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.
Saturday, September 27, 2008
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.
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).
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.
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
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.
Thursday, September 25, 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!
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!
Monday, September 22, 2008
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.
Sunday, September 14, 2008
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.
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.
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.
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.
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!
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!
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.
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.
Saturday, September 13, 2008
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...
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...
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...
Monday, September 8, 2008
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.
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.
Sunday, September 7, 2008
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.
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.
Tuesday, September 9, 2008
Objectives:
After this class, students will be able to:
1. reflect on their personal qualities and synthesize that information into a personal mission statement.
2. demonstrate time management skills.
Agenda:
1. Warm-up: In their notebooks, students should answer the following questions: What do you know about the Senior Project? What have you heard from other students? Ms. Kingsbury will solicit answers from the class.
2. Senior Project FAQs:
a. What is the Senior Project? It is a state-mandated requirement that all seniors demonstrate knowledge of research and writing. In English class, you will be guided through the Senior Project and receive assistance and support from your teachers and academy coordinator. It is Ms. Kingsbury's job to make sure you complete the Senior Project and meet the requirements for graduation.
b. Is the Senior Project easy? In a word, NO. It is meant to take 60 hours of work. Some of this work will be done in class. Much of it will be done outside of school. Your entire project MUST be typed. Please make sure you have regular access to a computer. See your Academy Coordinator ASAP if this is a problem for you.
c. When are the due dates for each part of the Senior Project? The due dates are:
9/26 mission statements
10/3 career goals essays
10/10 research proposals
10/17 research paper outline
10/24 job search materials
11/7 first rough draft of the research paper due
11/28 second rough draft due
12/19 third rough draft due
1/9 set up portfolio
1/16 portfolios due!
There are other components as well which we will complete along the way. It is your responsibility to make sure you meet each deadline. Failure to complete each component of the Senior Project may jeopardize your graduation!
d. What about the PowerPoint presentation? After your portfolio is graded in January, we will begin to work on your PowerPoint presentations. The presentation is a synthesis of your research paper, so if your research stinks, then your PowerPoint is going to stink. You may begin working on your presentation at anytime, but be mindful that there are certain requirements that must be met for a passing PowerPoint presentation.
e. So really, how do I pass the Senior Project? Based on Ms. Kingsbury's grading system for the Senior Project, you must score at least 75% in your entire portfolio. You will receive the rubric when we set our portfolios up in January.
f. Can we get started now? YES! We are getting started today!
3. Personal Mission Statement: This is the first component of your Senior Project. It is due, typed, on Friday, September 26, 2008. In your mission statement, you are describing the kind of person that you are and the kind of person that you would like to become. You analyze how you will develop into that person. This essay requires you to reflect on your personal attributes. DO NOT TALK ABOUT YOUR CAREER PLANS OR WHAT YOU WANT TO BE WHEN YOU GROW UP! THAT IS FOR ANOTHER ESSAY. You essay should be 1/2 page typed. We will write the rough draft in our notebooks during class today.
NOTE: If you waste any class time given to work on your Senior Project, all future work will be done outside of class!
Sample Mission Statement:
My name is Madelaine Kingsbury, and if you asked me to describe that kind of person that I am, I could tell you, without doubt, that I am a dedicated, compassionate, and fun-loving individual. I am a devoted mother to a charming but hot-headed three year old; despite her challenging behavior, I would do anything for her. I am also devoted to the students that I teach at Overbrook High School; their behavior is challenging sometimes too, but there isn't anything that I wouldn't do to help them be successful. I care for everyone that I know - my family, my friends, my boyfriend, my pets, my students, my coworkers - sometimes to a fault, but I can't be any other way. I show my compassion for others through my humor and light-heartedness. I do whatever I can to make a person smile. Even though I think I am pretty awesome, I would still love to become a better person, more patient and more calm. With the guidance and support of my friends and family, I know I will become the best person that I can be.
Now it's your turn! In your notebooks, write the rough draft of your own personal mission statement. It should be at least two handwritten pages (or one page front and back). I will monitor your progress in class.
Today's Vocabulary: time management, components, attributes, personal mission statement
Homework:
a. Complete your handwritten mission statement for homework. Be prepared to share it with a partner tomorrow.
After this class, students will be able to:
1. reflect on their personal qualities and synthesize that information into a personal mission statement.
2. demonstrate time management skills.
Agenda:
1. Warm-up: In their notebooks, students should answer the following questions: What do you know about the Senior Project? What have you heard from other students? Ms. Kingsbury will solicit answers from the class.
2. Senior Project FAQs:
a. What is the Senior Project? It is a state-mandated requirement that all seniors demonstrate knowledge of research and writing. In English class, you will be guided through the Senior Project and receive assistance and support from your teachers and academy coordinator. It is Ms. Kingsbury's job to make sure you complete the Senior Project and meet the requirements for graduation.
b. Is the Senior Project easy? In a word, NO. It is meant to take 60 hours of work. Some of this work will be done in class. Much of it will be done outside of school. Your entire project MUST be typed. Please make sure you have regular access to a computer. See your Academy Coordinator ASAP if this is a problem for you.
c. When are the due dates for each part of the Senior Project? The due dates are:
9/26 mission statements
10/3 career goals essays
10/10 research proposals
10/17 research paper outline
10/24 job search materials
11/7 first rough draft of the research paper due
11/28 second rough draft due
12/19 third rough draft due
1/9 set up portfolio
1/16 portfolios due!
There are other components as well which we will complete along the way. It is your responsibility to make sure you meet each deadline. Failure to complete each component of the Senior Project may jeopardize your graduation!
d. What about the PowerPoint presentation? After your portfolio is graded in January, we will begin to work on your PowerPoint presentations. The presentation is a synthesis of your research paper, so if your research stinks, then your PowerPoint is going to stink. You may begin working on your presentation at anytime, but be mindful that there are certain requirements that must be met for a passing PowerPoint presentation.
e. So really, how do I pass the Senior Project? Based on Ms. Kingsbury's grading system for the Senior Project, you must score at least 75% in your entire portfolio. You will receive the rubric when we set our portfolios up in January.
f. Can we get started now? YES! We are getting started today!
3. Personal Mission Statement: This is the first component of your Senior Project. It is due, typed, on Friday, September 26, 2008. In your mission statement, you are describing the kind of person that you are and the kind of person that you would like to become. You analyze how you will develop into that person. This essay requires you to reflect on your personal attributes. DO NOT TALK ABOUT YOUR CAREER PLANS OR WHAT YOU WANT TO BE WHEN YOU GROW UP! THAT IS FOR ANOTHER ESSAY. You essay should be 1/2 page typed. We will write the rough draft in our notebooks during class today.
NOTE: If you waste any class time given to work on your Senior Project, all future work will be done outside of class!
Sample Mission Statement:
My name is Madelaine Kingsbury, and if you asked me to describe that kind of person that I am, I could tell you, without doubt, that I am a dedicated, compassionate, and fun-loving individual. I am a devoted mother to a charming but hot-headed three year old; despite her challenging behavior, I would do anything for her. I am also devoted to the students that I teach at Overbrook High School; their behavior is challenging sometimes too, but there isn't anything that I wouldn't do to help them be successful. I care for everyone that I know - my family, my friends, my boyfriend, my pets, my students, my coworkers - sometimes to a fault, but I can't be any other way. I show my compassion for others through my humor and light-heartedness. I do whatever I can to make a person smile. Even though I think I am pretty awesome, I would still love to become a better person, more patient and more calm. With the guidance and support of my friends and family, I know I will become the best person that I can be.
Now it's your turn! In your notebooks, write the rough draft of your own personal mission statement. It should be at least two handwritten pages (or one page front and back). I will monitor your progress in class.
Today's Vocabulary: time management, components, attributes, personal mission statement
Homework:
a. Complete your handwritten mission statement for homework. Be prepared to share it with a partner tomorrow.
Monday, September 8, 2008
Objectives:
After this class, students will be able to:
1. provide a writing sample.
2. draw on previous grammar and punctuation knowledge.
3. create a set of personal and academic goals for this school year.
Agenda:
1. Warm-Up: In their notebooks, students should write their answer to the following questions: On a scale of 1 to 10, 10 being the highest, rate your writing skills. Why do you give yourself this rating? What are your strengths in writing? What are your weaknesses?
Homework: There is no homework assigned for this class today.
After this class, students will be able to:
1. provide a writing sample.
2. draw on previous grammar and punctuation knowledge.
3. create a set of personal and academic goals for this school year.
Agenda:
1. Warm-Up: In their notebooks, students should write their answer to the following questions: On a scale of 1 to 10, 10 being the highest, rate your writing skills. Why do you give yourself this rating? What are your strengths in writing? What are your weaknesses?
2. Writing Inventory: In order for Ms. K to figure out what writing skills she needs to teach this year, students will complete the following inventory. Worth 100 points and due at the end of class. IF YOU ARE ABSENT, YOU MUST COMPLETE THIS ASSIGNMENT FOR HOMEWORK AND EMAIL IT TO ms.kingsbury@verizon.net BY WEDNESDAY, SEPTEMBER 10, 2007.
- Write a two-page essay (5 short paragraphs) describing three things that you learned this summer.
- Make a list of all the punctuation that you know and explain what it is used for. Try for 8.
- Make a list of all the parts of speech that you know and give three examples for each one. Try for 7.
Homework: There is no homework assigned for this class today.
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