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...