Week of May 18, 2009 Assignments
1. Turn your planning page into an essay – this is due May 26th.
Remember the essay will be assessed on the following things:
Meaning: the extent to which the response exhibits sound understanding, interpretation, and analysis of the task and text(s)
Development: the extent to which ideas are elaborated using specific and relevant evidence from the text(s)
Organization: the extent to which the response exhibits direction, shape, and coherence
Language Use: the extent to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure, and sentence variety
Conventions: the extent to which the response exhibits conventional spelling, punctuation, paragraphing, capitalization, grammar, and usage
Check out this link for some more information on a thesis statement and how the essay will come together
http://home.earthlink.net/~tcwrites/essay.html
Also, check out this link for information on how to write a topic sentence for each paragraph http://www.kent.k12.wa.us/KSD/KR/WRITE/GEN/topic_sent.html
Also, check your WJPS email for a document I am attaching that models how I wrote my introduction, and how I turned my Support, Explanation, and Example #1 into a paragraph that supports my thesis.
2. Upload all assignments that we have completed to your eportfolio. (Check out process post below) If you do not have a copy of your work at home, fill in all the other sections, summary, standards, reflection until you can get your digital copy. All of this can be done this week, and then if things at school need to be uploaded, then those things will be added on Tuesday of next week.
3. Your final project for this class is to write and present a speech.
You will choose a topic based on the Coming of Age Unit. The speech can be related to the setting of a book, the time period the book took place, an author, a coming of age moment, the use of literary elements in a novel read in class, how the novel relates to the question – What does it mean to be an American? Any other ideas are welcome!!
You will use the same process as the extended project. You will submit a proposal letter with the topic of the speech, and what visual you will be using – PowerPoint, iMovie, ning, blog, website, etc. You will use the research log to document, start the writing process – keeping in mind the qualities of an informative speech – engagement, volume, rate, use of graphics, time-limit, posture and eye contact, conclusion, sequencing, spelling and grammar. I will attach the rubric in an email. Please look at the rubric to get a sense of what will be required of you.
Proposal Letter is due Friday May 22, 2009. Email it to me through google docs.
Email me at jmccloskey@wjps.org if you have any questions!! Log into your WJPS accounts everyday!!!
Monday, May 18, 2009
E-Portfolio Process
Go to https://web.ideasconsulting.com/wjps/login.php
1. Login with the first initial of your name and your last name
For example, if I were login in, it would be jmccloskey
2. Go to the assignments link on the top of the page.
3. Decide which assignment you would like to add, and click on the add tab next tot he assignment.
4. Answer the questions in the Summary tab - what were you asked to do? What was the process for doing this? Click on Save/Next.
5. Standards page - you need to change the standards to match the class that you are submitting an assignment for. After you change to the correct list, you must press save/change standard list tab on the left of the page.
6. Check off all the standards that apply to the assignment. Click on Save/next.
7. Add your artifact - change the artifact type to match the type of document that you are working on (microsoft word, PowerPoint, iMovie, link to a website, etc )
8. Upload the document by clicking on the browse tab on the right hand side of the page and finding the document that you are going to upload in your documents. Click on Save/Next
10. Answer the reflection questions. Click on Save/next.
If you start a document and need to go back to add to that assignment, click the edit tab to the right of that assignment. The assignment will be checked off already; go down to the bottom of the page and click save/next.
1. Login with the first initial of your name and your last name
For example, if I were login in, it would be jmccloskey
2. Go to the assignments link on the top of the page.
3. Decide which assignment you would like to add, and click on the add tab next tot he assignment.
4. Answer the questions in the Summary tab - what were you asked to do? What was the process for doing this? Click on Save/Next.
5. Standards page - you need to change the standards to match the class that you are submitting an assignment for. After you change to the correct list, you must press save/change standard list tab on the left of the page.
6. Check off all the standards that apply to the assignment. Click on Save/next.
7. Add your artifact - change the artifact type to match the type of document that you are working on (microsoft word, PowerPoint, iMovie, link to a website, etc )
8. Upload the document by clicking on the browse tab on the right hand side of the page and finding the document that you are going to upload in your documents. Click on Save/Next
10. Answer the reflection questions. Click on Save/next.
If you start a document and need to go back to add to that assignment, click the edit tab to the right of that assignment. The assignment will be checked off already; go down to the bottom of the page and click save/next.
Monday, March 30, 2009
Blog Project due April 24th
Task: With your group members, you are to create a blog on blogger.com that explores the first novel that you are reading. This blog will become an interactive study guide for future groups that are going to read the novel. You must consider how you are going to present information, thoughts, and ideas about the text that will lead to discussion.
You must:·
Create a title for your blog that captures the purpose of the site
· Include the title and author of the novel
· Include a short bio and photograph of the author (cited properly)
· Include links that will help the visitor to navigate through the site
· Include a discussion of the 5 of the following literary devices
· Works Cited Post (MLA)
You can choose from the following literary devices to explore in your posts. These devices may become evident through your book discussions or you may need to start discussions around the following literary terms so that you may decide which are pertinent to the novel that you are reading.
· Plot – exposition, rising action, climax, falling action, resolution
· Characterization
· Symbolism
· Figurative Language: metaphor and simile
· Setting
· Theme
· Point of View
· Tone
· Irony
· Motif
· Allegory
· Conflict
· Foreshadowing
· Dialogue
· Diction
· Choose one post
ALL group members must be included in the production of the blog. Students must take credit for areas in which they created or worked on. Timing of this blog creation is extremely important, and planning is essential! Fill in the chart below (and you planner) with tentative dates for blog steps.
3/31
4/1
4/2
4/3
4/6
4/7 –
4/8
4/9 – no school
4/10– no school
4/13– no school
4/14– no school
4/15– no school
4/16– no school
4/17– no school
4/20
4/21
4/22
4/23
4/24 – Blogs are due
Remember to have a clear plan of what is going to go on your blog before beginning the actual layout! Each student must hand in a reflection with the final product explaining their participation in the creation of the blog.
You must:·
Create a title for your blog that captures the purpose of the site
· Include the title and author of the novel
· Include a short bio and photograph of the author (cited properly)
· Include links that will help the visitor to navigate through the site
· Include a discussion of the 5 of the following literary devices
· Works Cited Post (MLA)
You can choose from the following literary devices to explore in your posts. These devices may become evident through your book discussions or you may need to start discussions around the following literary terms so that you may decide which are pertinent to the novel that you are reading.
· Plot – exposition, rising action, climax, falling action, resolution
· Characterization
· Symbolism
· Figurative Language: metaphor and simile
· Setting
· Theme
· Point of View
· Tone
· Irony
· Motif
· Allegory
· Conflict
· Foreshadowing
· Dialogue
· Diction
· Choose one post
ALL group members must be included in the production of the blog. Students must take credit for areas in which they created or worked on. Timing of this blog creation is extremely important, and planning is essential! Fill in the chart below (and you planner) with tentative dates for blog steps.
3/31
4/1
4/2
4/3
4/6
4/7 –
4/8
4/9 – no school
4/10– no school
4/13– no school
4/14– no school
4/15– no school
4/16– no school
4/17– no school
4/20
4/21
4/22
4/23
4/24 – Blogs are due
Remember to have a clear plan of what is going to go on your blog before beginning the actual layout! Each student must hand in a reflection with the final product explaining their participation in the creation of the blog.
Thursday, February 5, 2009
museum trip project
1. Why Remember? The entranceway to the Museum has two biblical quotation carved into its granite walls: Remember…Never forget,” [Deuteronomy 25:17, 19] and “There is hope for your future” [Jeremiah 31:16]. Discuss your answers and write an essay considering why the Museum would have chosen these as its inspiration.
What should we remember, and why?
On what should humanity as a whole hope for the future?
On what do you base your hope for the future?
2. Ethnicity and Identity – Identity, or who you are, is a complicated thing. For many Jews, their religion is a significant part of their identity. In an essay, discuss your own ethnic, cultural, and/or religious identities.
How much of your identity comes from your ethnic, cultural, or religious group? Where else does your identity come from?
How do you express your identity?
Do you identify yourself the same way others identify you? Why or why not?
Hitler persecuted people based in their racial and political backgrounds.
What does it mean to have the freedom of religion? What freedoms are we guaranteed by the U.S Bill of Rights?
How would it affect you if you didn’t have freedom of religion?
Many German Jews identified as Germans as well as Jews, but Hitler took away their citizenship and labeled them enemies of Germany.
How much of your identity comes from being American? What if your American identity were taken away from you?
3. Making Choices – Sometimes historical developments force people to make difficult choices. To varying degrees, we all have to confront difficult decisions in our lives. Sometimes the group we are part of is doing something that we know is wrong, but there is tremendous pressure to conform. Using examples from your lives, write an essay about a moment in which you were not able to withstand the pressure to do something in which you privately disapproved. Imagine how you would do things differently in the future. Create a short scene about what did happen and what could have happened.
4. Hate Crimes - Racism and bigotry continue today. Collect information about hate crimes from newspapers, television, and/or the internet. Create a bulletin board in the classroom to raise awareness about these heinous acts. Also, write your reactions to these events. For example:
What similarities are there among the groups or individuals that commit these crimes? Whom do they target?
How are the above groups different from the Nazis?
What kind of actions do we take to counter these crimes?
How do you answer revolutionists who deny that the Holocaust ever happened?
What should we remember, and why?
On what should humanity as a whole hope for the future?
On what do you base your hope for the future?
2. Ethnicity and Identity – Identity, or who you are, is a complicated thing. For many Jews, their religion is a significant part of their identity. In an essay, discuss your own ethnic, cultural, and/or religious identities.
How much of your identity comes from your ethnic, cultural, or religious group? Where else does your identity come from?
How do you express your identity?
Do you identify yourself the same way others identify you? Why or why not?
Hitler persecuted people based in their racial and political backgrounds.
What does it mean to have the freedom of religion? What freedoms are we guaranteed by the U.S Bill of Rights?
How would it affect you if you didn’t have freedom of religion?
Many German Jews identified as Germans as well as Jews, but Hitler took away their citizenship and labeled them enemies of Germany.
How much of your identity comes from being American? What if your American identity were taken away from you?
3. Making Choices – Sometimes historical developments force people to make difficult choices. To varying degrees, we all have to confront difficult decisions in our lives. Sometimes the group we are part of is doing something that we know is wrong, but there is tremendous pressure to conform. Using examples from your lives, write an essay about a moment in which you were not able to withstand the pressure to do something in which you privately disapproved. Imagine how you would do things differently in the future. Create a short scene about what did happen and what could have happened.
4. Hate Crimes - Racism and bigotry continue today. Collect information about hate crimes from newspapers, television, and/or the internet. Create a bulletin board in the classroom to raise awareness about these heinous acts. Also, write your reactions to these events. For example:
What similarities are there among the groups or individuals that commit these crimes? Whom do they target?
How are the above groups different from the Nazis?
What kind of actions do we take to counter these crimes?
How do you answer revolutionists who deny that the Holocaust ever happened?
Monday, January 26, 2009
Regents Week Work
1.) Vocabulary Builders - You should start Parts I, II, III, and IV. If you have any questions regarding the procedure for each chart, you should refer to the Vocabulary Builders Packet to double check. If you still do not know the answer then email me at jmccloskey@wjps.org
2.) Extended Projects should be completed by Tuesday, February 3, 2009. All parts of the project should be present.
Extended Project Procedure
1. Sign Contract and start keeping track of assignments in the table. Throughout the process you must enter all steps into the table and get the progress checked and signed off by Ms. McCloskey
2. Choose a topic/assignment/focus
3. Proposal letter in SB - you will tell me what you intend to do in your project and how you plan on getting there – the steps that you will take to get there. I will approve or guide you thinking before you do any research.
4. Research Log and Set Due Date - All research will be logged into the research log that you have a copy of or you will find in the back of the room. You will have to do some research for each project, whether it be about the structure of a short story or information on your topic.
5. Planning Page– You will do a planning page in which you outline your project. This can be done on looseleaf paper in any of the outline methods that we have discussed (box, traditional, list, etc)
6. Use the writing process to complete your project - Revision (STAR) Peer Conference, Teacher Conference
7. “Works Cited” page – You will have to turn in a Works Cited Page
8. Reflection Page – What did you learn from this project? What did you like most about it?
3.) Bring in a dictionary that you can use during class time. You will be required to have this dictionary with you each day
4.) Museum Project - Groups 1,2,3 Bring in the final draft of your writing
Group 4 - gather and read articles, write your reactions, decide on layout and present information in a suitable manner.
5.) Remember that notebook checks will continue next week. You should have evidence of your reading in your Annotated Bibliography section. You are required to read a half hour each evening so you should be past the 15 book mark.
EMAIL ME AT jmccloskey@wjps.org if you have any questions!!!
2.) Extended Projects should be completed by Tuesday, February 3, 2009. All parts of the project should be present.
Extended Project Procedure
1. Sign Contract and start keeping track of assignments in the table. Throughout the process you must enter all steps into the table and get the progress checked and signed off by Ms. McCloskey
2. Choose a topic/assignment/focus
3. Proposal letter in SB - you will tell me what you intend to do in your project and how you plan on getting there – the steps that you will take to get there. I will approve or guide you thinking before you do any research.
4. Research Log and Set Due Date - All research will be logged into the research log that you have a copy of or you will find in the back of the room. You will have to do some research for each project, whether it be about the structure of a short story or information on your topic.
5. Planning Page– You will do a planning page in which you outline your project. This can be done on looseleaf paper in any of the outline methods that we have discussed (box, traditional, list, etc)
6. Use the writing process to complete your project - Revision (STAR) Peer Conference, Teacher Conference
7. “Works Cited” page – You will have to turn in a Works Cited Page
8. Reflection Page – What did you learn from this project? What did you like most about it?
3.) Bring in a dictionary that you can use during class time. You will be required to have this dictionary with you each day
4.) Museum Project - Groups 1,2,3 Bring in the final draft of your writing
Group 4 - gather and read articles, write your reactions, decide on layout and present information in a suitable manner.
5.) Remember that notebook checks will continue next week. You should have evidence of your reading in your Annotated Bibliography section. You are required to read a half hour each evening so you should be past the 15 book mark.
EMAIL ME AT jmccloskey@wjps.org if you have any questions!!!
Wednesday, January 14, 2009
Proposal Letter
In your proposal letter, please answer the following questions:
-What genre/topic are you going to do?
-Why did you choose this topic/genre?
-What will your final product look like?
-What steps will you take to get there?
Example
Dear Ms. McCloskey,
For my first project I want to create a short story based around the theme of unknown romance. I got the idea from the Twilight series I just read recently. As well, from the movie The Notebook.
There are several steps I have to do in order to complete the short story. First, I have to do some research on how to create a short story and what goes into it. I then have to create my characters and the plot. Next, I have to put my ideas down on paper and start drafting. With my drafts I have to outline, revise, and conference. Then, after all my drafting processes I would create my works cited page with all my resources, then my reflection page on what I learned and liked about doing my short story.
Sincerely,
Student Name
-What genre/topic are you going to do?
-Why did you choose this topic/genre?
-What will your final product look like?
-What steps will you take to get there?
Example
Dear Ms. McCloskey,
For my first project I want to create a short story based around the theme of unknown romance. I got the idea from the Twilight series I just read recently. As well, from the movie The Notebook.
There are several steps I have to do in order to complete the short story. First, I have to do some research on how to create a short story and what goes into it. I then have to create my characters and the plot. Next, I have to put my ideas down on paper and start drafting. With my drafts I have to outline, revise, and conference. Then, after all my drafting processes I would create my works cited page with all my resources, then my reflection page on what I learned and liked about doing my short story.
Sincerely,
Student Name
Extended Projects
Extended projects can be done in designated class time, after you finish current work, and/or at home. They are a reflection of what you are interested in and what you think is important. You are going to be responsible for at least two assignments per month. You have the opportunity to choose many of the assignments listed below and create assignments of your own. These are only suggestions. You are, however, required to complete the Vocabulary Builders section of this unit.
Extended Project Examples:
***Vocabulary Builders – 1.)Word Roots: Prefixes and Suffixes, 2.) Super Sentences, 3.) Word Web
***Use the research process described at http://www.crlsresearchguide.org/ to prepare you for all types of writing – expository, descriptive, persuasive, narrative, technical, poetic, etc. While researching, take notes on what you have discovered on the research log.
***Expository writing - you can write about the life of a famous author, actor, musician, etc. Use the writing process to complete this assignment. Hand in all drafts of the project showing revision, peer conference, self conference, etc.
*** Expository writing – you can write about any topic that interests you. Use the writing process to complete this assignment. Hand in all drafts of the project showing revision, peer conference, self conference, citations, etc.
***Persuasive writing – you can write on an issue that you feel strongly about. Use the writing process to complete this assignment. Hand in all drafts of the project showing revision, peer conference, self conference, etc.
***Research how to write a short story. Read short stories in the classroom, online, at home. Notice things about the stories and gather information about how you would write a short story from “How to” books in the classroom, online, and Writer’s Digest magazine. Create a story based on an idea or theme that you are reminded of in the book that you are currently reading or one that you have read in the past.
***Research the characteristics of drama. Start to gather information by reading plays in the classroom (Novio Boy, The Crucible, A Doll’s House, etc) Create an original play of your own.
*** Research how to write a poem. Read poems in the anthologies in the classroom, online, or at home. Notice things about the poems and gather information about how you would write a poem from “How to” books in the classroom, online, and Writer’s Digest magazine.
***Write a letter or an email (proper English) to a pen pal about a topic that you feel strongly about or in the perspective of someone else, and receive one back from that friend.
***Read interviews with an author. Write a short biography of the author based on the information.
***Create a narrative procedure to show the steps one has to take to become a published author.
***Write a letter to the author of the book that you are reading. Give your reactions to the publication.
***Update your work folder making sure that everything is entered into the list in the folder. Make sure that all comments are noted and chart is filled in.
***Write a narrative account of a significant moment in your past.
Note: You may abandon projects that are not working out by writing me a letter describing what the problem(s) is/are and why you are abandoning the project. In this letter, propose what you are going to work on next.
REMEMBER: ALL NOTES, FREEWRITES, DRAFTS, OUTLINES, EVERYTHING THAT YOU HAVE DONE MUST BE SAVED. THEY ARE GOING TO GO IN YOUR WORKFOLDER UNTIL YOU DECIDE WHAT TO IN YOUR PORTFOLIO.
Extended Project Procedure
1. Sign Contract and start keeping track of assignments in the table. Throughout the process you must enter all steps into the table and get the progress checked and signed off by Ms. McCloskey
2. Choose a topic/assignment/focus
3. Proposal letter in SB - you will tell me what you intend to do in your project and how you plan on getting there – the steps that you will take to get there. I will approve or guide you thinking before you do any research.
4. Research Log and Set Due Date - All research will be logged into the research log that you have a copy of or you will find in the back of the room. You will have to do some research for each project, whether it be about the structure of a short story or information on your topic.
5. Planning Page– You will do a planning page in which you outline your project. This can be done on looseleaf paper in any of the outline methods that we have discussed (box, traditional, list, etc)
6. Use the writing process to complete your project
7. “Works Cited” page – You will have to turn in a Works Cited Page
8. Reflection Page – What did you learn from this project? What did you like most about it?
Name: Class:
Ms. McCloskey Due Date:
Research Log
All research must be from valid, trustworthy websites and books.
Assignment:______________________________________________________________
RESEARCH
Where did I find my research? (Internet site or Book, publisher, city, page number, copyright)What did the research tell me? (Notes, Direct Quotations, Indirect Quotations, etc)
Name:_____________________________ Class:__________
Ms. McCloskey Date:__________
Independent Menu Contract:
I, ____________________________, agree that I will work on these assignments inside and outside of class to the best of my ability. I agree that these projects are to be done “when I am finished” with that day’s assignment. I am aware that these assignments are used as part of my homework and classwork grade. I am also aware that these projects are suggestions and I, as a learner, have the opportunity to explore other ideas with approval from my teacher. I am aware that my teacher will give deadlines to help me to fulfill this requirement during the school year. I am also aware that I need to finish 11 extension projects all together including all Vocabulary Builders, which counts as one project. All other assignments will be at your discretion.
Extended Project Examples:
***Vocabulary Builders – 1.)Word Roots: Prefixes and Suffixes, 2.) Super Sentences, 3.) Word Web
***Use the research process described at http://www.crlsresearchguide.org/ to prepare you for all types of writing – expository, descriptive, persuasive, narrative, technical, poetic, etc. While researching, take notes on what you have discovered on the research log.
***Expository writing - you can write about the life of a famous author, actor, musician, etc. Use the writing process to complete this assignment. Hand in all drafts of the project showing revision, peer conference, self conference, etc.
*** Expository writing – you can write about any topic that interests you. Use the writing process to complete this assignment. Hand in all drafts of the project showing revision, peer conference, self conference, citations, etc.
***Persuasive writing – you can write on an issue that you feel strongly about. Use the writing process to complete this assignment. Hand in all drafts of the project showing revision, peer conference, self conference, etc.
***Research how to write a short story. Read short stories in the classroom, online, at home. Notice things about the stories and gather information about how you would write a short story from “How to” books in the classroom, online, and Writer’s Digest magazine. Create a story based on an idea or theme that you are reminded of in the book that you are currently reading or one that you have read in the past.
***Research the characteristics of drama. Start to gather information by reading plays in the classroom (Novio Boy, The Crucible, A Doll’s House, etc) Create an original play of your own.
*** Research how to write a poem. Read poems in the anthologies in the classroom, online, or at home. Notice things about the poems and gather information about how you would write a poem from “How to” books in the classroom, online, and Writer’s Digest magazine.
***Write a letter or an email (proper English) to a pen pal about a topic that you feel strongly about or in the perspective of someone else, and receive one back from that friend.
***Read interviews with an author. Write a short biography of the author based on the information.
***Create a narrative procedure to show the steps one has to take to become a published author.
***Write a letter to the author of the book that you are reading. Give your reactions to the publication.
***Update your work folder making sure that everything is entered into the list in the folder. Make sure that all comments are noted and chart is filled in.
***Write a narrative account of a significant moment in your past.
Note: You may abandon projects that are not working out by writing me a letter describing what the problem(s) is/are and why you are abandoning the project. In this letter, propose what you are going to work on next.
REMEMBER: ALL NOTES, FREEWRITES, DRAFTS, OUTLINES, EVERYTHING THAT YOU HAVE DONE MUST BE SAVED. THEY ARE GOING TO GO IN YOUR WORKFOLDER UNTIL YOU DECIDE WHAT TO IN YOUR PORTFOLIO.
Extended Project Procedure
1. Sign Contract and start keeping track of assignments in the table. Throughout the process you must enter all steps into the table and get the progress checked and signed off by Ms. McCloskey
2. Choose a topic/assignment/focus
3. Proposal letter in SB - you will tell me what you intend to do in your project and how you plan on getting there – the steps that you will take to get there. I will approve or guide you thinking before you do any research.
4. Research Log and Set Due Date - All research will be logged into the research log that you have a copy of or you will find in the back of the room. You will have to do some research for each project, whether it be about the structure of a short story or information on your topic.
5. Planning Page– You will do a planning page in which you outline your project. This can be done on looseleaf paper in any of the outline methods that we have discussed (box, traditional, list, etc)
6. Use the writing process to complete your project
7. “Works Cited” page – You will have to turn in a Works Cited Page
8. Reflection Page – What did you learn from this project? What did you like most about it?
Name: Class:
Ms. McCloskey Due Date:
Research Log
All research must be from valid, trustworthy websites and books.
Assignment:______________________________________________________________
RESEARCH
Where did I find my research? (Internet site or Book, publisher, city, page number, copyright)What did the research tell me? (Notes, Direct Quotations, Indirect Quotations, etc)
Name:_____________________________ Class:__________
Ms. McCloskey Date:__________
Independent Menu Contract:
I, ____________________________, agree that I will work on these assignments inside and outside of class to the best of my ability. I agree that these projects are to be done “when I am finished” with that day’s assignment. I am aware that these assignments are used as part of my homework and classwork grade. I am also aware that these projects are suggestions and I, as a learner, have the opportunity to explore other ideas with approval from my teacher. I am aware that my teacher will give deadlines to help me to fulfill this requirement during the school year. I am also aware that I need to finish 11 extension projects all together including all Vocabulary Builders, which counts as one project. All other assignments will be at your discretion.
Thursday, January 8, 2009
Katrina Revisions due Tomorrow, 1/9/09
Use these questions to make sure that you have revised your work satisfactorily:
OPENING
Does the opening grab the reader's attention?
Is there evidence that you have tried new openings?
CLOSING
Do you feel like the piece is finished?
Is there evidence of revision of the ending of the piece?
ORGANIZATION
Is there evidence that you have rearranged parts of the piece?
Is there evidence that you have tried different spaces, lines breaks, stanzas, paragraphs, etc?
PUNCTUATION (with a purpose)
Is there evidence of experimentation wit punctuation?
Do you have a reason for the use of punctuation?
Do you have evidence of experimentation with punctuation?
CLICHES
Have I identified and taken out any cliches?
WORD CHOICE
Have I considered the choice of words that I have used?
Have I tried out other words in place of the ones that you have?
Is there evidence of change?
Have I looked at and tried to strengthen the action words in my piece?
OPENING
Does the opening grab the reader's attention?
Is there evidence that you have tried new openings?
CLOSING
Do you feel like the piece is finished?
Is there evidence of revision of the ending of the piece?
ORGANIZATION
Is there evidence that you have rearranged parts of the piece?
Is there evidence that you have tried different spaces, lines breaks, stanzas, paragraphs, etc?
PUNCTUATION (with a purpose)
Is there evidence of experimentation wit punctuation?
Do you have a reason for the use of punctuation?
Do you have evidence of experimentation with punctuation?
CLICHES
Have I identified and taken out any cliches?
WORD CHOICE
Have I considered the choice of words that I have used?
Have I tried out other words in place of the ones that you have?
Is there evidence of change?
Have I looked at and tried to strengthen the action words in my piece?
Wednesday, January 7, 2009
Katrina Revision - Continued
Cliché - an expression or idea whose effectiveness has been worn out through overuse and excessive familiarity
For examples go to http://grammar.about.com/od/c/g/clicheterm.htm
In your revision tonight, revise any areas that use cliches. Also, subtract words that are commonplace or redundant because they can drain energy from the poem. Subtract anything that takes away from the poem or trade those ideas for new ones.
The final piece is due on Friday - You are only going to be assessed on your revision so make sure that you are trying out all of the strategies discussed in class.
For examples go to http://grammar.about.com/od/c/g/clicheterm.htm
In your revision tonight, revise any areas that use cliches. Also, subtract words that are commonplace or redundant because they can drain energy from the poem. Subtract anything that takes away from the poem or trade those ideas for new ones.
The final piece is due on Friday - You are only going to be assessed on your revision so make sure that you are trying out all of the strategies discussed in class.
Tuesday, January 6, 2009
Homework - Revision Reflection - due 1/9/09
In what ways have you experimented with your writing? How have you stretched your thinking during this revision process?
Katrina Draft Revision (continued)
What does STAR stand for?
Subtract, take out unnecessary words, thoughts, ideas, feelings, etc.
Trade information, support, examples, useless information for useful information
Add words, ideas, support, thoughts, details, etc.
Rearrange paragraphs, words, sentences, thoughts, ideas, support, details, etc.
Why do we start a new paragraph?
Change occurs
New idea/thought/support
New setting
New scene
Dialogue - new speaker
Why do we start a new stanza?
We want the reader to jump to a new thought, idea, feeling, setting, time.
We are sticking to a rhyme scheme.
How should we use words, punctuation (commas, periods, dashes) capitalization, spacing, format in a poem?
WITH A PURPOSE!!
You have the control.
Think about
Why am I putting a period there?
Why am I capitalizing that?
Why am I leaving this all as lower case?
Why am I using a dash?
Why did I choose that word?
Where do I want the reader to stop or pause?
Subtract, take out unnecessary words, thoughts, ideas, feelings, etc.
Trade information, support, examples, useless information for useful information
Add words, ideas, support, thoughts, details, etc.
Rearrange paragraphs, words, sentences, thoughts, ideas, support, details, etc.
Why do we start a new paragraph?
Change occurs
New idea/thought/support
New setting
New scene
Dialogue - new speaker
Why do we start a new stanza?
We want the reader to jump to a new thought, idea, feeling, setting, time.
We are sticking to a rhyme scheme.
How should we use words, punctuation (commas, periods, dashes) capitalization, spacing, format in a poem?
WITH A PURPOSE!!
You have the control.
Think about
Why am I putting a period there?
Why am I capitalizing that?
Why am I leaving this all as lower case?
Why am I using a dash?
Why did I choose that word?
Where do I want the reader to stop or pause?
Monday, January 5, 2009
Katrina Draft Revisions
Focus on the openings and endings of your piece:
Openings:
Will this grab your reader's attention?
Is this the BEST possible way to start the piece?
What are some other ways that you could try out?
Endings:
Does this piece feel complete?
Have you said all that you need to say about this?
Is there enough information/ideas/emotions for the reader to understand your message?
Remember- Your pieces are only going to be graded on REVISION. There needs to be evidence of experimentation with your craft. See you tomorrow!!
Openings:
Will this grab your reader's attention?
Is this the BEST possible way to start the piece?
What are some other ways that you could try out?
Endings:
Does this piece feel complete?
Have you said all that you need to say about this?
Is there enough information/ideas/emotions for the reader to understand your message?
Remember- Your pieces are only going to be graded on REVISION. There needs to be evidence of experimentation with your craft. See you tomorrow!!
Monday, December 22, 2008
Winter Break Homework
You are going to write in any genre to express an idea, feeling or emotion related to the media's coverage of Hurricane Katrina. You should start to think about: What is the message that you want to give to your reader? What is the best genre to get this information across? You can go to http://www.thewritingsite.org/resources/genre/default.asp , and/or http://www.sheboyganfalls.k12.wi.us/cyberenglish9/multi_genre/multigenre.htm#Types%20of%20Genres to explore different genres of writing.
This writing piece can be inspired from watching the documentary, listening to the transcripts, and reading the original work by teachers and students.
You are to use the writing process to create this piece- freewriting, drafting, revision - STAR, self conference. You should have a couple of drafts when you get back to school on the 5th. We will then peer conference regarding the drafts and revise so that they are of final draft quality.
Keep in mind the organization, controlling idea, appropriate information, characteristics of the genre you chose, the amount and quality of revision, and the conventions of the piece.
Please post the last draft that you write on this blog.
This writing piece can be inspired from watching the documentary, listening to the transcripts, and reading the original work by teachers and students.
You are to use the writing process to create this piece- freewriting, drafting, revision - STAR, self conference. You should have a couple of drafts when you get back to school on the 5th. We will then peer conference regarding the drafts and revise so that they are of final draft quality.
Keep in mind the organization, controlling idea, appropriate information, characteristics of the genre you chose, the amount and quality of revision, and the conventions of the piece.
Please post the last draft that you write on this blog.
CNN Transcript
Read the following transcript.
http://transcripts.cnn.com/TRANSCRIPTS/0509/02/ltm.01.html
What is your reaction to the information to this transcript? How does this relate to what you have seen in the documentary? Does this add new understanding?
http://transcripts.cnn.com/TRANSCRIPTS/0509/02/ltm.01.html
What is your reaction to the information to this transcript? How does this relate to what you have seen in the documentary? Does this add new understanding?
Thursday, December 18, 2008
When the Levees Broke Homework
On an index card, answer the following questions. This is going to be your entrance ticket.
What is the role of the media in a democratic society?
How do investigative reporting and advocacy reporting play a role in a democratic society?
What is the role of the media in a democratic society?
How do investigative reporting and advocacy reporting play a role in a democratic society?
Tuesday, December 16, 2008
CONTESTS!!!!!!
Students Can Enter Irish American Heritage Art Competition
All schools / Deadline: February 12
Students in grades K-12 can enter the Irish American Heritage & Culture Committee’s annual art contest. Students should submit a work of art that expresses the influence of the Irish in American history, literature, art, music, drama, dance, or lifestyle. Winners will receive cash prizes of up to $300.
The entry deadline is February 12. For more information on how to enter, contact Maureen P. Ingram at (718) 849-4870 or mingram@schools.nyc.gov.
Students Can Participate in Ezra Jack Keats Bookmaking Competition
All schools / Deadline: March 13
The Ezra Jack Keats Bookmaking Competition, open to students in grades 3-12, encourages students to create picture books as a vehicle for expressing themselves through visual arts and creative writing. An elementary, middle and high school winner in each borough will be awarded $100, and a citywide winner will be awarded $500. Each school may submit one book into the competition. The submission deadline is March 13. For more information about the competition, visit http://schools.nyc.gov/offices/teachlearn/arts/competitions.html. For additional information, contact Monica Panzarino at mpanzarino@schools.nyc.gov.
Share Your Holiday Stories
All schools
Is your school doing something to help those in need over the holidays? Is someone doing something generous for your students at holiday time? We’d like to feature your stories in City Schools, the DOE’s newsletter (http://schools.nyc.gov/Offices/mediarelations/Newsletters/default.htm), so please e-mail Jane Pook at jpook@schools.nyc.gov to let her know about good things going on in your school during the holiday season.
All schools / Deadline: February 12
Students in grades K-12 can enter the Irish American Heritage & Culture Committee’s annual art contest. Students should submit a work of art that expresses the influence of the Irish in American history, literature, art, music, drama, dance, or lifestyle. Winners will receive cash prizes of up to $300.
The entry deadline is February 12. For more information on how to enter, contact Maureen P. Ingram at (718) 849-4870 or mingram@schools.nyc.gov.
Students Can Participate in Ezra Jack Keats Bookmaking Competition
All schools / Deadline: March 13
The Ezra Jack Keats Bookmaking Competition, open to students in grades 3-12, encourages students to create picture books as a vehicle for expressing themselves through visual arts and creative writing. An elementary, middle and high school winner in each borough will be awarded $100, and a citywide winner will be awarded $500. Each school may submit one book into the competition. The submission deadline is March 13. For more information about the competition, visit http://schools.nyc.gov/offices/teachlearn/arts/competitions.html. For additional information, contact Monica Panzarino at mpanzarino@schools.nyc.gov.
Share Your Holiday Stories
All schools
Is your school doing something to help those in need over the holidays? Is someone doing something generous for your students at holiday time? We’d like to feature your stories in City Schools, the DOE’s newsletter (http://schools.nyc.gov/Offices/mediarelations/Newsletters/default.htm), so please e-mail Jane Pook at jpook@schools.nyc.gov to let her know about good things going on in your school during the holiday season.
Research Books Post - Period 3
In your American History class, you are going to study foreign policy in January. We are going to be reading literature to support your learning in history class. Your assignment is to research books that you can connect to any war that involved America and anther country that took place after 1898. You can find books that are related to the Spanish-American War, WW1, WW2, The Cold War, Vietman War, The Phillipine-American War, Persian Gulf War, The War in Afganistan, The Iraq War, or any other war that America was involved in from 1898 to the present day. If you cannot find books that are related to the war itself, think about the time period. Tell us about one fiction book and one non-fiction book. Choose books that may be of interest to you.
In your post, include the title, author and when the book was written. Also, include what the book is about and how it connects to foreign policy. Please post your answers to this question by Monday, December 22, 2008. Happy searching!
In your post, include the title, author and when the book was written. Also, include what the book is about and how it connects to foreign policy. Please post your answers to this question by Monday, December 22, 2008. Happy searching!
Research Books Assignment - Period 2
In your American History class, you are going to study foreign policy in January. We are going to be reading literature to support your learning in history class. Your assignment is to research books that you can connect to any war that involved America and anther country that took place after 1898. You can find books that are related to the Spanish-American War, WW1, WW2, The Cold War, Vietman War, The Phillipine-American War, Persian Gulf War, The War in Afganistan, The Iraq War, or any other war that America was involved in from 1898 to the present day. If you cannot find books that are related to the war itself, think about the time period. Tell us about one fiction book and one non-fiction book. Choose books that may be of interest to you.
In your post, include the title, author and when the book was written. Also, include what the book is about and how it connects to foreign policy. Please post your answers to this question by Monday, December 22, 2008. Happy searching!
In your post, include the title, author and when the book was written. Also, include what the book is about and how it connects to foreign policy. Please post your answers to this question by Monday, December 22, 2008. Happy searching!
Research Books Assignment - Period 1
In your American History class, you are going to study foreign policy in January. We are going to be reading literature to support your learning in history class. Your assignment is to research books that you can connect to any war that involved America and anther country that took place after 1898. You can find books that are related to the Spanish-American War, WW1, WW2, The Cold War, Vietman War, The Phillipine-American War, Persian Gulf War, The War in Afganistan, The Iraq War, or any other war that America was involved in from 1898 to the present day. If you cannot find books that are related to the war itself, think about the time period. Tell us about one fiction book and one non-fiction book. Choose books that may be of interest to you.
In your post, include the title, author and when the book was written. Also, include what the book is about and how it connects to foreign policy. Please post your answers to this question by Monday, December 22, 2008. Happy searching!
In your post, include the title, author and when the book was written. Also, include what the book is about and how it connects to foreign policy. Please post your answers to this question by Monday, December 22, 2008. Happy searching!
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