a. You will need two LORs for your senior portfolio as well as your college applications.
b. You should choose teachers who like you and whose class you did well in.
c. Brainstorm: List 4 teachers you can ask for a recommendation.

3. Writing of Request Letters: Students will write the following letter to two teachers requesting a recommendation for their senior portfolio:

(30 points for each letter, two required, each additional worth extra credit)

September 16, 2008

Dear _________________:

I am writing to request a special favor. As you know, I need two recommendations for my senior project. Would you please write one for me by October 31, 2008? Three words I would use to describe myself are…. My plans after Overbrook are…. I believe you are the best teacher to write me a recommendation because….

Sincerely, YOUR NAME AND BOOK #

Homework: Begin typing your Career Goals essay and email it to ms.kingsbury@verizon.net by Friday, October 3, 2008.

Monday, September 15, 2008

Objectives:
After this class, students will be able to:
1. imagine life in the future.
2. put their college goals in writing.
3. create an essay based on personal experience and future expectations.

Agenda:
1. Warm-up part one: In their notebooks, students should answer the following questions: Project yourself a year into the future. What is your life like? Are you in college? What is it like? If you aren’t in college, where are you and what are you doing? ½ page. Ms. Kingsbury will solicit answers from students.

2. Warm-up part two: What do you know about college? List at least five things. When you are done your list, come up front and sign our college poster. The idea is that when students put something in writing, a goal, an intention, it becomes more real. It has a certain power than just saying they want to do something. We will hang these posters up so the kids can see what they have committed to in the future.

3. Students will continue to work on their Career Goals essays. They will have an opportunity to share their essays in front of the class for extra credit and feedback.

Homework: Students should type their mission statements and email them to ms.kingsbury@verizon.net by Friday, September 26, 2008.

Friday, September 12, 2008

Objectives:
After this class, students will be able to:
1. share personal thoughts/writing in front of a group.
2. write an organized essay with teacher support.
3. develop essay content of their own.

Agenda:
1. Warm-Up: Students should answer this very simple question in their notebooks: Happy Friday! What are your plans for this weekend? Write 1-2 sentences. Ms. Kingsbury will solicit students for answers. This simple warm-up is designed to get students more comfortable speaking in front of the class by answering a non-threatening question about themselves.

2. Photo Freewrite Sharing Activity in follow-up to yesterday's class.

3. Today students will begin to write the rough draft of their Career Goals Essay for their Senior project.
a. Length: 1 full typed page = 2 full handwritten pages
b. Purpose: Describe what you want to be when you grow up and how you will get there.
c. Format: Write 6 paragraphs. Each paragraph should begin with the following lines:
- When I was growing up, I always thought that I would be...
- Since then, my goal is to become...
- The colleges I am considering are...
- The classes I will take are...
- My dream career would be to...
- In order to reach my goals and dreams, I...

Students will write as much as they can in class today. We will continue this assignment in class on Monday. Have a great weekend!

Photo Freewrite Photos for 9/11/01 Assignment

Thursday, September 11, 2008

Objectives:
After this class, students will be able to:
1. compare and contrast between types of disasters.
2. make an evaluation on the world's worst disaster.
3. critically view and analyze a series of 9/11 photographs.

Agenda:
1. Warm-Up: In their notebooks, students should answer the following question: There are two types of disasters, natural and man-made. In your opinion, which type is worse and why? Write 4-5 sentences. Ms. Kingsbury will solicit student answers.

2. Warm-Up Part 2: In their notebooks, students should answer the following question: In your opinion, what was the worst disaster in history? Why? Write 2-3 sentences, then make a list of 5 facts that you know about this disaster. Ms. Kingsbury will solicit student answers.

3. Reflection, Writing, and Sharing: Describe what happened to you on 9/11/01. Use your senses - sight, sound, taste, smell, touch. Write 1/2 page. Ms. Kingsbury will solicit student answers.

4. Photo Freewrite: Students will critically view and analyze a series of seven 9/11 photographs. As they view each photo, they should write a list of descriptions, thoughts, feelings, questions, etc., anything that comes to their minds. The end result of this writing activity will look like a poem. (Photos for this activity will be posted in another entry.)

Homework:
1. Set up an email account through http://www.gmail.com. Send an email to ms.kingsbury @verizon.net letting me know your email address. You will receive 50 points for this assignment.
2. Complete the rough draft of your mission statement in your notebook. Ms. Kingsbury will check these during class tomorrow. You will receive 30 points for this assignment.

Getting Paid For Grades?

Please read this article about the benefits and drawbacks of paying students to earn good grades. You can access this article by clicking on the title of this post or cut-and-pasting the website below:

http://www.usatoday.com/money/companies/management/2008-09-10-pay-for-grades_N.htm

Thoughts? 10 points of extra credit for posting a well thought-out opinion of 5 sentences in the COMMENTS section...

Extra Credit Opportunity: Changing the Rules of Spelling and Grammar

Click on the title of this post to read an opinion piece about the changing and evolving world of spelling and grammar rules. You may also cut and paste the site from below:

http://www.timesonline.co.uk/tol/comment/columnists/mick_hume/article4709620.ece

What do you think? 10 points extra credit for a well thought-out opinion of 5 sentences on this topic posted to the COMMENTS section...

Personality Traits List - To Help You In Writing Your Mission Statement!

Personality Traits:

If nice describes you, you might also try: accurate, agreeable, appealing, charming, choosy, considerate, cordial, correct, courteous, dainty, decent, decorous, delicate, delightful, demure, difficult, discerning, discriminating, elegant, enjoyable, exact, exacting, exquisite, fastidious, finished, friendly, fussy, genteel, gentle, good, gratifying, helpful, likable, lovely, neat, particular, peachy, picky, pleasant, pleasing, polite, precious, precise, profligate, proper, punctilious, queasy, refined, respectable, scrupulous, skillful, squeamish, subtle, swell, wanton, warmhearted.

If smart describes you, you might also try: alert, apt, astute, bright, brilliant, clever, cognizant, discerning, exceptional, ingenious, knowing, logical, quick, sensible, wise.

If generous describes you, you might also try: abundant, altruistic, ample, beneficent, benevolent, bighearted, bounteous, bountiful, charitable, chivalrous, considerate, copious, fertile, freehanded, gracious, helpful, humanitarian, indulgent, ingenuous, kindhearted, lavish, liberal, magnanimous, munificent, noble, open-hearted, openhanded, overflowing, philanthropic, plenteous, plentiful, prodigal, profuse, spirited, thoughtful, ungrudging, unselfish, warmhearted.

If open-minded describes you, you might also try: fair, flexible, just, liberal, objective, tolerant, unbiased.

If loyal describes you, you might also try: abiding, adhering, allegiant, constant, dependable, devoted, dutiful, faithful, firm, liege, obedient, patriotic, reliable, slavish, stanch, staunch, steadfast, tenacious, true, true blue, trustworthy, unswerving, unwavering.

If trustworthy describes you, you might also try: authentic, believable, confidential, credible, dependable, ethical, faithful, honest, loyal, reliable, responsible, safe, solid, sound, straight, tried, true, trusty, upright

If bold describes you, you might also try: abrupt, acclivitous, adventuresome, adventurous, arrogant, assured, audacious, bardy, bodacious, brash, brassy, brave, brazen, bright, cheeky, chivalrous, colorful, confident, conspicuous, courageous, daring, dashing, dauntless, defiant, doughty, enterprising, fearless, fierce, forward, fresh, hardy, haughty, heroic, immodest, imprudent, impudent, insolent, intrepid, jagged, large, malapert, manly, massive, pert, powerful, precipitous, presumptuous, prominent, resolute, salient, saucy, shameless, spunky, steep, stout, striking, strong, unabashed, unafraid, undaunted, vainglorious, valiant, wise.

Wednesday, September 10, 2008

Objectives:
After this class, students will be able to:
1. reflect on future career plans.
2. perform a peer critique on another student's writing.
3. share their thoughts in front of a group.

Agenda:
1. Warm-up: In their notebooks, students should answer the following: What do you want to be when you grow up? Why? 4 sentences

2. Students were to complete the rough draft of their missions statements for homework. Students will perform a peer critique and read at least three other mission statements of their classmates. In their peer critique, they should: make a positive comment, make a criticism, correct the spelling of two words, fix one punctuation mark, initial the essay.

3. Ms. Kingsbury will solicit volunteers to read their mission statements in front of the class for 30 points extra credit.

Homework: Students are required to have an email account with which to communicate with Ms. Kingsbury. Please visit http://www.gmail.com and sign up for one. Your Gmail address should be: firstname.lastname@gmail.com. NO NICKNAMES, PLEASE! Yahoo email accounts ARE NOT ACCEPTABLE! Once you have signed up for a Gmail account, send a message to ms.kingsbury@verizon.net. You will receive 50 points for setting up your Gmail account.