Today you will learn how to use Google Docs to create a PowerPoint Presentation. THIS IS THE SITE THAT YOU WILL USE TO DO YOUR SENIOR PROJECT POWERPOINT PRESENTATION AS WELL.
Yesterday you were asked to create a rough draft of four slides about you:
1. Basic Information (3 points with picture)
2. Interests (3 points with picture)
3. Aspirations (3 points with picture)
4. Favorites (3 points with picture)
Now follow the steps below to create this PowerPoint Presentation:
1. Go to http://docs.google.com
2. If you have a gmail account, sign in. If you don't, click on the GET STARTED button to create one. You can use any email account that you have.
3. Once you have confirmed your new account, sign into Google Docs. Click on NEW - Presentation. A fresh slide will appear. Choose EDIT - Change theme to select a nice background for your slides.
4. On the first slide, type your basic information - name, birthday, school, city.
5. Now click SLIDE - New Slide to insert a new slide into your presentation. Title this slide MY INTERESTS. List 3-5 things that interest you.
6. Now click SLIDE - New Slide. Title this slide MY ASPIRATIONS. Make a list of what you want to be when you grow up and what kind of lifestyle you would like to live.
7. Now click SLIDE - New Slide. Title this slide MY FAVORITES. Make a list of your favorite things - color, food, music, TV show, book, etc.
8. Now format your slides. Click EDIT - Change Theme to change the background of each slide. Make sure the fonts are large and readable.
9. Insert some pictures from the web onto your slides. First, do a quick search for images that you like. You should find 4 images and save them to a file on the desktop of the computer you are using. Then go to each slide and click INSERT - Image. Browse to the folder with your images and choose from there.
10. Play around with the formatting of the slides so that they look gorgeous! WHEN YOU ARE DONE, BE SURE TO CLICK SAVE & CLOSE. I ALSO WANT YOU TO SHARE YOUR PRESENTATION WITH ME BY EMAILING IT TO ms.kingsbury@verizon.net.
ASK MS. KINGSBURY IF YOU HAVE ANY QUESTIONS!
Tuesday, February 24, 2009
Saturday, February 14, 2009
Major Extra Credit Opportunity - Take Advantage By Friday, February 20, 2009!
One Book, One Philadelphia High School Essay Contest
(You don't have to have read the book to write the essay!)
(You don't have to have read the book to write the essay!)
Submissions due to teachers by February 20, 2009
Interested students should complete the following essay prompt:
Helping someone benefits both the person who received the help and the person who gave the help. Take a close look at what happens when you go out of your way to help someone. It could be someone close to you, or a stranger. It could be a big task, or a small one. It could be an experience from your past, or something you set out to do tomorrow. It can even be about a time somebody helped you. Now, tell the story of what happened. In what ways did the experience change you and also the other person involved in the experience? A simple success story is easy to share -- what is more interesting are the challenges, problems, and failures that happened along the way.
Type your essay, double-spaced, on one side of white 8 ½ by 11 inch paper(s).
Submit the final draft of your essay to Ms. Kingsbury by Friday, February 20, 2009.
You will receive 100 points EXTRA CREDIT for your work!
Sunday, February 8, 2009
Friday, February 6, 2009
Today students will complete their weekly papers (Topic: Something I will always remember...) and write back to their pen pals in San Diego.
No homework unless your senior project is still not turned in!
No homework unless your senior project is still not turned in!
Period 3: Tuesday, February 3, 2009
Objectives:
After this lesson, students will be able to:
1. read and understand the surface meaning of a poem.
2. discuss literary devices in poetry.
3. make personal connections to poetry.
ALL WORK WILL BE TURNED IN TODAY FOR A GRADE OF 40 POINTS!
Agenda:
1. Warm-Up: Have you ever depended on someone and been let down? Describe the situation and how it made you feel. how did you rebuild trust after being let down? 1/3 page
2. Students will read another Langston Hughes poem entitled "Ballad of Roosevelt." This poem can be found at: http://www.nathanielturner.com/langstonhughestochristian.htm.
Please answer the following questions related to this poem:
a. Describe the situation of the people in this poem. What are they lacking? What do they need? Provide evidence from the poem.
b. Is this poem racial? If so, how so? If not, why not?
c. What are the people in the poem waiting for Roosevelt to do exactly? How do you know? Provide evidence from the poem.
d. Can you relate to the poem? If so, how so? If not, why not?
e. Can the government be trusted or counted on to fix the problems of the people? Should it be counted on to fix problems? Explain your answers?
f. Change Roosevelt to Obama. Does this poem make more sense? Do you think that people will feel this way if Obama doesn't fix all of America's problems?
g. Make an evaluation of the Langston Hughes poems that we have read. Do you like them or not? Are they too racial? Do you want to read more poems by this poet?
Homework: Weekly papers and senior projects - the usual!
After this lesson, students will be able to:
1. read and understand the surface meaning of a poem.
2. discuss literary devices in poetry.
3. make personal connections to poetry.
ALL WORK WILL BE TURNED IN TODAY FOR A GRADE OF 40 POINTS!
Agenda:
1. Warm-Up: Have you ever depended on someone and been let down? Describe the situation and how it made you feel. how did you rebuild trust after being let down? 1/3 page
2. Students will read another Langston Hughes poem entitled "Ballad of Roosevelt." This poem can be found at: http://www.nathanielturner.com/langstonhughestochristian.htm.
Please answer the following questions related to this poem:
a. Describe the situation of the people in this poem. What are they lacking? What do they need? Provide evidence from the poem.
b. Is this poem racial? If so, how so? If not, why not?
c. What are the people in the poem waiting for Roosevelt to do exactly? How do you know? Provide evidence from the poem.
d. Can you relate to the poem? If so, how so? If not, why not?
e. Can the government be trusted or counted on to fix the problems of the people? Should it be counted on to fix problems? Explain your answers?
f. Change Roosevelt to Obama. Does this poem make more sense? Do you think that people will feel this way if Obama doesn't fix all of America's problems?
g. Make an evaluation of the Langston Hughes poems that we have read. Do you like them or not? Are they too racial? Do you want to read more poems by this poet?
Homework: Weekly papers and senior projects - the usual!
Period 3: Monday, February 2, 2009
Objectives:
After this lesson, students will be able to:
1. read and understand the surface meaning of a poem.
2. discuss literary devices in poetry.
3. make personal connections to poetry.
ALL WORK WILL BE TURNED IN TODAY FOR A GRADE OF 40 POINTS!
Agenda:
1. Warm-Up Part 1: What do you know about paying rent and paying the bills? 1-2 sentences
2. Warm-Up Part 2: Describe a time in your life when you thought you were treated unfairly. What was the situation? Who did you wrong? How was the situation resolved? If it wasn’t resolved, why? 3-4 sentences
3. Reminders/Announcements:
a. Report cards for the second marking period can be picked up on Tuesday night by your parent/guardian.
b. Weekly Paper is due on Friday, February 6, 2009: Topic: Something I will always remember…. (1 page, 50 points, typed, handwritten, emailed)
c. Senior projects are due NOW!
d. The 3rd marking period will end on Friday March 13, 2009! Oh no! Friday the 13th!
4. Today’s Classwork:
a. Please read the poem entitled “Ballad of the Landlord” by Langston Hughes (yes, the same guy who wrote the white dad/black mom poem from last week).
BALLAD OF THE LANDLORD by Langston Hughes
Landlord, landlord,
My roof has sprung a leak.
Don’t you ’member I told you about it
Way last week?
Landlord, landlord,
These steps is broken down.
When you come up yourself
It’s a wonder you don’t fall down.
Ten Bucks you say I owe you?
Ten Bucks you say is due?
Well, that’s Ten Bucks more’n I’ll pay you
Till you fix this house up new.
What? You gonna get eviction orders?
You gonna cut off my heat?
You gonna take my furniture and
Throw it in the street?
Um-huh! You talking high and mighty.
Talk on till you get through.
You ain’t gonna be able to say a word
If I land my fist on you.
Police! Police!
Come and get this man!
He’s trying to ruin the government
And overturn the land!
Copper’s whistle!
Patrol bell!
Arrest.
Precinct Station.
Iron cell.
Headlines in press:
MAN THREATENS LANDLORD
TENANT HELD NO BAIL
JUDGE GIVES NEGRO 90 DAYS
IN COUNTY JAIL.
b. Please answer the following questions about the poem:
1. Summarize the poem into one sentence (no longer than 15 words).
2. Describe the conflict in the poem. Who is against who and why? This question may not be as simple as it looks! 1 sentence
3. Can you relate to this poem? If so, how so? If not, why not? Does your family have a landlord, or does your family own the house you live in? 2 sentences
4. Was the anger justified? Why or why not? Provide evidence from the poem to support your answer. 2 sentences
5. Is the poem funny/satirical, or is the poem trying to make a serious point? Provide evidence from the poem to support your answer (e.g., where is it being funny or where is it being serious?). 3 sentences
6. In 2009, would an incident like this be headline-worthy? Why or why not? 2 sentences
5. Your Homework! Write a ballad (or paragraph or story) about the last time you had a run-in with an authority figure. You might title this writing: Ballad to my English Teacher, Ballad to my Grandma, Ballad to Ms. Plappert/Ms. Mathis, Ballad to Officer Adams, Ballad to the Cops). Describe how you were first thinking about how this person did you wrong, how this person came out at, how you responded, and the outcome of the situation. Aim for 16 lines or 10 sentences.
After this lesson, students will be able to:
1. read and understand the surface meaning of a poem.
2. discuss literary devices in poetry.
3. make personal connections to poetry.
ALL WORK WILL BE TURNED IN TODAY FOR A GRADE OF 40 POINTS!
Agenda:
1. Warm-Up Part 1: What do you know about paying rent and paying the bills? 1-2 sentences
2. Warm-Up Part 2: Describe a time in your life when you thought you were treated unfairly. What was the situation? Who did you wrong? How was the situation resolved? If it wasn’t resolved, why? 3-4 sentences
3. Reminders/Announcements:
a. Report cards for the second marking period can be picked up on Tuesday night by your parent/guardian.
b. Weekly Paper is due on Friday, February 6, 2009: Topic: Something I will always remember…. (1 page, 50 points, typed, handwritten, emailed)
c. Senior projects are due NOW!
d. The 3rd marking period will end on Friday March 13, 2009! Oh no! Friday the 13th!
4. Today’s Classwork:
a. Please read the poem entitled “Ballad of the Landlord” by Langston Hughes (yes, the same guy who wrote the white dad/black mom poem from last week).
BALLAD OF THE LANDLORD by Langston Hughes
Landlord, landlord,
My roof has sprung a leak.
Don’t you ’member I told you about it
Way last week?
Landlord, landlord,
These steps is broken down.
When you come up yourself
It’s a wonder you don’t fall down.
Ten Bucks you say I owe you?
Ten Bucks you say is due?
Well, that’s Ten Bucks more’n I’ll pay you
Till you fix this house up new.
What? You gonna get eviction orders?
You gonna cut off my heat?
You gonna take my furniture and
Throw it in the street?
Um-huh! You talking high and mighty.
Talk on till you get through.
You ain’t gonna be able to say a word
If I land my fist on you.
Police! Police!
Come and get this man!
He’s trying to ruin the government
And overturn the land!
Copper’s whistle!
Patrol bell!
Arrest.
Precinct Station.
Iron cell.
Headlines in press:
MAN THREATENS LANDLORD
TENANT HELD NO BAIL
JUDGE GIVES NEGRO 90 DAYS
IN COUNTY JAIL.
b. Please answer the following questions about the poem:
1. Summarize the poem into one sentence (no longer than 15 words).
2. Describe the conflict in the poem. Who is against who and why? This question may not be as simple as it looks! 1 sentence
3. Can you relate to this poem? If so, how so? If not, why not? Does your family have a landlord, or does your family own the house you live in? 2 sentences
4. Was the anger justified? Why or why not? Provide evidence from the poem to support your answer. 2 sentences
5. Is the poem funny/satirical, or is the poem trying to make a serious point? Provide evidence from the poem to support your answer (e.g., where is it being funny or where is it being serious?). 3 sentences
6. In 2009, would an incident like this be headline-worthy? Why or why not? 2 sentences
5. Your Homework! Write a ballad (or paragraph or story) about the last time you had a run-in with an authority figure. You might title this writing: Ballad to my English Teacher, Ballad to my Grandma, Ballad to Ms. Plappert/Ms. Mathis, Ballad to Officer Adams, Ballad to the Cops). Describe how you were first thinking about how this person did you wrong, how this person came out at, how you responded, and the outcome of the situation. Aim for 16 lines or 10 sentences.
Period 3: Friday, January 30, 2009
Objectives:
After this lesson, students will be able to:
1. read and understand the surface meaning of a poem.
2. discuss literary devices in poetry.
3. make personal connections to poetry.
ALL OF TODAY'S WORK WILL BE TURNED IN FOR A GRADE OF 40 POINTS!
Agenda:
1. Warm-up: Students will answer the following questions: Recall a time in your life where you felt like you didn’t fit in. Describe the situation. Why did you feel alienated? Did you attempt to fit in? What was the outcome? 4-5 sentences
2. Senior projects are DUE! Please turn in ASAP!
3. Weekly papers are due today! 50 points, one page long. Topic: Tell me about your space. We will share for EC points.
4. Students will read "Cross" by Langston Hughes and then answer the following questions. We will discuss their answers as time permits.
Cross
My old man's a white old man
And my old mother's black.
If ever I cursed my white old man
I take my curses back.
If ever I cursed my black old mother
And wished she were in hell,
I'm sorry for that evil wish
And now I wish her well.
My old man died in a fine big house.
My ma died in a shack.
I wonder were I'm going to die,
Being neither white nor black?
Langston Hughes
Questions to answer:
1. Evaluate the relationship that Hughes has with his parents. How does he feel about his father? How does he feel about his mother? Is their family functional or dysfunctional? Justify your choice. 4 sentences
2. Can you relate to the conflict in this poem? Have you ever felt so angry at your parents that you cursed them? What was the reason? Did you regret feeling that way? Did you apologize?
4 sentences
3. Why do you think Hughes’ parents died apart? 1 sentence
4. You are Langston Hughes in 2009. Write a poem or short paragraph about what it feels like to live as a mixed race person in today’s society. 12 line poem or 7 sentence paragraph
Homework: If you are done your senior project, there is no homework for this weekend.
After this lesson, students will be able to:
1. read and understand the surface meaning of a poem.
2. discuss literary devices in poetry.
3. make personal connections to poetry.
ALL OF TODAY'S WORK WILL BE TURNED IN FOR A GRADE OF 40 POINTS!
Agenda:
1. Warm-up: Students will answer the following questions: Recall a time in your life where you felt like you didn’t fit in. Describe the situation. Why did you feel alienated? Did you attempt to fit in? What was the outcome? 4-5 sentences
2. Senior projects are DUE! Please turn in ASAP!
3. Weekly papers are due today! 50 points, one page long. Topic: Tell me about your space. We will share for EC points.
4. Students will read "Cross" by Langston Hughes and then answer the following questions. We will discuss their answers as time permits.
Cross
My old man's a white old man
And my old mother's black.
If ever I cursed my white old man
I take my curses back.
If ever I cursed my black old mother
And wished she were in hell,
I'm sorry for that evil wish
And now I wish her well.
My old man died in a fine big house.
My ma died in a shack.
I wonder were I'm going to die,
Being neither white nor black?
Langston Hughes
Questions to answer:
1. Evaluate the relationship that Hughes has with his parents. How does he feel about his father? How does he feel about his mother? Is their family functional or dysfunctional? Justify your choice. 4 sentences
2. Can you relate to the conflict in this poem? Have you ever felt so angry at your parents that you cursed them? What was the reason? Did you regret feeling that way? Did you apologize?
4 sentences
3. Why do you think Hughes’ parents died apart? 1 sentence
4. You are Langston Hughes in 2009. Write a poem or short paragraph about what it feels like to live as a mixed race person in today’s society. 12 line poem or 7 sentence paragraph
Homework: If you are done your senior project, there is no homework for this weekend.
Thursday, January 29, 2009
Today we will have a special presentation by Sylvia Rivera from DeVry University. Enjoy!
Wednesday, January 28, 2009
NO SCHOOL - SNOW/SLEET/ICE DAY!
Stay warm at home and finish those senior projects!
Stay warm at home and finish those senior projects!
Tuesday, January 27, 2009: Period 3 Only!
Objectives:
After this class, students will be able to:
1. reflect on a problem they recently solved.
2. compile a list of current personal problems.
3. create an action plan for solving a problem.
ALL WORK FOR TODAY WILL BE TURNED IN FOR 40 POINTS!
Agenda:
1. Warm-Up: Students will answer the following questions: What was the last problem that you had to solve? How did you solve it? 2 sentences
2. Today students will purge themselves of the problems they are currently experiencing. For each of the following areas in their lives, students will describe a problem they are currently experiencing. Write 4-5 sentences for each area:
a. problem with your body
b. problem with a friend
c. problem at your house
d. problem at school or with a teacher
e. problem with an enemy
f. problem with the world
g. problem in general
3. Students will write about one problem from this list which they would be willing to tackle over the next month and how they will attempt to solve this problem.
Homework: Weekly Papers and Senior Projects!
After this class, students will be able to:
1. reflect on a problem they recently solved.
2. compile a list of current personal problems.
3. create an action plan for solving a problem.
ALL WORK FOR TODAY WILL BE TURNED IN FOR 40 POINTS!
Agenda:
1. Warm-Up: Students will answer the following questions: What was the last problem that you had to solve? How did you solve it? 2 sentences
2. Today students will purge themselves of the problems they are currently experiencing. For each of the following areas in their lives, students will describe a problem they are currently experiencing. Write 4-5 sentences for each area:
a. problem with your body
b. problem with a friend
c. problem at your house
d. problem at school or with a teacher
e. problem with an enemy
f. problem with the world
g. problem in general
3. Students will write about one problem from this list which they would be willing to tackle over the next month and how they will attempt to solve this problem.
Homework: Weekly Papers and Senior Projects!
Monday, January 26, 2009
For Period 3: Monday, January 26, 2009
Objectives:
After this class, students will be able to:
1. reflect on personal experiences and relationships.
2. use structured note-taking to learn about Japanese poetry.
3. write their own tanks and haikus.
Agenda:
Note: All work today will be turned in for a grade of 60 points.
1. Warm-Up: Who do you love the most in the whole entire world? What makes this person so lovable? 3 sentences
2. Create a 2-column notes chart on the Tanka/Haiku history and style. This is on page 565-566 in the Elements of LIterature textbook. Find three main points in the article with two details for each point (6 total details).
3. Read the tankas on page 569 and the haikus on page 571. Answer questions 2 & 8 on page 572 about the tankas and haikus.
4. Write three haikus of your own using the 5-7-5 syllable scheme per line.
Homework: Students will begin to work on their weekly paper which is due on Friday, January 30, 2009. The topic is: Tell me about your space.
Note: Period 2 students will now begin to work with Ms. DePow, our student teacher from the University of Pennsylvania. Please direct all questions related to English class to her at this time until further notice. Ms. Kingsbury will continue to field questions related to the Senior Project.
After this class, students will be able to:
1. reflect on personal experiences and relationships.
2. use structured note-taking to learn about Japanese poetry.
3. write their own tanks and haikus.
Agenda:
Note: All work today will be turned in for a grade of 60 points.
1. Warm-Up: Who do you love the most in the whole entire world? What makes this person so lovable? 3 sentences
2. Create a 2-column notes chart on the Tanka/Haiku history and style. This is on page 565-566 in the Elements of LIterature textbook. Find three main points in the article with two details for each point (6 total details).
3. Read the tankas on page 569 and the haikus on page 571. Answer questions 2 & 8 on page 572 about the tankas and haikus.
4. Write three haikus of your own using the 5-7-5 syllable scheme per line.
Homework: Students will begin to work on their weekly paper which is due on Friday, January 30, 2009. The topic is: Tell me about your space.
Note: Period 2 students will now begin to work with Ms. DePow, our student teacher from the University of Pennsylvania. Please direct all questions related to English class to her at this time until further notice. Ms. Kingsbury will continue to field questions related to the Senior Project.
Saturday, January 24, 2009
Free Field Trip To UPENN!
| Looking Ahead | |
 Year of Evolution Penn, Penn Museum and cultural organizations in Philadelphia continue a Year of Evolution of special programming for the public. February 12, 2009 marks the 200th birthday of Charles Darwin, the originator of the modern theory of evolution, and several programs on Darwin and his legacy are planned for February. Click here to learn more. Mark your calendars for Sunday, February 15, when Penn Museum--joined by a number of Year of Evolution partners--offers a FREE 200th Birthday Celebration and Teach In for Darwin--who promises to make an appearance! | |
Attention: Period 2!
Beginning on Monday, January 26, 2009, Ms. Shanna DePow from the University of Pennsylvania will be taking over teaching responsibilities in our classroom. She is in training to receive her Master's in Education, and her work with you will help her achieve this goal. It will also provide you with the opportunity to help a blossoming young teacher find her stride and fine-tune her methods. I appreciate your cooperation as we make this transition. Ms. Kingsbury will still be responsible for grading your senior projects and guiding your through the PowerPoint presentation.
Friday, January 23, 2009: SENIOR PROJECT DUE DATE HAS ARRIVED!
Objectives;
After this class, students will be able to:
1. submit an organized writing portfolio for a grade.
2. meet deadlines.
3. provide feedback and reflection on a writing project.
Agenda:
1. Students will complete a reflection and feedback inventory for Ms. Kingsbury so that she might revise and improve the senior project for the Class of 2010.
2. Students will have an opportunity to share their "Yes, I Can" papers.
3. Students will submit their finalized Senior Projects to Ms. Kingsbury for a grade.
No homework! We made it passed the first huge hurdle towards graduation!
After this class, students will be able to:
1. submit an organized writing portfolio for a grade.
2. meet deadlines.
3. provide feedback and reflection on a writing project.
Agenda:
1. Students will complete a reflection and feedback inventory for Ms. Kingsbury so that she might revise and improve the senior project for the Class of 2010.
2. Students will have an opportunity to share their "Yes, I Can" papers.
3. Students will submit their finalized Senior Projects to Ms. Kingsbury for a grade.
No homework! We made it passed the first huge hurdle towards graduation!
Thursday, January 22, 2009
Sorry, kids! Ms. Kingsbury got called to a last minute meeting outside of OHS. See you tomorrow with your Senior Projects in hand!
Wednesday, January 21, 2009
Objectives:
After this class, students will be able to:
1. analyze inaugural poetry.
2. share thoughts on the presidential inauguration.
3. listen to poetry read aloud.
Agenda:
1. Warm-Up: Students should answer the following question in their notebook: Consider the following statement: I will turn in my Senior Project on Friday. Is this statement true for you or false? Describe your thoughts on the Senior Project RIGHT NOW. Ms. Kingsbury will solicit students for their answers, as well as provide time for questions from the class.
2. This week's weekly paper topic is "Yes, I can." Students should write one page on this topic, worth 50 points, due on Friday. No late work will be accepted.
3. Today students will read two inaugural poems and respond to them by writing down their thoughts, feelings, and opinions in their notebooks.
Poem #1:
“Praise Song for the Day” by Elizabeth Alexander
Written for President Barak Obama’s Inauguration, Jan. 20, 2009
Praise song for the day. Each day we go about our business, walking past each other, catching each others’ eyes or not, about to speak or speaking. All about us is noise. All about us is noise and bramble, thorn and din, each one of our ancestors on our tongues. Someone is stitching up a hem, darning a hole in a uniform, patching a tire, repairing the things in need of repair. Someone is trying to make music somewhere with a pair of wooden spoons on an oil drum with cello, boom box, harmonica, voice. A woman and her son wait for the bus. A farmer considers the changing sky; A teacher says, “Take out your pencils. Begin.” We encounter each other in words, words spiny or smooth, whispered or declaimed; words to consider, reconsider. We cross dirt roads and highways that mark the will of someone and then others who said, “I need to see what’s on the other side; I know there’s something better down the road.” We need to find a place where we are safe; We walk into that which we cannot yet see. Say it plain, that many have died for this day. Sing the names of the dead who brought us here, who laid the train tracks, raised the bridges, picked the cotton and the lettuce, built brick by brick the glittering edifices they would then keep clean and work inside of. Praise song for struggle; praise song for the day. Praise song for every hand-lettered sign; The figuring it out at kitchen tables. Some live by “Love thy neighbor as thy self.” Others by first do no harm, or take no more than you need. What if the mightiest word is love, love beyond marital, filial, national. Love that casts a widening pool of light. Love with no need to preempt grievance. In today’s sharp sparkle, this winter air, anything can be made, any sentence begun. On the brink, on the brim, on the cusp — praise song for walking forward in that light.
Poem #2:
Of History and Hope by Miller Williams
For President Bill Clinton’s Inauguration, 1997
We have memorized America,
how it was born and who we have been and where.
In ceremonies and silence we say the words,
telling the stories, singing the old songs.
We like the places they take us. Mostly we do.
The great and all the anonymous dead are there.
We know the sound of all the sounds we brought.
The rich taste of it is on our tongues.
But where are we going to be, and why, and who?
The disenfranchised dead want to know.
We mean to be the people we meant to be,
to keep on going where we meant to go.
But how do we fashion the future? Who can say how
except in the minds of those who will call it Now?
The children. The children. And how does our garden grow?
With waving hands -- oh, rarely in a row --
and flowering faces. And brambles, that we can no longer allow.
Who were many people coming together
cannot become one people falling apart.
Who dreamed for every child an even chance
cannot let luck alone turn doorknobs or not.
Whose law was never so much of the hand as the head
cannot let chaos make its way to the heart.
Who have seen learning struggle from teacher to child
cannot let ignorance spread itself like rot.
We know what we have done and what we have said,
and how we have grown, degree by slow degree,
believing ourselves toward all we have tried to become --
just and compassionate, equal, able, and free.
All this in the hands of children, eyes already set
on a land we never can visit -- it isn't there yet --
but looking through their eyes, we can see
what our long gift to them may come to be.
If we can truly remember, they will not forget.
Homework: Weekly paper and senior project!
After this class, students will be able to:
1. analyze inaugural poetry.
2. share thoughts on the presidential inauguration.
3. listen to poetry read aloud.
Agenda:
1. Warm-Up: Students should answer the following question in their notebook: Consider the following statement: I will turn in my Senior Project on Friday. Is this statement true for you or false? Describe your thoughts on the Senior Project RIGHT NOW. Ms. Kingsbury will solicit students for their answers, as well as provide time for questions from the class.
2. This week's weekly paper topic is "Yes, I can." Students should write one page on this topic, worth 50 points, due on Friday. No late work will be accepted.
3. Today students will read two inaugural poems and respond to them by writing down their thoughts, feelings, and opinions in their notebooks.
Poem #1:
“Praise Song for the Day” by Elizabeth Alexander
Written for President Barak Obama’s Inauguration, Jan. 20, 2009
Praise song for the day. Each day we go about our business, walking past each other, catching each others’ eyes or not, about to speak or speaking. All about us is noise. All about us is noise and bramble, thorn and din, each one of our ancestors on our tongues. Someone is stitching up a hem, darning a hole in a uniform, patching a tire, repairing the things in need of repair. Someone is trying to make music somewhere with a pair of wooden spoons on an oil drum with cello, boom box, harmonica, voice. A woman and her son wait for the bus. A farmer considers the changing sky; A teacher says, “Take out your pencils. Begin.” We encounter each other in words, words spiny or smooth, whispered or declaimed; words to consider, reconsider. We cross dirt roads and highways that mark the will of someone and then others who said, “I need to see what’s on the other side; I know there’s something better down the road.” We need to find a place where we are safe; We walk into that which we cannot yet see. Say it plain, that many have died for this day. Sing the names of the dead who brought us here, who laid the train tracks, raised the bridges, picked the cotton and the lettuce, built brick by brick the glittering edifices they would then keep clean and work inside of. Praise song for struggle; praise song for the day. Praise song for every hand-lettered sign; The figuring it out at kitchen tables. Some live by “Love thy neighbor as thy self.” Others by first do no harm, or take no more than you need. What if the mightiest word is love, love beyond marital, filial, national. Love that casts a widening pool of light. Love with no need to preempt grievance. In today’s sharp sparkle, this winter air, anything can be made, any sentence begun. On the brink, on the brim, on the cusp — praise song for walking forward in that light.
Poem #2:
Of History and Hope by Miller Williams
For President Bill Clinton’s Inauguration, 1997
We have memorized America,
how it was born and who we have been and where.
In ceremonies and silence we say the words,
telling the stories, singing the old songs.
We like the places they take us. Mostly we do.
The great and all the anonymous dead are there.
We know the sound of all the sounds we brought.
The rich taste of it is on our tongues.
But where are we going to be, and why, and who?
The disenfranchised dead want to know.
We mean to be the people we meant to be,
to keep on going where we meant to go.
But how do we fashion the future? Who can say how
except in the minds of those who will call it Now?
The children. The children. And how does our garden grow?
With waving hands -- oh, rarely in a row --
and flowering faces. And brambles, that we can no longer allow.
Who were many people coming together
cannot become one people falling apart.
Who dreamed for every child an even chance
cannot let luck alone turn doorknobs or not.
Whose law was never so much of the hand as the head
cannot let chaos make its way to the heart.
Who have seen learning struggle from teacher to child
cannot let ignorance spread itself like rot.
We know what we have done and what we have said,
and how we have grown, degree by slow degree,
believing ourselves toward all we have tried to become --
just and compassionate, equal, able, and free.
All this in the hands of children, eyes already set
on a land we never can visit -- it isn't there yet --
but looking through their eyes, we can see
what our long gift to them may come to be.
If we can truly remember, they will not forget.
Homework: Weekly paper and senior project!
Monday, January 19, 2009: HAPPY MLK DAY - No School
Please take the time today to honor the civil rights activist who died so that future generations might live in freedom.
Friday, January 16, 2009
Objectives:
After this class, students will be able to:
1. view photography with a critical eye.
2. write using the stream-of-consciousness method.
3. read and listen to student-created poetry.
Agenda:
1. Warm-up: In their notebooks, students will answer the following question: What does service mean to you? Ms. Kingsbury will solicit students for their answers.
2. Photo Freewrite Activity: In honor of the upcoming MLK holiday on Monday, students will have the opportunity to view and freewrite about a variety of MLK images. When students see each photo, they should jot down any thoughts that come to mind. Ideas include: what do you see, what do you feel, what does the person/people in the photo feel, what questions do you have, what is your gut reaction? At the end of the photo freewrite, students wil have an opportunity to share their (hopefully) poetic creations:
Homework: Senior Projects!!!
After this class, students will be able to:
1. view photography with a critical eye.
2. write using the stream-of-consciousness method.
3. read and listen to student-created poetry.
Agenda:
1. Warm-up: In their notebooks, students will answer the following question: What does service mean to you? Ms. Kingsbury will solicit students for their answers.
2. Photo Freewrite Activity: In honor of the upcoming MLK holiday on Monday, students will have the opportunity to view and freewrite about a variety of MLK images. When students see each photo, they should jot down any thoughts that come to mind. Ideas include: what do you see, what do you feel, what does the person/people in the photo feel, what questions do you have, what is your gut reaction? At the end of the photo freewrite, students wil have an opportunity to share their (hopefully) poetic creations:
Homework: Senior Projects!!!
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