Global Literature Name:______________________________
Unit: Holocaust
Central Question: How does the teacher manage to convert the students to a new belief system?
1. Double Entry Response (At least four examples)
What the teacher did said How it changes the students’ minds?
2. Write a summary statement on the techniques the teacher uses to brainwash her students.
Thursday, December 17, 2009
Monday, December 14, 2009
Holocaust Vocab Day 1 & 2
Holocaust Vocabulary
Day 1
New Words:
waif firmament anti-Semitic bombardment betrothed
The Ghetto
My family were one of the lucky ones. Although I was betrothed to a girl killed during the first action, I still felt lucky. We were alive. Amidst all of the anti-Semitic activity surrounding our home, we were one of the last to be forced into the ghetto. We had thought our previous living conditions to be cramped, but we had not imagined ghetto life. The night we left the firmament was dotted with only a few stars, like candles leading us to our prison. Living space was the last thing on our mind. Living was your only thought. Faced with a bombardment of people begging for whatever food your family got a hold of, many were starved until even the heaviest of us appeared waif-like.
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. The man saw a trail of light dash across the __________________.
2. The city was crushed by the _______________ of the German army.
3. There are still ____________ acts that happen, even though many have been taught the horrors of the Holocaust.
4. The ____________ reached out her hand and we could not help but give her food.
5. He was _____________ to the princess since the time of his birth.
Definitions: Match the new words with their dictionary meanings.
6. waif ___ a. the vault or expanse of the heavens; the sky
7. firmament ___ b. (1) to attack with bombs, shells, or missiles; (2) to assail persistently, as with requests
8. anti-Semitic ___ c. one who discriminates against or who is hostile toward or prejudiced against Jews
9. bombardment ___ d. a homeless person, especially a forsaken or orphaned child
10. betrothed ___ e. to promise to marry
Jewish Terms
Torah – The primary source in the Jewish religion is the Hebrew Bible, consisting of twenty-four books divided up into three sections. The Torah includes the first five books of the Bible.
Talmud – Next in importance to the Hebrew Bible is the Babylonian Talmud, a collection of teachings of early rabbis from the 5th and 6th centuries.
Holocaust Vocabulary
Day 2
New Words:
Fascism billet laden anecdotes treatise
Amnesty International
Open a newspaper, turn on a television or radio and you are immediately struck by the cruelty that touches every corner of the world. In some countries groups of terrified women, men and children are targeted in armed conflicts by Fascist governments. Some governments force the people to billet the oppressive troops in their regime even though the common people have little living space as it is. In others courageous individuals languish in jail for expressing their views. Countless anecdotes could be told to show the horrors of countless human rights violations occurring each day.
Whoever you are, wherever you live, there is something you can do to prevent these gross violations of human rights from continuing. Don’t simply become laden with guilt and sadness. Speak out for human rights. Demand that these violations stop. Many don’t find the time to write a treatise to their congressmen regarding all of these violations, but you can still do something. Make your voice heard by joining Amnesty International's network of more than a million activists around the globe.
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. The west blowing wind was __________ with heavy rain that caused the storm.
2. The student wrote a ________________ on what true democracy would look like.
3. The old man amused us with the dozens of ____________ he had for every occasion.
4. The soldiers tried to __________ their troops in the old convention hall.
5. The Nazis were a perfect example of _____________ in action.
Definitions: Match the new words with their dictionary meanings.
6. Fascism ___ a. weighed down with a load; heavy
7. billet ___ b. a system of government marked by centralization of authority under a dictator, stringent socioeconomic controls, suppression of the opposition through terror and censorship, and typically a policy of belligerent nationalism and racism.
8. laden ___ c. a systematic, usually extensive written discourse on a subject
9. anecdotes ___ d. lodging for troops
10. treatise ___ e. a short account of an interesting or humorous incident
Jewish Terms
Cabbala – Hasidic Jews also read this mystical commentary on the Torah.
Rosh Hashanah – Marks the new year of the Jewish calendar.
Day 1
New Words:
waif firmament anti-Semitic bombardment betrothed
The Ghetto
My family were one of the lucky ones. Although I was betrothed to a girl killed during the first action, I still felt lucky. We were alive. Amidst all of the anti-Semitic activity surrounding our home, we were one of the last to be forced into the ghetto. We had thought our previous living conditions to be cramped, but we had not imagined ghetto life. The night we left the firmament was dotted with only a few stars, like candles leading us to our prison. Living space was the last thing on our mind. Living was your only thought. Faced with a bombardment of people begging for whatever food your family got a hold of, many were starved until even the heaviest of us appeared waif-like.
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. The man saw a trail of light dash across the __________________.
2. The city was crushed by the _______________ of the German army.
3. There are still ____________ acts that happen, even though many have been taught the horrors of the Holocaust.
4. The ____________ reached out her hand and we could not help but give her food.
5. He was _____________ to the princess since the time of his birth.
Definitions: Match the new words with their dictionary meanings.
6. waif ___ a. the vault or expanse of the heavens; the sky
7. firmament ___ b. (1) to attack with bombs, shells, or missiles; (2) to assail persistently, as with requests
8. anti-Semitic ___ c. one who discriminates against or who is hostile toward or prejudiced against Jews
9. bombardment ___ d. a homeless person, especially a forsaken or orphaned child
10. betrothed ___ e. to promise to marry
Jewish Terms
Torah – The primary source in the Jewish religion is the Hebrew Bible, consisting of twenty-four books divided up into three sections. The Torah includes the first five books of the Bible.
Talmud – Next in importance to the Hebrew Bible is the Babylonian Talmud, a collection of teachings of early rabbis from the 5th and 6th centuries.
Holocaust Vocabulary
Day 2
New Words:
Fascism billet laden anecdotes treatise
Amnesty International
Open a newspaper, turn on a television or radio and you are immediately struck by the cruelty that touches every corner of the world. In some countries groups of terrified women, men and children are targeted in armed conflicts by Fascist governments. Some governments force the people to billet the oppressive troops in their regime even though the common people have little living space as it is. In others courageous individuals languish in jail for expressing their views. Countless anecdotes could be told to show the horrors of countless human rights violations occurring each day.
Whoever you are, wherever you live, there is something you can do to prevent these gross violations of human rights from continuing. Don’t simply become laden with guilt and sadness. Speak out for human rights. Demand that these violations stop. Many don’t find the time to write a treatise to their congressmen regarding all of these violations, but you can still do something. Make your voice heard by joining Amnesty International's network of more than a million activists around the globe.
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. The west blowing wind was __________ with heavy rain that caused the storm.
2. The student wrote a ________________ on what true democracy would look like.
3. The old man amused us with the dozens of ____________ he had for every occasion.
4. The soldiers tried to __________ their troops in the old convention hall.
5. The Nazis were a perfect example of _____________ in action.
Definitions: Match the new words with their dictionary meanings.
6. Fascism ___ a. weighed down with a load; heavy
7. billet ___ b. a system of government marked by centralization of authority under a dictator, stringent socioeconomic controls, suppression of the opposition through terror and censorship, and typically a policy of belligerent nationalism and racism.
8. laden ___ c. a systematic, usually extensive written discourse on a subject
9. anecdotes ___ d. lodging for troops
10. treatise ___ e. a short account of an interesting or humorous incident
Jewish Terms
Cabbala – Hasidic Jews also read this mystical commentary on the Torah.
Rosh Hashanah – Marks the new year of the Jewish calendar.
Friday, December 11, 2009
Extra Credit films and websites to further your study
The Holocaust: Fiction and Memoirs
Appleman-Jurman, Alicia. Alicia: My Story. New York: Bantam Books, 1988
ß Abstract: Alicia was thirteen when she escaped alone from a firing squad, and while hiding from the Nazis and collaborators, began saving he lives of strangers. She states, “I believe that the book will teach young people what enormous reserves of strength they possess within themselves.”
Bierman, John. The Story of Raoul Wallenberg, Missing Hero of the Holocaust. New York, Viking Press, 1981.
ß Abstract: This is the story of one of the most famous rescuers, Raoul Wallenberg, whose fate remains a mystery to this day. He is credited with saving the lives of close to 100,000 Hungarian Jews during the Holocaust.
Boas, Jacob. We Were Witnesses. New York: Henry Holt, 1995.
ß Abstract: A touching diary of five teenage victims of the Holocaust.
Borowski, Tadeusz. This Way for the Gas, Ladies and Gentlemen. New York: Penguin 1976.
ß Abstract: Stories of daily life in Auschwitz describe the relations among the inmates, their various duties within the camp, and the hardships they endured.
De Loo, Tessa. The Twins.
Fink, Ina. A Scrap of Time. New York: Schocken, 1989.
ß Abstract: This collection of short stores describes people that are placed in a variety of normal human situations that have been distorted by war.
Friedman, Carl. Nightfather
Friedman, Carl. The Shovel and the Loom
Friedman, Carl. Their Brothers’ Keepers. New York: Crown, 1957.
ß Abstract: The classic volume contains the first documented evidence of the Christian aid to the Jews during the Holocaust. Friedman has collected eyewitness accounts, personal letters, and diaries as source material. He also conducted interviews across Europe to discover and record stories of rescue.
Gies, Miep and Allison L. Gold. Anne Frank Remembered. New York: Simon & Schuster, 1988.
ß Abstract: Miep Gies, along with her husband, were among those who helped the Frank family while they were in hiding. Her story is an important supplement to Anne Frank’s diary as it adds historical background as well as an outside perspective to Anne’s story. Gies enables the reader to understand what was happening both inside and outside the Annex.
Hersey, John. The Wall. New York: Knopf, 1950.
ß Abstract: This fiction describes the creation of the Warshaw Ghetto, the building of the “Wall” around it, and the uprising and eventual destruction of the ghetto.
Kahane, David. Lvov Ghetto Diary. Amherst: Univ. Of Massachusetts Press, 1990.
ß Abstract: This rabbi’s memoir sheds light on the relatively unknown ghetto Lvov. Kahane also investigates a still disputed Holocaust theme: the attitudes of Ukrainians towards European Jews.
Keneally, Thomas. Schindler’s List. New York: Simon & Schuster, 1982.
ß Abstract: Thomas Kenally’s famous novel tells the story of a remarkable man, Oskar Schinder, who saved the lives of thousands of Jews by harboring them in his factory during the Holocaust.
Klein, Gerda Weissmann. All But My Life. New York: Hill and Wang, 1971.
ß Abstract: A true story that tells about Gerda’s experience as one of only 120 women who survieved a three-hundred-mile march from a labor camp in western Germany to Czechoslovakia.
Leitner, Isabella. Fragments o f Isabella: A Memoir of Auschwitz. New York: Dell, 1983.
ß Abstract: A survivor of Auschwitz recounts the ordeal of holding her family together after her mother is killed in the camp.
Levi, Primo. Survival in Auschwitz. New York: Collier, 1973.
ß Abstract: This memoir of a young Italian chemist describes life inside Auschwitz in a direct yet sophisticated manner.
Meed, Vladka. On Both Sides of the Wall. New York: Holocaust Publications, 1979.
ß Abstract: A young smuggler from the Warsaw ghetto maintains contact between the ghetto and the Aryan side of the city.
Miller, Arthur. Playing for Time. New York: Bantam Books, 1981.
ß Abstract: This is the dramatic version of Fania Fenelon’s story of her days as a musician at Auschwitz.
Ozick , Cynthia. The Shawl. New York: Random House, 1990.
ß Abstract: A book of short stories. The title story tells of a mother witnessing her baby’s death at the hands of camp guards. Another story, “Rose,” that same mother thirty years later, still haunted by the event.
Sender, Ruth M. The Cage. New York: Macmillan, 1986.
ß Abstract: This novel begins just before the Nazi invasion of Poland and continues through life in the Lodz ghetto and finally, at Auschwitz.
Siegal, Aranka. Upon the Head of a Goat: A Childhood in Hungary 1939-44. New York: Farrar, Straus, & Giroux, 1981
ß Abstract: In this award-winning book, Aranka Siegal tells the story of her family and her life in Hungary as a child. In 1944 she and her family were taken to Auschwitz.
Steiner, Jean-Francois. Treblinka. New York: Brad/Avon, 1975.
ß Abstract: A powerful novel about the Treblinka extermination camp and a revolt by the prisoners there.
Wiesel, Elie. The Gates of the Forest. New York: Schocken, 1982.
ß A young Hungarian Jew escapes to the forest during the Nazi occupation, and assumes various roles in order to stay alive. He later joins a partisan group who fight against the Nazis.
Wiesel, Elie. Night. New York: Bantam, 1982.
ß Abstract: Wiesel, one of the most eloquent writers of the Holocaust, is known best for this novel. A compelling narrative, Night describes Wiesel’s own experiences in Auschwitz.
Wiesenthal, Simon. The Sunflower.
Zar, Rose. In the Mouth of the Wolf. Philadelphia, PA: Jewish Publication Society, 1983.
ß Abstract: A young girl in Poland during the Holocaust secures a job working in the household of an SS officer and his wife, using her false papers.
Appleman-Jurman, Alicia. Alicia: My Story. New York: Bantam Books, 1988
ß Abstract: Alicia was thirteen when she escaped alone from a firing squad, and while hiding from the Nazis and collaborators, began saving he lives of strangers. She states, “I believe that the book will teach young people what enormous reserves of strength they possess within themselves.”
Bierman, John. The Story of Raoul Wallenberg, Missing Hero of the Holocaust. New York, Viking Press, 1981.
ß Abstract: This is the story of one of the most famous rescuers, Raoul Wallenberg, whose fate remains a mystery to this day. He is credited with saving the lives of close to 100,000 Hungarian Jews during the Holocaust.
Boas, Jacob. We Were Witnesses. New York: Henry Holt, 1995.
ß Abstract: A touching diary of five teenage victims of the Holocaust.
Borowski, Tadeusz. This Way for the Gas, Ladies and Gentlemen. New York: Penguin 1976.
ß Abstract: Stories of daily life in Auschwitz describe the relations among the inmates, their various duties within the camp, and the hardships they endured.
De Loo, Tessa. The Twins.
Fink, Ina. A Scrap of Time. New York: Schocken, 1989.
ß Abstract: This collection of short stores describes people that are placed in a variety of normal human situations that have been distorted by war.
Friedman, Carl. Nightfather
Friedman, Carl. The Shovel and the Loom
Friedman, Carl. Their Brothers’ Keepers. New York: Crown, 1957.
ß Abstract: The classic volume contains the first documented evidence of the Christian aid to the Jews during the Holocaust. Friedman has collected eyewitness accounts, personal letters, and diaries as source material. He also conducted interviews across Europe to discover and record stories of rescue.
Gies, Miep and Allison L. Gold. Anne Frank Remembered. New York: Simon & Schuster, 1988.
ß Abstract: Miep Gies, along with her husband, were among those who helped the Frank family while they were in hiding. Her story is an important supplement to Anne Frank’s diary as it adds historical background as well as an outside perspective to Anne’s story. Gies enables the reader to understand what was happening both inside and outside the Annex.
Hersey, John. The Wall. New York: Knopf, 1950.
ß Abstract: This fiction describes the creation of the Warshaw Ghetto, the building of the “Wall” around it, and the uprising and eventual destruction of the ghetto.
Kahane, David. Lvov Ghetto Diary. Amherst: Univ. Of Massachusetts Press, 1990.
ß Abstract: This rabbi’s memoir sheds light on the relatively unknown ghetto Lvov. Kahane also investigates a still disputed Holocaust theme: the attitudes of Ukrainians towards European Jews.
Keneally, Thomas. Schindler’s List. New York: Simon & Schuster, 1982.
ß Abstract: Thomas Kenally’s famous novel tells the story of a remarkable man, Oskar Schinder, who saved the lives of thousands of Jews by harboring them in his factory during the Holocaust.
Klein, Gerda Weissmann. All But My Life. New York: Hill and Wang, 1971.
ß Abstract: A true story that tells about Gerda’s experience as one of only 120 women who survieved a three-hundred-mile march from a labor camp in western Germany to Czechoslovakia.
Leitner, Isabella. Fragments o f Isabella: A Memoir of Auschwitz. New York: Dell, 1983.
ß Abstract: A survivor of Auschwitz recounts the ordeal of holding her family together after her mother is killed in the camp.
Levi, Primo. Survival in Auschwitz. New York: Collier, 1973.
ß Abstract: This memoir of a young Italian chemist describes life inside Auschwitz in a direct yet sophisticated manner.
Meed, Vladka. On Both Sides of the Wall. New York: Holocaust Publications, 1979.
ß Abstract: A young smuggler from the Warsaw ghetto maintains contact between the ghetto and the Aryan side of the city.
Miller, Arthur. Playing for Time. New York: Bantam Books, 1981.
ß Abstract: This is the dramatic version of Fania Fenelon’s story of her days as a musician at Auschwitz.
Ozick , Cynthia. The Shawl. New York: Random House, 1990.
ß Abstract: A book of short stories. The title story tells of a mother witnessing her baby’s death at the hands of camp guards. Another story, “Rose,” that same mother thirty years later, still haunted by the event.
Sender, Ruth M. The Cage. New York: Macmillan, 1986.
ß Abstract: This novel begins just before the Nazi invasion of Poland and continues through life in the Lodz ghetto and finally, at Auschwitz.
Siegal, Aranka. Upon the Head of a Goat: A Childhood in Hungary 1939-44. New York: Farrar, Straus, & Giroux, 1981
ß Abstract: In this award-winning book, Aranka Siegal tells the story of her family and her life in Hungary as a child. In 1944 she and her family were taken to Auschwitz.
Steiner, Jean-Francois. Treblinka. New York: Brad/Avon, 1975.
ß Abstract: A powerful novel about the Treblinka extermination camp and a revolt by the prisoners there.
Wiesel, Elie. The Gates of the Forest. New York: Schocken, 1982.
ß A young Hungarian Jew escapes to the forest during the Nazi occupation, and assumes various roles in order to stay alive. He later joins a partisan group who fight against the Nazis.
Wiesel, Elie. Night. New York: Bantam, 1982.
ß Abstract: Wiesel, one of the most eloquent writers of the Holocaust, is known best for this novel. A compelling narrative, Night describes Wiesel’s own experiences in Auschwitz.
Wiesenthal, Simon. The Sunflower.
Zar, Rose. In the Mouth of the Wolf. Philadelphia, PA: Jewish Publication Society, 1983.
ß Abstract: A young girl in Poland during the Holocaust secures a job working in the household of an SS officer and his wife, using her false papers.
Extra Credit books for the Holocaust
The Holocaust: Fiction and Memoirs
Appleman-Jurman, Alicia. Alicia: My Story. New York: Bantam Books, 1988
ß Abstract: Alicia was thirteen when she escaped alone from a firing squad, and while hiding from the Nazis and collaborators, began saving he lives of strangers. She states, “I believe that the book will teach young people what enormous reserves of strength they possess within themselves.”
Bierman, John. The Story of Raoul Wallenberg, Missing Hero of the Holocaust. New York, Viking Press, 1981.
ß Abstract: This is the story of one of the most famous rescuers, Raoul Wallenberg, whose fate remains a mystery to this day. He is credited with saving the lives of close to 100,000 Hungarian Jews during the Holocaust.
Boas, Jacob. We Were Witnesses. New York: Henry Holt, 1995.
ß Abstract: A touching diary of five teenage victims of the Holocaust.
Borowski, Tadeusz. This Way for the Gas, Ladies and Gentlemen. New York: Penguin 1976.
ß Abstract: Stories of daily life in Auschwitz describe the relations among the inmates, their various duties within the camp, and the hardships they endured.
De Loo, Tessa. The Twins.
Fink, Ina. A Scrap of Time. New York: Schocken, 1989.
ß Abstract: This collection of short stores describes people that are placed in a variety of normal human situations that have been distorted by war.
Friedman, Carl. Nightfather
Friedman, Carl. The Shovel and the Loom
Friedman, Carl. Their Brothers’ Keepers. New York: Crown, 1957.
ß Abstract: The classic volume contains the first documented evidence of the Christian aid to the Jews during the Holocaust. Friedman has collected eyewitness accounts, personal letters, and diaries as source material. He also conducted interviews across Europe to discover and record stories of rescue.
Gies, Miep and Allison L. Gold. Anne Frank Remembered. New York: Simon & Schuster, 1988.
ß Abstract: Miep Gies, along with her husband, were among those who helped the Frank family while they were in hiding. Her story is an important supplement to Anne Frank’s diary as it adds historical background as well as an outside perspective to Anne’s story. Gies enables the reader to understand what was happening both inside and outside the Annex.
Hersey, John. The Wall. New York: Knopf, 1950.
ß Abstract: This fiction describes the creation of the Warshaw Ghetto, the building of the “Wall” around it, and the uprising and eventual destruction of the ghetto.
Kahane, David. Lvov Ghetto Diary. Amherst: Univ. Of Massachusetts Press, 1990.
ß Abstract: This rabbi’s memoir sheds light on the relatively unknown ghetto Lvov. Kahane also investigates a still disputed Holocaust theme: the attitudes of Ukrainians towards European Jews.
Keneally, Thomas. Schindler’s List. New York: Simon & Schuster, 1982.
ß Abstract: Thomas Kenally’s famous novel tells the story of a remarkable man, Oskar Schinder, who saved the lives of thousands of Jews by harboring them in his factory during the Holocaust.
Klein, Gerda Weissmann. All But My Life. New York: Hill and Wang, 1971.
ß Abstract: A true story that tells about Gerda’s experience as one of only 120 women who survieved a three-hundred-mile march from a labor camp in western Germany to Czechoslovakia.
Leitner, Isabella. Fragments o f Isabella: A Memoir of Auschwitz. New York: Dell, 1983.
ß Abstract: A survivor of Auschwitz recounts the ordeal of holding her family together after her mother is killed in the camp.
Levi, Primo. Survival in Auschwitz. New York: Collier, 1973.
ß Abstract: This memoir of a young Italian chemist describes life inside Auschwitz in a direct yet sophisticated manner.
Meed, Vladka. On Both Sides of the Wall. New York: Holocaust Publications, 1979.
ß Abstract: A young smuggler from the Warsaw ghetto maintains contact between the ghetto and the Aryan side of the city.
Miller, Arthur. Playing for Time. New York: Bantam Books, 1981.
ß Abstract: This is the dramatic version of Fania Fenelon’s story of her days as a musician at Auschwitz.
Ozick , Cynthia. The Shawl. New York: Random House, 1990.
ß Abstract: A book of short stories. The title story tells of a mother witnessing her baby’s death at the hands of camp guards. Another story, “Rose,” that same mother thirty years later, still haunted by the event.
Sender, Ruth M. The Cage. New York: Macmillan, 1986.
ß Abstract: This novel begins just before the Nazi invasion of Poland and continues through life in the Lodz ghetto and finally, at Auschwitz.
Siegal, Aranka. Upon the Head of a Goat: A Childhood in Hungary 1939-44. New York: Farrar, Straus, & Giroux, 1981
ß Abstract: In this award-winning book, Aranka Siegal tells the story of her family and her life in Hungary as a child. In 1944 she and her family were taken to Auschwitz.
Steiner, Jean-Francois. Treblinka. New York: Brad/Avon, 1975.
ß Abstract: A powerful novel about the Treblinka extermination camp and a revolt by the prisoners there.
Wiesel, Elie. The Gates of the Forest. New York: Schocken, 1982.
ß A young Hungarian Jew escapes to the forest during the Nazi occupation, and assumes various roles in order to stay alive. He later joins a partisan group who fight against the Nazis.
Wiesel, Elie. Night. New York: Bantam, 1982.
ß Abstract: Wiesel, one of the most eloquent writers of the Holocaust, is known best for this novel. A compelling narrative, Night describes Wiesel’s own experiences in Auschwitz.
Wiesenthal, Simon. The Sunflower.
Zar, Rose. In the Mouth of the Wolf. Philadelphia, PA: Jewish Publication Society, 1983.
ß Abstract: A young girl in Poland during the Holocaust secures a job working in the household of an SS officer and his wife, using her false papers.
Appleman-Jurman, Alicia. Alicia: My Story. New York: Bantam Books, 1988
ß Abstract: Alicia was thirteen when she escaped alone from a firing squad, and while hiding from the Nazis and collaborators, began saving he lives of strangers. She states, “I believe that the book will teach young people what enormous reserves of strength they possess within themselves.”
Bierman, John. The Story of Raoul Wallenberg, Missing Hero of the Holocaust. New York, Viking Press, 1981.
ß Abstract: This is the story of one of the most famous rescuers, Raoul Wallenberg, whose fate remains a mystery to this day. He is credited with saving the lives of close to 100,000 Hungarian Jews during the Holocaust.
Boas, Jacob. We Were Witnesses. New York: Henry Holt, 1995.
ß Abstract: A touching diary of five teenage victims of the Holocaust.
Borowski, Tadeusz. This Way for the Gas, Ladies and Gentlemen. New York: Penguin 1976.
ß Abstract: Stories of daily life in Auschwitz describe the relations among the inmates, their various duties within the camp, and the hardships they endured.
De Loo, Tessa. The Twins.
Fink, Ina. A Scrap of Time. New York: Schocken, 1989.
ß Abstract: This collection of short stores describes people that are placed in a variety of normal human situations that have been distorted by war.
Friedman, Carl. Nightfather
Friedman, Carl. The Shovel and the Loom
Friedman, Carl. Their Brothers’ Keepers. New York: Crown, 1957.
ß Abstract: The classic volume contains the first documented evidence of the Christian aid to the Jews during the Holocaust. Friedman has collected eyewitness accounts, personal letters, and diaries as source material. He also conducted interviews across Europe to discover and record stories of rescue.
Gies, Miep and Allison L. Gold. Anne Frank Remembered. New York: Simon & Schuster, 1988.
ß Abstract: Miep Gies, along with her husband, were among those who helped the Frank family while they were in hiding. Her story is an important supplement to Anne Frank’s diary as it adds historical background as well as an outside perspective to Anne’s story. Gies enables the reader to understand what was happening both inside and outside the Annex.
Hersey, John. The Wall. New York: Knopf, 1950.
ß Abstract: This fiction describes the creation of the Warshaw Ghetto, the building of the “Wall” around it, and the uprising and eventual destruction of the ghetto.
Kahane, David. Lvov Ghetto Diary. Amherst: Univ. Of Massachusetts Press, 1990.
ß Abstract: This rabbi’s memoir sheds light on the relatively unknown ghetto Lvov. Kahane also investigates a still disputed Holocaust theme: the attitudes of Ukrainians towards European Jews.
Keneally, Thomas. Schindler’s List. New York: Simon & Schuster, 1982.
ß Abstract: Thomas Kenally’s famous novel tells the story of a remarkable man, Oskar Schinder, who saved the lives of thousands of Jews by harboring them in his factory during the Holocaust.
Klein, Gerda Weissmann. All But My Life. New York: Hill and Wang, 1971.
ß Abstract: A true story that tells about Gerda’s experience as one of only 120 women who survieved a three-hundred-mile march from a labor camp in western Germany to Czechoslovakia.
Leitner, Isabella. Fragments o f Isabella: A Memoir of Auschwitz. New York: Dell, 1983.
ß Abstract: A survivor of Auschwitz recounts the ordeal of holding her family together after her mother is killed in the camp.
Levi, Primo. Survival in Auschwitz. New York: Collier, 1973.
ß Abstract: This memoir of a young Italian chemist describes life inside Auschwitz in a direct yet sophisticated manner.
Meed, Vladka. On Both Sides of the Wall. New York: Holocaust Publications, 1979.
ß Abstract: A young smuggler from the Warsaw ghetto maintains contact between the ghetto and the Aryan side of the city.
Miller, Arthur. Playing for Time. New York: Bantam Books, 1981.
ß Abstract: This is the dramatic version of Fania Fenelon’s story of her days as a musician at Auschwitz.
Ozick , Cynthia. The Shawl. New York: Random House, 1990.
ß Abstract: A book of short stories. The title story tells of a mother witnessing her baby’s death at the hands of camp guards. Another story, “Rose,” that same mother thirty years later, still haunted by the event.
Sender, Ruth M. The Cage. New York: Macmillan, 1986.
ß Abstract: This novel begins just before the Nazi invasion of Poland and continues through life in the Lodz ghetto and finally, at Auschwitz.
Siegal, Aranka. Upon the Head of a Goat: A Childhood in Hungary 1939-44. New York: Farrar, Straus, & Giroux, 1981
ß Abstract: In this award-winning book, Aranka Siegal tells the story of her family and her life in Hungary as a child. In 1944 she and her family were taken to Auschwitz.
Steiner, Jean-Francois. Treblinka. New York: Brad/Avon, 1975.
ß Abstract: A powerful novel about the Treblinka extermination camp and a revolt by the prisoners there.
Wiesel, Elie. The Gates of the Forest. New York: Schocken, 1982.
ß A young Hungarian Jew escapes to the forest during the Nazi occupation, and assumes various roles in order to stay alive. He later joins a partisan group who fight against the Nazis.
Wiesel, Elie. Night. New York: Bantam, 1982.
ß Abstract: Wiesel, one of the most eloquent writers of the Holocaust, is known best for this novel. A compelling narrative, Night describes Wiesel’s own experiences in Auschwitz.
Wiesenthal, Simon. The Sunflower.
Zar, Rose. In the Mouth of the Wolf. Philadelphia, PA: Jewish Publication Society, 1983.
ß Abstract: A young girl in Poland during the Holocaust secures a job working in the household of an SS officer and his wife, using her false papers.
Master Race Questions
Master Race Questions
Please answer three of the following questions from the reading. Please type your responses on a separate page.
1. Hitler: Discuss Hitler’s contradictory personality. What was he great at? What were some of his weaknesses? How did he relate to others? How did he see himself? What were the roots of Hitler’s views on the Jews?
2. Business: Give an example (or more) of industries/ businesses that thrived during the war (like IBM computers & Krups coffee makers)? Does the link with Hitler and his NSDAP Party taint these companies’ reputations? Should we, who are aware of these companies histories, shun the products made by them?
3. List three groups of people who were persecuted and oppressed by Hitler’s regime. Discuss whether these groups should get equal time/ attention in studies of the Holocaust.
4. What are some of the positive actions Hitler and his regime took for the German people? How did these actions complicate the issue of assigning blame in the unstoppable war machine?
5. Eugenics (the study of racial purity) was a popular science at this time. What kind of measures were taken in Germany & do you believe the human engineering is ever acceptable (ex: cure diseases, etc)
6. What was Hitler’s plan for the Jews? What were the steps taken that led up to the final solution? What was the final solution? Could the citizens of Germany or the world have intervened? At what point and how?
Please answer three of the following questions from the reading. Please type your responses on a separate page.
1. Hitler: Discuss Hitler’s contradictory personality. What was he great at? What were some of his weaknesses? How did he relate to others? How did he see himself? What were the roots of Hitler’s views on the Jews?
2. Business: Give an example (or more) of industries/ businesses that thrived during the war (like IBM computers & Krups coffee makers)? Does the link with Hitler and his NSDAP Party taint these companies’ reputations? Should we, who are aware of these companies histories, shun the products made by them?
3. List three groups of people who were persecuted and oppressed by Hitler’s regime. Discuss whether these groups should get equal time/ attention in studies of the Holocaust.
4. What are some of the positive actions Hitler and his regime took for the German people? How did these actions complicate the issue of assigning blame in the unstoppable war machine?
5. Eugenics (the study of racial purity) was a popular science at this time. What kind of measures were taken in Germany & do you believe the human engineering is ever acceptable (ex: cure diseases, etc)
6. What was Hitler’s plan for the Jews? What were the steps taken that led up to the final solution? What was the final solution? Could the citizens of Germany or the world have intervened? At what point and how?
Wednesday, December 2, 2009
CIM rubric for Samurai's Garden Essay
CIM Persuasive Paper
Name:_____________________________________ Date:___Fall 2009________
Assignment:¬_____Samurai’s Garden Essay___________ Class:_Global Literature___
Modes: Persuasive
Ideas and Content
1 2 3 4 5 6
The writer:
• Thesis is a clear opinion with complexity
• Assertions clearly relate to and support the thesis
• Assertions are developed using examples, evidence, explanation, and facts.
• Introduction and conclusion clearly relate and support the thesis
Organization
1 2 3 4 5 6
The writer:
• Has an introduction and conclusion
• Has a clear thesis that guides the paper
• Has a topic sentence for each assertion
• Uses transitions to flow between paragraphs
Sentence Fluency
1 2 3 4 5 6
The writer:
• Uses sentences that flow and sound natural when read aloud
• Varies patterns, lengths, and beginnings of sentences
• Has a control over simple and complex sentences.
•
Conventions
1 2 3 4 5 6
The writer:
• Demonstrates control of standard writing conventions
-punctuation
-spelling
-capitalization
-paragraph breaks
-grammar/usage
Word Choice
1 2 3 4 5 6
The writer:
• Chooses words that work
• Attempts to use colorful language
• Occasionally experiments with language, and generally avoids clichés.
Voice
1 2 3 4 5 6
The writer:
• Gives the reader a sense of interaction with the writer
• Demonstrates a commitment to the topic
• Writes in a lively, sincere, or humorous way when appropriate
Final Draft on time and typed: _____/10
Outline is completed and evidence of drafting _____/20
Total CIM score:__________ _____/60
Total: _____/90
Name:_____________________________________ Date:___Fall 2009________
Assignment:¬_____Samurai’s Garden Essay___________ Class:_Global Literature___
Modes: Persuasive
Ideas and Content
1 2 3 4 5 6
The writer:
• Thesis is a clear opinion with complexity
• Assertions clearly relate to and support the thesis
• Assertions are developed using examples, evidence, explanation, and facts.
• Introduction and conclusion clearly relate and support the thesis
Organization
1 2 3 4 5 6
The writer:
• Has an introduction and conclusion
• Has a clear thesis that guides the paper
• Has a topic sentence for each assertion
• Uses transitions to flow between paragraphs
Sentence Fluency
1 2 3 4 5 6
The writer:
• Uses sentences that flow and sound natural when read aloud
• Varies patterns, lengths, and beginnings of sentences
• Has a control over simple and complex sentences.
•
Conventions
1 2 3 4 5 6
The writer:
• Demonstrates control of standard writing conventions
-punctuation
-spelling
-capitalization
-paragraph breaks
-grammar/usage
Word Choice
1 2 3 4 5 6
The writer:
• Chooses words that work
• Attempts to use colorful language
• Occasionally experiments with language, and generally avoids clichés.
Voice
1 2 3 4 5 6
The writer:
• Gives the reader a sense of interaction with the writer
• Demonstrates a commitment to the topic
• Writes in a lively, sincere, or humorous way when appropriate
Final Draft on time and typed: _____/10
Outline is completed and evidence of drafting _____/20
Total CIM score:__________ _____/60
Total: _____/90
9-2-2009 Rough drafts!
Lesson:
We started class by practicing writing an assertion paragraph. Here are some tips:
Well-organized paragraphs have four components that work together to produce a coherent, unified product. Think of each paragraph as a mini-essay endeavoring to prove one aspect of your thesis statement. That is, each paragraph should :
* make a debatable claim (assertion/ topic sentence)
* provide proof for that claim (the evidence or support)
* show how the evidence supports the claim (the analysis)
* contain effective transitions both within the paragraph and between paragraphs so that the reader can follow the logic of the argument (transitions).
Next we worked on introductions
Your first paragraph for this paper should include:
A way to grab your reader that fits your paper.
An overview for your reader.
Your thesis and blueprint.
Here are some good ideas for attention getters:
Introduce the subject with…
Interesting background information
A telling quotation
An illustrative story (keep it brief)
A series of questions
Move from general to specific (zero in on your specific topic just before stating your thesis)
Introductions to avoid:
Using obvious or worn-out expressions:
“I would like to tell you about…”
“According to the dictionary…”
Using say-nothing sentences:
“World War II was a huge war…” (duh)
“Uncontrollable forest fire devastate the landscape.” (tell me something I don’t know)
Asking an opinion question that your audience may say “no” to.
“Have you ever wondered what it would be like to be an astronaut?”
Make sure your attention getter is closely related to your thesis. If it is not, it will not pull your reader into your topic.
Tips on writing an intro:
Write the intro as the next-to-last part of your paper (Title is last)
For a 3-5 page paper, make your intro 1-2 paragraphs. Put your thesis as the last sentence of your intro
The most important sentence of any paper is the first one. Make the reader want to go to the second sentence!
Do not start with dry facts, figures, or statistics such as dates of birth
Do start with sensory details, a story, or whatever works to intrigue your reader
Here's an example of a good intro:
Imagine being thrust away from your family because of an illness. Picture yourself trying to heal in a strange, new environment. Now, imagine that this environment is another country, engaged in a brutal war with your own country during a time where reports of terrible massacres are occurring on a regular basis and your family is under threat by the very people you are living with. One can imagine the cultural conflicts that would arise. This is exactly the case for the main character, Stephen, in The Samurai’s Garden by Gail Tsukiyama. Throughout the book he is recovering from tuberculosis in Japan while war ravishes his homeland, China. In the novel The Samurai’s Garden, Stephen is able to overcome cultural conflicts to form strong, lasting bonds with the people his country are at war with, however, he is unable to connect with the girl he loves the most due to his conflicting culture.
Then we practiced conclusions. They should include:
Transition and echo of the thesis
Re-cap of three main points (do not simply repeat the words)
End interestingly with an application for reader
How do I end interestingly without sounding like a 4th grader?
Suggest a solution to the problem
Say how info. You have presented can affect the future
Put your ideas in a wider perspective
Move from the specifics to the deeper concerns
Raise further questions or implications
State the limitations of your format to explain the idea
Circle back to your attention getter to show how you have developed the idea.
All we need to add now are transitions between each assertion. This can be as simple as
First of all….
Secondly…..
Finally…..
Great authors go further with these and make sure they help the paper flow together.
See me for a sheet of good transitions:
Here are a few:
first
next
finally
although
therefore
similar to that
in addition
They cn also be more complicated and tie everything all together: Metaphors (red thread)
Like an eagle the authors words soar across the page,
But, like this majestic bird, the author sinks her talons into the subject and won’t let go....
HMWK:
Rough Draft of your Samurai's Garden Theme Paper
You can find an outline on the assignments page if you have not done one yet. This MUST be done before the rough draft,
You can find the CIM grading sheet on the assignment page as well.
Monday, November 30, 2009
Samurai's Garden paper outline
Name(s): _______________________________________ School: _________ Section: _________
TOPIC:_________________________________________________________________________
I. Introduction
A. Attention getter and short background: ______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
B. Thesis & Blueprint____________________________________________________________________
______________________________________________________________________________________
_______________________________________________________________________
II. Transition and TOPIC SENTENCE A: First supporting argument, illustration or piece of evidence in support of your thesis
Supporting details: Provide specifics about the paragraph A topic. (include a cited passage)
1.
2.
3.
4.
III. Transition and TOPIC SENTENCE B: Second supporting argument, illustration or piece of evidence in support of your thesis
Supporting details: Provide specifics about the paragraph B topic. (include a cited passage)
1.
2.
3.
4.
IV. Transition and TOPIC SENTENCE C: Third supporting argument, illustration or piece of evidence in support of your thesis
Supporting details: Provide specifics about the paragraph C topic. (include a cited passage)
1.
2.
3.
4.
V. Conclusion: Write a thoughtful, original, creative summary, rewording, or review of your thesis. Be careful to avoid introducing any new ideas as this is a restatement of what you have already proven!
A. Transition and echo of thesis____________________________________________________________
______________________________________________________________________________________
B. Remind reader of three main points______________________________________________________
______________________________________________________________________________________
C. End interestingly with an application for your reader_________________________________________
________________________________________________________________________
VI. TITLE: The last thing you need to do is create a title. An example of a title for an expository essay:
Love and Loyalty on the Homefront: A Comparison of Penelope in The Odyssey
and Penny in O’ Brother, Where Art Thou?
Or, if you are writing a persuasive essay:
The Romans: Why Military Expansion Led to Their Downfall
Your Title
________________________________________________________________________________________________________________________________________
The focus of this paper may be on one or more of the following writing conventions,
_____ Introduction (writing "hooks" as part of the introduction)
_____ Writing conclusions (do new ideas ever fit here?)
_____ Thesis development (the key to any writing)
_____ Citations (the when, where, and how of citing in MLA style)
_____ Integrating quotes (provide clear signal phrases that include author’s name)
_____ How to paraphrase (retelling information in roughly the same number of words)
_____ Voice: writing for the proper audience (writing “voice” changes based on your audience)
_____ Writing effective titles (sets the tone. Your reader’s first impression is formed)
_____ Rewriting and editing (the importance of proof-reading and fixing mistakes)
_____ Conventions: Grammar and syntax (the key to your paper making sense)
TOPIC:_________________________________________________________________________
I. Introduction
A. Attention getter and short background: ______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
B. Thesis & Blueprint____________________________________________________________________
______________________________________________________________________________________
_______________________________________________________________________
II. Transition and TOPIC SENTENCE A: First supporting argument, illustration or piece of evidence in support of your thesis
Supporting details: Provide specifics about the paragraph A topic. (include a cited passage)
1.
2.
3.
4.
III. Transition and TOPIC SENTENCE B: Second supporting argument, illustration or piece of evidence in support of your thesis
Supporting details: Provide specifics about the paragraph B topic. (include a cited passage)
1.
2.
3.
4.
IV. Transition and TOPIC SENTENCE C: Third supporting argument, illustration or piece of evidence in support of your thesis
Supporting details: Provide specifics about the paragraph C topic. (include a cited passage)
1.
2.
3.
4.
V. Conclusion: Write a thoughtful, original, creative summary, rewording, or review of your thesis. Be careful to avoid introducing any new ideas as this is a restatement of what you have already proven!
A. Transition and echo of thesis____________________________________________________________
______________________________________________________________________________________
B. Remind reader of three main points______________________________________________________
______________________________________________________________________________________
C. End interestingly with an application for your reader_________________________________________
________________________________________________________________________
VI. TITLE: The last thing you need to do is create a title. An example of a title for an expository essay:
Love and Loyalty on the Homefront: A Comparison of Penelope in The Odyssey
and Penny in O’ Brother, Where Art Thou?
Or, if you are writing a persuasive essay:
The Romans: Why Military Expansion Led to Their Downfall
Your Title
________________________________________________________________________________________________________________________________________
The focus of this paper may be on one or more of the following writing conventions,
_____ Introduction (writing "hooks" as part of the introduction)
_____ Writing conclusions (do new ideas ever fit here?)
_____ Thesis development (the key to any writing)
_____ Citations (the when, where, and how of citing in MLA style)
_____ Integrating quotes (provide clear signal phrases that include author’s name)
_____ How to paraphrase (retelling information in roughly the same number of words)
_____ Voice: writing for the proper audience (writing “voice” changes based on your audience)
_____ Writing effective titles (sets the tone. Your reader’s first impression is formed)
_____ Rewriting and editing (the importance of proof-reading and fixing mistakes)
_____ Conventions: Grammar and syntax (the key to your paper making sense)
Friday, November 20, 2009
Theme Capsule Planning Sheet
Theme Capsule Planning Name:________________________
Choose three topics that interest you from the book The Samurai’s Garden. Below that topic write down questions the author raises about this topic.
1. Topic:___________________________________
Question:______________________________________________________________________________________
_________________________________________________________________________________________________
2. Topic:___________________________________
Question:______________________________________________________________________________________
_________________________________________________________________________________________________
3. Topic:___________________________________
Question:______________________________________________________________________________________
_________________________________________________________________________________________________
Now………brainstorm answers for these questions both your answers and Tsukiyama’s answers.
#1 #2 #3
Choose two of the above topics and find quotes that support the statements you are making. You must explain how these quotes back up the point you want to make.
Brainstorm symbols, song lyrics, poems, etc. that you might want to use on your final project.
What materials will you need to complete this project?
Choose three topics that interest you from the book The Samurai’s Garden. Below that topic write down questions the author raises about this topic.
1. Topic:___________________________________
Question:______________________________________________________________________________________
_________________________________________________________________________________________________
2. Topic:___________________________________
Question:______________________________________________________________________________________
_________________________________________________________________________________________________
3. Topic:___________________________________
Question:______________________________________________________________________________________
_________________________________________________________________________________________________
Now………brainstorm answers for these questions both your answers and Tsukiyama’s answers.
#1 #2 #3
Choose two of the above topics and find quotes that support the statements you are making. You must explain how these quotes back up the point you want to make.
Brainstorm symbols, song lyrics, poems, etc. that you might want to use on your final project.
What materials will you need to complete this project?
Sunday, November 8, 2009
Samurai Garden Close Reading (Pages 73-95) In-class assignment (complete, if you were absent, on your own),
Poetic Language in Samurai’s Garden Names _______________________
20 points _______________________
Part I:
1. Choose a passage from pgs.73-95 to read closely. Try to choose a passage that strikes you as particularly descriptive, important, or beautiful. It should be between 5 and 10 sentences long. Transcribe the passage, in your neatest handwriting, here:
2. Look at the passage as if it is a poem. On the passage, above, note the details of language that you look for when studying poetry (word choice, tone/mood, sentence/line length, natural/sensory imagery, metaphors/similes, space between words, etc.). Also note any other observations about the way Tsukiyama uses language. (7 points)
3. Summarize your observations about the particular mood/tone of this passage, and how Gail Tsukiyama achieves this (3 points).
(Over →)
Part II:
1. Explain what this passage shows you, the reader, about each of the characters involved. (Note what they do and don’t say/think. Read between the lines.) (2 points)
2. How does this passage contribute to the plot of The Samurai’s Garden, as a whole? Think about how it moves the plot forward; what it shows about characters’ emotions; etc. (2 points)
3. Look at the list of themes on your Samurai’s Garden theme chart. Name two themes that are relevant to this passage. Explain the presence of this theme in this particular passage using specific words/phrases from the passage to describe the relevant theme. Lastly, explain what you think Gail Tsukiyama’s message about this theme is. (6 points)
a. Theme 1: _______________________
Explain:
What do you think Gail Tsukiyama’s message about this theme is?
b. Theme 2: _______________________
Explain:
What do you think Gail Tsukiyama’s message about this theme is?
20 points _______________________
Part I:
1. Choose a passage from pgs.73-95 to read closely. Try to choose a passage that strikes you as particularly descriptive, important, or beautiful. It should be between 5 and 10 sentences long. Transcribe the passage, in your neatest handwriting, here:
2. Look at the passage as if it is a poem. On the passage, above, note the details of language that you look for when studying poetry (word choice, tone/mood, sentence/line length, natural/sensory imagery, metaphors/similes, space between words, etc.). Also note any other observations about the way Tsukiyama uses language. (7 points)
3. Summarize your observations about the particular mood/tone of this passage, and how Gail Tsukiyama achieves this (3 points).
(Over →)
Part II:
1. Explain what this passage shows you, the reader, about each of the characters involved. (Note what they do and don’t say/think. Read between the lines.) (2 points)
2. How does this passage contribute to the plot of The Samurai’s Garden, as a whole? Think about how it moves the plot forward; what it shows about characters’ emotions; etc. (2 points)
3. Look at the list of themes on your Samurai’s Garden theme chart. Name two themes that are relevant to this passage. Explain the presence of this theme in this particular passage using specific words/phrases from the passage to describe the relevant theme. Lastly, explain what you think Gail Tsukiyama’s message about this theme is. (6 points)
a. Theme 1: _______________________
Explain:
What do you think Gail Tsukiyama’s message about this theme is?
b. Theme 2: _______________________
Explain:
What do you think Gail Tsukiyama’s message about this theme is?
Friday, October 30, 2009
Samurai Book Groups
Global Literature Name: _________________________
The Samurai’s Garden
IMPORTANT: To receive full credit, write the assignment number and letter, and your name on all of your assignments.
All work should be neat and typed (12 pt. font) or neatly handwritten in blue or black ink. Assignments will be stamped on the day they are due. Late work will receive reduced credit. Every assignment is worth 20 points. Students will receive individual grades.
Work will receive grades based on effort (specific references/quotes from the book), creativity (where appropriate) and neatness. Be sure to read instructions carefully. Late work will automatically lose 25%, and then will be graded.
If all work is in and on time on the day it’s due, each group member will receive an additional 2 points. Maximum score possible: 22/20!!! ☺
Even if you are absent, you are still expected to keep up with these deadlines. Plan ahead. If you know you won’t be in class, have someone bring your assignment for you. If you are physically unable to do the assignment and have it turned in on time, it needs a note from a parent, attached to the assignment when you turn it in, in order to receive full credit.
Group members have the right to take on the work of non-participating members from their group and may complete that student’s assignments for extra credit. The non-participating student will need to complete his/her own work and turn it in independently, with a penalty of 5 points.
Assignment One: Samurai’s Garden pp. 1 – 53 Due _________________
____ A. Japanese Gardens (3 parts)
1. Research traditional Japanese gardens. Be sure to use reliable resources (look for “.edu” or “.gov.”)
2. Make sure to find information about the following: What are the elements of the elements of traditional Japanese gardens including karesansui (“dry landscape)? What role do gardens play in traditional Japanese culture? Why are they important? How do people use them? How has the role of gardens changed over time?
3. Write an expository paper answering the questions above. Make sure to use your own words and cite your sources – include in-text citations (in parentheses) for each quote or fact and a list of works cited at the end. One page typed double-spaced minimum, 1 ½ page neatly handwritten in blue or black ink.
____ B. Leprosy (3 parts)
1. Research leprosy using reliable sources (look for “.edu” or “.gov.”)
2. Make sure to find information about the following: What is it? How is it contracted? Is it treatable? How were lepers treated in Japan, and specifically in Yamaguchi/Tarumi? How are they treated today? Where in the world is leprosy still endemic?
3. Write an expository paper answering the questions above. Make sure to use your own words and cite your sources – include in-text citations (in parentheses) for each quote or fact and a list of works cited at the end. One page typed double-spaced minimum, 1 ½ page neatly handwritten in blue or black ink.
______ C. Japanese Festivals (3 parts)
1. Research each of these four festivals: Shobun No Hi, Ganjitsu, Setsuban, and Obon. Use reliable sources (look for “.edu” or “.gov.”)
2. Be sure to find information to answer the following questions: When is it held? What is the reason for this festival? What are some of the typical traditional customs related to this festival? How are the festivals typically celebrated today (how have the customs changed over time)?
3. Write an expository paper answering the questions above. Make sure to use your own words and cite your sources – include in-text citations (in parentheses) for each quote or fact and a list of works cited at the end. One page typed double-spaced minimum, 1 ½ page neatly handwritten in blue or black ink.
Assignment Two: Samurai’s Garden pp. 54 – 95 Due _________________
_____ A. Illustrated Settings (3 parts)
1. Setting can be multi-layered. Think of physical and emotional landscapes (the emotional response to a place) in the novel. For example, notice how loneliness, solitude, and longing affect characters in the novel.
2. Next, create TWO scrapbook pages – one for Tarumi and one for Yamaguchi. Find pictures, and/or create your own illustrations of the two villages.
3. Add quotes, song lyrics, descriptions and at least FOUR quotations from the text to give an accurate portrayal of the setting (both physical and emotional) and the role these settings play in the lives of the characters. Written portion should be typed double-spaced or neatly handwritten in blue or black ink.
____ B. Japanese Garden Drawing (3 parts)
1. Create a drawing of a Japanese garden.
2. Include at least 5 different traditional elements - both green AND dry ones. Use the information you gained during the last assignment. Pay close attention to the description of the gardens in the novel; use them to guide you.
3. Write a description of your garden as if you were strolling through it, explaining the different elements you included. Try to create a vivid image in the reader’s mind. At the end of your description create a numbered list of the garden elements you included. Your drawing should be neat, on unlined paper, and in full color. The written portion should be ½ page typed double-spaced minimum (list not included), ¾ page neatly handwritten in blue or black ink.
____ C. Japanese Poetry (3 parts)
1. Find a poem, written by a poet from Japan, that relates to The Samuai’s Garden.
2. Present the poem in an aesthetically pleasing way that relates to the meaning of the poem (typed, calligraphy, pictures, background or bordered paper etc.). Make sure that you include the date the poem was written, the author, and the country it is from.
3. Then, interpret the poem and discuss how it relates to The Samurai’s Garden. Be sure to include specific examples, at least one quote from the novel, and the topic or theme the poem addresses. Some questions you might answer include: Does the poet seem to have the same point of view on this subject as the author? Why/why not? Would a character in the book write this poem or feel delighted to receive this poem? How can you tell? 3/4 page typed double-spaced minimum; 1 page neatly handwritten in blue/black ink.
Assignment Three: Samurai’s Garden pp. 96 – 159. Due _________________
______ A. Healing (3 parts)
1. Discuss the topic of healing in this novel. What questions does the author pose about healing? How does she answer them? How do the different characters heal? What elements seem needed for healing, according to the author? Use specific examples and at least two quotes from the text.
2. How is healing defined in our society (not just in the dictionary)? Is it different/similar to the ideas about healing seen in this novel? How? Why do you think this might be?
3. How does “healing” apply to your life? When have you or someone you know undergone significant physical healing? Emotional healing? What, if anything, hindered the process? What helped you/them heal? What might have been even more helpful? Provide specific examples. 1 page typed minimum, 1 ½ page handwritten in blue/black ink.
______ B. Honor:
1. Discuss the topic of honor in this novel. What questions does the author pose about honor? How does she answer them? How do the different characters show honor? Use specific examples and at least two quotes from the text.
2. How is honor defined in our society? Is it different/similar to the ideas about honor seen in this novel? How? Why do you think this might be?
3. How does “honor” apply to your life? When have you done something you considered honorable or dishonorable? Was it difficult? Why/why not? How did this action affect you? Why do you think you acted this way? Provide specific examples. 1 page typed minimum, 1 ½ page handwritten in blue/black ink.
______C. Nature
1. Discuss the topic of nature in this novel. What questions does the author pose about land/environment? How does she answer them? How do the different characters show a connection to the natural environment? How does “nature” affect them? Use specific examples and at least two quotes from the text.
2. How is “nature” defined in our society? Is it different/similar to the idea of “nature” seen in this novel? How? Why do you think this might be?
3. How does “nature” apply to your life? What “counts” as “nature” to you? What kind of relationship do you have with nature? How are you/have you been affected by nature? Has this relationship changed over time? How? Do you ever wish it were different? How? Why? Provide specific examples. 1 page typed minimum, 1 ½ page handwritten in blue/black ink.
Assignment Four: Samurai’s Garden pp. 160 – 211 Due _________________
______ A. Relationships Symbolized
1. Think of at least four symbolic representations of relationships between characters in The Samurai’s Garden. Think about how the relationships have changed over time, how they might have been different given different circumstances, what has brought them strength or caused them to falter, etc.
2. Draw your symbols.
3. Now, explain your symbols using specific examples from the book. For example, a sword can represent the relationship between Matsu and Sachi; both have had to go though some of the hottest fires to become stronger. Swords are created in actual fire. The “fires” that Matsu and Sachi have survived include many trials; for example … (example omitted to avoid giving the book away.) They’ve been forged in many layers, which give them strength. One page typed minimum, 1 ½ page neatly handwritten in blue/black ink.
______ B. Themes Symbolized
1. Find four significant objects in the novel that are symbolic of themes in the novel.
2. Draw your symbols.
3. Write a description of how each object is part of the story. Then explain how these
objects are symbolic of the theme. Use specific examples. One page typed minimum, 1 ½ page neatly handwritten in blue/black ink.
______ C. Symbolic Kimono
1. Research Japanese characters, symbols, colors, and objects etc. Find information on the symbolic nature of objects in Japanese culture. For example, the crane is a symbol for good luck.
2. Choose one of the main characters from the book (Sachi, Matsu, or Stephen) and draw a kimono that captures the complexity of this character. Fill the kimono with the images, characters, colors it with images that best reveal this person’s true nature.
3. Include a brief explanation of your kimono. 1/2 page typed minimum, ¾ page neatly handwritten in blue or black ink (be sure to include in-text citations for any facts/information gained through your research in step #1).
The Samurai’s Garden
IMPORTANT: To receive full credit, write the assignment number and letter, and your name on all of your assignments.
All work should be neat and typed (12 pt. font) or neatly handwritten in blue or black ink. Assignments will be stamped on the day they are due. Late work will receive reduced credit. Every assignment is worth 20 points. Students will receive individual grades.
Work will receive grades based on effort (specific references/quotes from the book), creativity (where appropriate) and neatness. Be sure to read instructions carefully. Late work will automatically lose 25%, and then will be graded.
If all work is in and on time on the day it’s due, each group member will receive an additional 2 points. Maximum score possible: 22/20!!! ☺
Even if you are absent, you are still expected to keep up with these deadlines. Plan ahead. If you know you won’t be in class, have someone bring your assignment for you. If you are physically unable to do the assignment and have it turned in on time, it needs a note from a parent, attached to the assignment when you turn it in, in order to receive full credit.
Group members have the right to take on the work of non-participating members from their group and may complete that student’s assignments for extra credit. The non-participating student will need to complete his/her own work and turn it in independently, with a penalty of 5 points.
Assignment One: Samurai’s Garden pp. 1 – 53 Due _________________
____ A. Japanese Gardens (3 parts)
1. Research traditional Japanese gardens. Be sure to use reliable resources (look for “.edu” or “.gov.”)
2. Make sure to find information about the following: What are the elements of the elements of traditional Japanese gardens including karesansui (“dry landscape)? What role do gardens play in traditional Japanese culture? Why are they important? How do people use them? How has the role of gardens changed over time?
3. Write an expository paper answering the questions above. Make sure to use your own words and cite your sources – include in-text citations (in parentheses) for each quote or fact and a list of works cited at the end. One page typed double-spaced minimum, 1 ½ page neatly handwritten in blue or black ink.
____ B. Leprosy (3 parts)
1. Research leprosy using reliable sources (look for “.edu” or “.gov.”)
2. Make sure to find information about the following: What is it? How is it contracted? Is it treatable? How were lepers treated in Japan, and specifically in Yamaguchi/Tarumi? How are they treated today? Where in the world is leprosy still endemic?
3. Write an expository paper answering the questions above. Make sure to use your own words and cite your sources – include in-text citations (in parentheses) for each quote or fact and a list of works cited at the end. One page typed double-spaced minimum, 1 ½ page neatly handwritten in blue or black ink.
______ C. Japanese Festivals (3 parts)
1. Research each of these four festivals: Shobun No Hi, Ganjitsu, Setsuban, and Obon. Use reliable sources (look for “.edu” or “.gov.”)
2. Be sure to find information to answer the following questions: When is it held? What is the reason for this festival? What are some of the typical traditional customs related to this festival? How are the festivals typically celebrated today (how have the customs changed over time)?
3. Write an expository paper answering the questions above. Make sure to use your own words and cite your sources – include in-text citations (in parentheses) for each quote or fact and a list of works cited at the end. One page typed double-spaced minimum, 1 ½ page neatly handwritten in blue or black ink.
Assignment Two: Samurai’s Garden pp. 54 – 95 Due _________________
_____ A. Illustrated Settings (3 parts)
1. Setting can be multi-layered. Think of physical and emotional landscapes (the emotional response to a place) in the novel. For example, notice how loneliness, solitude, and longing affect characters in the novel.
2. Next, create TWO scrapbook pages – one for Tarumi and one for Yamaguchi. Find pictures, and/or create your own illustrations of the two villages.
3. Add quotes, song lyrics, descriptions and at least FOUR quotations from the text to give an accurate portrayal of the setting (both physical and emotional) and the role these settings play in the lives of the characters. Written portion should be typed double-spaced or neatly handwritten in blue or black ink.
____ B. Japanese Garden Drawing (3 parts)
1. Create a drawing of a Japanese garden.
2. Include at least 5 different traditional elements - both green AND dry ones. Use the information you gained during the last assignment. Pay close attention to the description of the gardens in the novel; use them to guide you.
3. Write a description of your garden as if you were strolling through it, explaining the different elements you included. Try to create a vivid image in the reader’s mind. At the end of your description create a numbered list of the garden elements you included. Your drawing should be neat, on unlined paper, and in full color. The written portion should be ½ page typed double-spaced minimum (list not included), ¾ page neatly handwritten in blue or black ink.
____ C. Japanese Poetry (3 parts)
1. Find a poem, written by a poet from Japan, that relates to The Samuai’s Garden.
2. Present the poem in an aesthetically pleasing way that relates to the meaning of the poem (typed, calligraphy, pictures, background or bordered paper etc.). Make sure that you include the date the poem was written, the author, and the country it is from.
3. Then, interpret the poem and discuss how it relates to The Samurai’s Garden. Be sure to include specific examples, at least one quote from the novel, and the topic or theme the poem addresses. Some questions you might answer include: Does the poet seem to have the same point of view on this subject as the author? Why/why not? Would a character in the book write this poem or feel delighted to receive this poem? How can you tell? 3/4 page typed double-spaced minimum; 1 page neatly handwritten in blue/black ink.
Assignment Three: Samurai’s Garden pp. 96 – 159. Due _________________
______ A. Healing (3 parts)
1. Discuss the topic of healing in this novel. What questions does the author pose about healing? How does she answer them? How do the different characters heal? What elements seem needed for healing, according to the author? Use specific examples and at least two quotes from the text.
2. How is healing defined in our society (not just in the dictionary)? Is it different/similar to the ideas about healing seen in this novel? How? Why do you think this might be?
3. How does “healing” apply to your life? When have you or someone you know undergone significant physical healing? Emotional healing? What, if anything, hindered the process? What helped you/them heal? What might have been even more helpful? Provide specific examples. 1 page typed minimum, 1 ½ page handwritten in blue/black ink.
______ B. Honor:
1. Discuss the topic of honor in this novel. What questions does the author pose about honor? How does she answer them? How do the different characters show honor? Use specific examples and at least two quotes from the text.
2. How is honor defined in our society? Is it different/similar to the ideas about honor seen in this novel? How? Why do you think this might be?
3. How does “honor” apply to your life? When have you done something you considered honorable or dishonorable? Was it difficult? Why/why not? How did this action affect you? Why do you think you acted this way? Provide specific examples. 1 page typed minimum, 1 ½ page handwritten in blue/black ink.
______C. Nature
1. Discuss the topic of nature in this novel. What questions does the author pose about land/environment? How does she answer them? How do the different characters show a connection to the natural environment? How does “nature” affect them? Use specific examples and at least two quotes from the text.
2. How is “nature” defined in our society? Is it different/similar to the idea of “nature” seen in this novel? How? Why do you think this might be?
3. How does “nature” apply to your life? What “counts” as “nature” to you? What kind of relationship do you have with nature? How are you/have you been affected by nature? Has this relationship changed over time? How? Do you ever wish it were different? How? Why? Provide specific examples. 1 page typed minimum, 1 ½ page handwritten in blue/black ink.
Assignment Four: Samurai’s Garden pp. 160 – 211 Due _________________
______ A. Relationships Symbolized
1. Think of at least four symbolic representations of relationships between characters in The Samurai’s Garden. Think about how the relationships have changed over time, how they might have been different given different circumstances, what has brought them strength or caused them to falter, etc.
2. Draw your symbols.
3. Now, explain your symbols using specific examples from the book. For example, a sword can represent the relationship between Matsu and Sachi; both have had to go though some of the hottest fires to become stronger. Swords are created in actual fire. The “fires” that Matsu and Sachi have survived include many trials; for example … (example omitted to avoid giving the book away.) They’ve been forged in many layers, which give them strength. One page typed minimum, 1 ½ page neatly handwritten in blue/black ink.
______ B. Themes Symbolized
1. Find four significant objects in the novel that are symbolic of themes in the novel.
2. Draw your symbols.
3. Write a description of how each object is part of the story. Then explain how these
objects are symbolic of the theme. Use specific examples. One page typed minimum, 1 ½ page neatly handwritten in blue/black ink.
______ C. Symbolic Kimono
1. Research Japanese characters, symbols, colors, and objects etc. Find information on the symbolic nature of objects in Japanese culture. For example, the crane is a symbol for good luck.
2. Choose one of the main characters from the book (Sachi, Matsu, or Stephen) and draw a kimono that captures the complexity of this character. Fill the kimono with the images, characters, colors it with images that best reveal this person’s true nature.
3. Include a brief explanation of your kimono. 1/2 page typed minimum, ¾ page neatly handwritten in blue or black ink (be sure to include in-text citations for any facts/information gained through your research in step #1).
Wednesday, October 28, 2009
Zen Parables
Zen Parables
Muddy Road
Tanzan and Ekido were once traveling together down a muddy road. A heavy rain was still falling.
Coming around a bend, they met a lovely girl in a silk kimono and sash, unable to cross the intersection.
“Come on, girl,” said Tanzan at once. Lifting her in his arms, he carried her over the mud.
Ekido did not speak again until hat night when they reached a lodging temple. Then he no longer could restrain himself. “We monks don’t go near females,” he told Tanzan, “especially not young and lovely ones. It is dangerous. Why did you do that?”
“I left the girl there,” said Tanzan. “Are you still carrying her?”
A Parable
Buddha told a parable in a sutra.
A man traveling across a field encountered a tiger. He fled the tiger after him. Coming to a precipice, he caught hold of the root of a wild vine and swung himself down over the edge. The tiger sniffed at him from above. Trembling, the man looked down to where, far below, another tiger was waiting to eat him. Only the vine sustained him.
Two mice, one white and one black, little by little started to gnaw away the vine. The man saw a luscious strawberry near him. Grasping the vine in one hand, he plucked the strawberry with the other. How sweet it tasted.
Publishing the Sutras
Tetsugen, a devotee of Zen Japan , decided to publish the sutras, which at the time were available only in Chinese. The books were to be printed with wood blocks in an edition of seven thousand copies, a tremendous undertaking.
Tetsugen began by traveling and collecting donations for this purpose. A few sympathizers would give him a hundred pieces of gold. but most of the time he received only small coins. He thanked each donor with equal gratitude. After ten years Tetsugen had enough money to begin his task.
It happened that at that time the Uji River overflowed. Famine followed. Tetsugen took the funds he had collected for the books and spent them to save the others from starvation. Then he began again his work of collecting.
Several years afterwards an epidemic spread over the country. Tetsugen again gave away what he had collected, to help his people.
For a third time he started his work, and after twenty years his wish was fulfilled. The printing blocks which produced the first edition of the sutras can be seen today in the Obaku monastery in Kyoto .
The Japanese tell their children that tetsugen made three sets of sutras, and that the first two invisible sets surpass even the last.
The Thief Who Became a Disciple
One evening as Shichiri Kojun was reciting sutras a thief with a sharp sword entered, demanding either his money or his life.
Shichri told him: “Do not disturb me. You can find money in that drawer.” Then he resumed his recitation.
A little while afterwards he stopped and called: “Don’t take it all. I need some to pay taxes tomorrow.”
The intruder gathered up most of the money and started to leave. “Thank a person when you receive a gift” Shichiri added. The man thanked him and made off.
A few days afterwards the fellow was caught and confessed, among others, the offense against Shichiri. When shichiri was called as a witness he said: “this man is no thief, at least as far as I am concerned, I gave him the money and he thanked me for it.”
After he had finished his prison term, the man went to Shichiri and became his disciple.
Muddy Road
Tanzan and Ekido were once traveling together down a muddy road. A heavy rain was still falling.
Coming around a bend, they met a lovely girl in a silk kimono and sash, unable to cross the intersection.
“Come on, girl,” said Tanzan at once. Lifting her in his arms, he carried her over the mud.
Ekido did not speak again until hat night when they reached a lodging temple. Then he no longer could restrain himself. “We monks don’t go near females,” he told Tanzan, “especially not young and lovely ones. It is dangerous. Why did you do that?”
“I left the girl there,” said Tanzan. “Are you still carrying her?”
A Parable
Buddha told a parable in a sutra.
A man traveling across a field encountered a tiger. He fled the tiger after him. Coming to a precipice, he caught hold of the root of a wild vine and swung himself down over the edge. The tiger sniffed at him from above. Trembling, the man looked down to where, far below, another tiger was waiting to eat him. Only the vine sustained him.
Two mice, one white and one black, little by little started to gnaw away the vine. The man saw a luscious strawberry near him. Grasping the vine in one hand, he plucked the strawberry with the other. How sweet it tasted.
Publishing the Sutras
Tetsugen, a devotee of Zen Japan , decided to publish the sutras, which at the time were available only in Chinese. The books were to be printed with wood blocks in an edition of seven thousand copies, a tremendous undertaking.
Tetsugen began by traveling and collecting donations for this purpose. A few sympathizers would give him a hundred pieces of gold. but most of the time he received only small coins. He thanked each donor with equal gratitude. After ten years Tetsugen had enough money to begin his task.
It happened that at that time the Uji River overflowed. Famine followed. Tetsugen took the funds he had collected for the books and spent them to save the others from starvation. Then he began again his work of collecting.
Several years afterwards an epidemic spread over the country. Tetsugen again gave away what he had collected, to help his people.
For a third time he started his work, and after twenty years his wish was fulfilled. The printing blocks which produced the first edition of the sutras can be seen today in the Obaku monastery in Kyoto .
The Japanese tell their children that tetsugen made three sets of sutras, and that the first two invisible sets surpass even the last.
The Thief Who Became a Disciple
One evening as Shichiri Kojun was reciting sutras a thief with a sharp sword entered, demanding either his money or his life.
Shichri told him: “Do not disturb me. You can find money in that drawer.” Then he resumed his recitation.
A little while afterwards he stopped and called: “Don’t take it all. I need some to pay taxes tomorrow.”
The intruder gathered up most of the money and started to leave. “Thank a person when you receive a gift” Shichiri added. The man thanked him and made off.
A few days afterwards the fellow was caught and confessed, among others, the offense against Shichiri. When shichiri was called as a witness he said: “this man is no thief, at least as far as I am concerned, I gave him the money and he thanked me for it.”
After he had finished his prison term, the man went to Shichiri and became his disciple.
Thursday, October 22, 2009
Storyboard Retelling of a Shinto story
Global Literature Name:________________
Japan
Storyboard Retelling
In the boxes below, briefly retell the Shinto story you were given in class. Using pictures and text (comic book style is fine). Make sure that the plot, conflict, and characters are clear! The goal is to make sure you really understood your story. You may use other paper if you choose. Minimum nine frames.
Wednesday, October 14, 2009
Pico Iyer Aha Moments
You can find the reading through this link.
Travel Questions: (The Big Ones)
You will need to pick up the reading from a friend, another IHS lit teacher, or from me to do this assignment. Sorry, it's not available on-line.
* Why do we travel and how do we change through traveling?
*Are tourism and travel a positive or negative force in our world?
* How much can we truly learn about another culture? What are some ways we can maximize that learning?
As you read the interview with Pico Iyer, keep these three questions in mind. Also, look for at least five thoughtful “AHA” moments (or profound insights/ epiphanies). Copy these moments from the text onto a piece of paper and respond to the quote using the following questions:
*Why is this moment an “Aha” moment?
*What did you learn about the world, travel, and human beings?
Please type your five quotes and responses.
This is due next class and is designed to help you write your interview with your travel author. Have fun!
Travel Questions: (The Big Ones)
You will need to pick up the reading from a friend, another IHS lit teacher, or from me to do this assignment. Sorry, it's not available on-line.
* Why do we travel and how do we change through traveling?
*Are tourism and travel a positive or negative force in our world?
* How much can we truly learn about another culture? What are some ways we can maximize that learning?
As you read the interview with Pico Iyer, keep these three questions in mind. Also, look for at least five thoughtful “AHA” moments (or profound insights/ epiphanies). Copy these moments from the text onto a piece of paper and respond to the quote using the following questions:
*Why is this moment an “Aha” moment?
*What did you learn about the world, travel, and human beings?
Please type your five quotes and responses.
This is due next class and is designed to help you write your interview with your travel author. Have fun!
Tuesday, October 13, 2009
Travel Vocab Part 2 Day 3 &4
Travel Vocabulary
Day 3
New Words:
Voracious Mongrel Conscientious Poignant Incarnate
Rainbows: From spoon to brain
During her usual Saturday morning activities of watching television and eating Lucky Charms, Liza was struck by a poignant TV ad about fly fishing and decided to become an angler. She headed to her local Bi-Mart and started berating several of the clerks.
“Look here, I’m going fishing and I don’t want to catch any old mongrel fish. I want a rainbow trout, what do I need?” Most of the clerks looked at her like she was nuts. Liza’s voracious desire to go fishing had driven her into such a frenzy that she took a shopping cart and started throwing in all types of supplies: 3 cases of salmon eggs, a couple tackle boxes, three poles, and some hooks with shiny neon bits on the end. She rammed the cart here and there throughout the aisles, all the while blathering to herself about this multi-colored trout. When she got to the checkout she realized she hadn’t even been conscientious enough to bring her wallet. As she left the store she kicked a bag of peat moss, numbing her big toe and returning her brain to a somewhat normal state.
“Jeez, I’ve really been ridiculousness incarnate over this whole trout bit; I should really quit eating Lucky Charms all the time.”
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. The _________ soccer team gleefully chowed down on an awful dish of meatloaf.
2. Every lawyer knows how to make a few _________ arguments to wow the jury.
3. “That dog is crazy, it’s like Rotweiller and Chihuahua and poodle. What a _________!”
4. Jake tried his best to be __________ about keeping his fingers out of his food while eating dinner at his girlfriend’s parents, but he could resist grabbing the brussel sprouts.
5. I often feel like selfishness __________, never wanting to share my jelly beans.
Definitions: Match the new words with their dictionary meanings.
6. ____Voracious a. personified or typified, as a quality or idea
7. ____Mongrel b. affecting or moving the emotions
8. ____Conscientious c. any cross between different things, esp. if inharmonious or indiscriminate.
9. ____Poignant d. exceedingly eager or avid
10. ____Incarnate e. meticulous; careful; painstaking; particular
Today’s Grammar Lesson
Commas are used to separate adjectives that equally modify the same noun. (Notice in the examples below that no comma separates the last adjective from the noun)
I can still remember how my heart started beating when I walked into the dark, little room.
The brief day drew to a close in a long, slow twilight.
Travel Vocabulary Part 2
Day 4
New Words:
Tranquil Indicative Exuberant Reticent Vindicate
No Sea in the City
It was a tranquil morning in Eugene; the birds weren’t squawking much and the neighbors hadn’t started weedwacking their yards or screaming at their children. It was this type of day that made Greg and Stephen, two ex-pirates that had recently assimilated themselves back into society, exuberant.
“Arrgh, y’d think we’er back out on the open seas again,” Greg said while stroking his red beard with his hook.
“A fine day indeed,” replied Stephen, somewhat bothered by Greg’s leftover pirate antics. The two agreed that the calm was indicative of good luck. Greg, who was usually reticent, couldn’t stop talking up the wonders that the day could hold and reverted into some of his past ways.
“Say we go an’ check those there dumpsters across the way for some pirate booty?” said Greg.
Stephen had moved on from his pirate phase and was mainly into spiritual hip-hop, yoga, and basically doing what he called “the right thing.” The two looked out their front window to see Hermes and Andrea on their parking strip.
“Do you remember when we first came off the sea and Andrea let me put a patch on that dog and carry him around for Halloween?” asked Greg.
“Yeah, that was ridiculous; I think she must have had a thing for pirate guys. I never would have let you do that,” Stephen said giving Greg a questioning look that said the dog thing was “not” cool.
“It was no big deal; it didn’t mean anything,” replied Greg. To vindicate himself, he refused to look into Hermes eyes.
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. What a _________ parrot, she won’t repeat a thing I say.
2. Tom Cruise was ________ when he heard that a Top Gun 3 will be made sometime this year.
3. It was only right that the students __________ themselves against the teacher that broke their cell phones.
4. Shelly always thought it foolish to think a four-leaf clover was _________ of good luck.
5. We waited until the lake was ________ before venturing out to go waterskiing.
Definitions: Match the new words with their dictionary meanings.
6. ____ Tranquil a. effusively and almost uninhibitedly enthusiastic; lavishly abundant
7. ____ Indicative b. free from commotion or tumult; peaceful; quiet; calm
8. ____ Exuberant c. showing, signifying, or pointing out; expressive or suggestive
9. ____ Reticent d. to uphold or justify by argument or evidence
10. ____ Vindicate e. disposed to be silent or not to speak freely; reserved
Today’s Grammar Lesson
Commas are used to enclose an explanatory word or phrase.
Matthew, younger by two years, had always been more daring than I.
The teacher, Mr. Smith, was a suave dresser.
Day 3
New Words:
Voracious Mongrel Conscientious Poignant Incarnate
Rainbows: From spoon to brain
During her usual Saturday morning activities of watching television and eating Lucky Charms, Liza was struck by a poignant TV ad about fly fishing and decided to become an angler. She headed to her local Bi-Mart and started berating several of the clerks.
“Look here, I’m going fishing and I don’t want to catch any old mongrel fish. I want a rainbow trout, what do I need?” Most of the clerks looked at her like she was nuts. Liza’s voracious desire to go fishing had driven her into such a frenzy that she took a shopping cart and started throwing in all types of supplies: 3 cases of salmon eggs, a couple tackle boxes, three poles, and some hooks with shiny neon bits on the end. She rammed the cart here and there throughout the aisles, all the while blathering to herself about this multi-colored trout. When she got to the checkout she realized she hadn’t even been conscientious enough to bring her wallet. As she left the store she kicked a bag of peat moss, numbing her big toe and returning her brain to a somewhat normal state.
“Jeez, I’ve really been ridiculousness incarnate over this whole trout bit; I should really quit eating Lucky Charms all the time.”
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. The _________ soccer team gleefully chowed down on an awful dish of meatloaf.
2. Every lawyer knows how to make a few _________ arguments to wow the jury.
3. “That dog is crazy, it’s like Rotweiller and Chihuahua and poodle. What a _________!”
4. Jake tried his best to be __________ about keeping his fingers out of his food while eating dinner at his girlfriend’s parents, but he could resist grabbing the brussel sprouts.
5. I often feel like selfishness __________, never wanting to share my jelly beans.
Definitions: Match the new words with their dictionary meanings.
6. ____Voracious a. personified or typified, as a quality or idea
7. ____Mongrel b. affecting or moving the emotions
8. ____Conscientious c. any cross between different things, esp. if inharmonious or indiscriminate.
9. ____Poignant d. exceedingly eager or avid
10. ____Incarnate e. meticulous; careful; painstaking; particular
Today’s Grammar Lesson
Commas are used to separate adjectives that equally modify the same noun. (Notice in the examples below that no comma separates the last adjective from the noun)
I can still remember how my heart started beating when I walked into the dark, little room.
The brief day drew to a close in a long, slow twilight.
Travel Vocabulary Part 2
Day 4
New Words:
Tranquil Indicative Exuberant Reticent Vindicate
No Sea in the City
It was a tranquil morning in Eugene; the birds weren’t squawking much and the neighbors hadn’t started weedwacking their yards or screaming at their children. It was this type of day that made Greg and Stephen, two ex-pirates that had recently assimilated themselves back into society, exuberant.
“Arrgh, y’d think we’er back out on the open seas again,” Greg said while stroking his red beard with his hook.
“A fine day indeed,” replied Stephen, somewhat bothered by Greg’s leftover pirate antics. The two agreed that the calm was indicative of good luck. Greg, who was usually reticent, couldn’t stop talking up the wonders that the day could hold and reverted into some of his past ways.
“Say we go an’ check those there dumpsters across the way for some pirate booty?” said Greg.
Stephen had moved on from his pirate phase and was mainly into spiritual hip-hop, yoga, and basically doing what he called “the right thing.” The two looked out their front window to see Hermes and Andrea on their parking strip.
“Do you remember when we first came off the sea and Andrea let me put a patch on that dog and carry him around for Halloween?” asked Greg.
“Yeah, that was ridiculous; I think she must have had a thing for pirate guys. I never would have let you do that,” Stephen said giving Greg a questioning look that said the dog thing was “not” cool.
“It was no big deal; it didn’t mean anything,” replied Greg. To vindicate himself, he refused to look into Hermes eyes.
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. What a _________ parrot, she won’t repeat a thing I say.
2. Tom Cruise was ________ when he heard that a Top Gun 3 will be made sometime this year.
3. It was only right that the students __________ themselves against the teacher that broke their cell phones.
4. Shelly always thought it foolish to think a four-leaf clover was _________ of good luck.
5. We waited until the lake was ________ before venturing out to go waterskiing.
Definitions: Match the new words with their dictionary meanings.
6. ____ Tranquil a. effusively and almost uninhibitedly enthusiastic; lavishly abundant
7. ____ Indicative b. free from commotion or tumult; peaceful; quiet; calm
8. ____ Exuberant c. showing, signifying, or pointing out; expressive or suggestive
9. ____ Reticent d. to uphold or justify by argument or evidence
10. ____ Vindicate e. disposed to be silent or not to speak freely; reserved
Today’s Grammar Lesson
Commas are used to enclose an explanatory word or phrase.
Matthew, younger by two years, had always been more daring than I.
The teacher, Mr. Smith, was a suave dresser.
Peer edit sheets
SHORT STORY PEER REVISION
Name of author:________________________Title of Story:_____________________
Name of editor:_________________________
Plot with Conflict (ideas and content, organization)
1. Rewrite the first sentence here:____________________________________________
________________________________________________________________________
Does the first sentence make the reader want to read on? What technique do they use for an effective beginning?
How might this be improved?
Provide an example of a rewritten beginning (at least two sentences).
________________________________________________________________________
________________________________________________________________________
2. Is the rest of the paragraph equally as gripping? Did it start in the “middle of things”? If yes, what was done exceptionally well? If not, what can be done to improve it?
3. List the external conflict(s) in the story.
Are there too many external conflicts for a three-page story? Is it too complex to slow down the action and fit the three-page limit? Explain.
4. List the internal conflicts of the story.
5. Are there any internal or external conflicts the writer could add or elaborate on to increase suspense? Give at least one suggestion to raise the stakes.
6. Quote two passages that set up the conflict in the story.
________________________________________________________________________
________________________________________________________________________
7. Are the conflict and plot (what happens) realistic? Do you believe it could happen?
Is it an original idea or is it too familiar?
What could be changed to make it more realistic or original?
8. What is the climax of the story (the most exciting part or turning point) of the story)?
How does the author slow it down? (provide specific examples of at least 2 techniques they use to slow this down).
9. What did the author do really well with the climax?
How could the climax be improved?
10. Should the story be cut? Mark any unnecessary or redundant information.
11. Is there a section of writing that does not relate to our conflict or climax?
Does it need more information? Where?
SHORT STORY PEER REVISION
Name of author:________________________Title of Story:_____________________
Name of editor:_________________________
CHARACTERS (ideas and content/ word choice/ voice)
1. Who is the main character of the story? Is the character realistic? Did the author go beyond stereotyping?
Describe this character in a short paragraph.
2. How do you know these details about the character? Did the writer avoid telling/ explaining the character? If not, point out places where the “telling” occurs.
How does the writer show (not simply tell) the character to the reader (through actions, dialogue, setting, interactions, etc.)?
Give two details from the story where the writer shows something about the character.
3. What are some sensory details the author could add to show more about the main character?
4. What is the character’s external conflict (or conflicts)?
5. What are the character’s internal conflicts?
6. Should anything be added to the character’s internal conflicts that fit the character’s personality? What would you suggest?
7. Does the main character speak? Do other characters speak? Where could dialogue be added to give characters a voice?
SETTING (ideas and content/ word choice/ voice)
1. Is there a sense of setting at the start of the story (within the first two paragraphs)? Quote two sentences that show the reader where the story takes place.
2. Did the writer avoid telling (explaining) the setting? If not, point out places where the telling occurs. If they showed the setting, write down examples of how they did this here.
3. Should there be more concrete details about the setting? Are sensory words used (sight, taste, smell, sound, touch)? Give an example for each of the senses where the writer explored these. Then, after the example, provide another way they could have described the setting.
Author’s example Editor’s example
SIGHT:
TASTE:
SMELL:
SOUND:
TOUCH:
4. Does the author create an emotional landscape? What emotion is being carried throughout the story? How does the author do this? If they are not doing this, what can they add or change to create this?
SHORT STORY PEER REVISION
Name of author:________________________Title of Story:_____________________
Name of editor:_________________________
SYNTAX (conventions, sentence fluency, and voice)
1. Are the sentences interesting? What makes them interesting? Provide a specific example in this space and explain why it’s interesting. Mark specific instances where you think the author has done a good job or needs to improve on their paper.
Give an example and mark specific instances where you think the author needs to improve.
2. Are there a variety of sentence lengths (short and long)?
3. Do the paragraphs flow and fit together? Are paragraphs indented?
4. Does the author indent each new speaker when using dialog?
5. Are there complete sentences? Mark where the author needs to improve and give suggestions.
6. Is the spelling, punctuation, and capitalization correct? Mark directly on their draft where changes need to be made.
7. Is the story written in the same tense (past, present) or does it switch?
8. What is the author’s voice (serious, funny casual, etc)?
Is it consistent throughout the story? If not, explain where it changes.
Name of author:________________________Title of Story:_____________________
Name of editor:_________________________
Plot with Conflict (ideas and content, organization)
1. Rewrite the first sentence here:____________________________________________
________________________________________________________________________
Does the first sentence make the reader want to read on? What technique do they use for an effective beginning?
How might this be improved?
Provide an example of a rewritten beginning (at least two sentences).
________________________________________________________________________
________________________________________________________________________
2. Is the rest of the paragraph equally as gripping? Did it start in the “middle of things”? If yes, what was done exceptionally well? If not, what can be done to improve it?
3. List the external conflict(s) in the story.
Are there too many external conflicts for a three-page story? Is it too complex to slow down the action and fit the three-page limit? Explain.
4. List the internal conflicts of the story.
5. Are there any internal or external conflicts the writer could add or elaborate on to increase suspense? Give at least one suggestion to raise the stakes.
6. Quote two passages that set up the conflict in the story.
________________________________________________________________________
________________________________________________________________________
7. Are the conflict and plot (what happens) realistic? Do you believe it could happen?
Is it an original idea or is it too familiar?
What could be changed to make it more realistic or original?
8. What is the climax of the story (the most exciting part or turning point) of the story)?
How does the author slow it down? (provide specific examples of at least 2 techniques they use to slow this down).
9. What did the author do really well with the climax?
How could the climax be improved?
10. Should the story be cut? Mark any unnecessary or redundant information.
11. Is there a section of writing that does not relate to our conflict or climax?
Does it need more information? Where?
SHORT STORY PEER REVISION
Name of author:________________________Title of Story:_____________________
Name of editor:_________________________
CHARACTERS (ideas and content/ word choice/ voice)
1. Who is the main character of the story? Is the character realistic? Did the author go beyond stereotyping?
Describe this character in a short paragraph.
2. How do you know these details about the character? Did the writer avoid telling/ explaining the character? If not, point out places where the “telling” occurs.
How does the writer show (not simply tell) the character to the reader (through actions, dialogue, setting, interactions, etc.)?
Give two details from the story where the writer shows something about the character.
3. What are some sensory details the author could add to show more about the main character?
4. What is the character’s external conflict (or conflicts)?
5. What are the character’s internal conflicts?
6. Should anything be added to the character’s internal conflicts that fit the character’s personality? What would you suggest?
7. Does the main character speak? Do other characters speak? Where could dialogue be added to give characters a voice?
SETTING (ideas and content/ word choice/ voice)
1. Is there a sense of setting at the start of the story (within the first two paragraphs)? Quote two sentences that show the reader where the story takes place.
2. Did the writer avoid telling (explaining) the setting? If not, point out places where the telling occurs. If they showed the setting, write down examples of how they did this here.
3. Should there be more concrete details about the setting? Are sensory words used (sight, taste, smell, sound, touch)? Give an example for each of the senses where the writer explored these. Then, after the example, provide another way they could have described the setting.
Author’s example Editor’s example
SIGHT:
TASTE:
SMELL:
SOUND:
TOUCH:
4. Does the author create an emotional landscape? What emotion is being carried throughout the story? How does the author do this? If they are not doing this, what can they add or change to create this?
SHORT STORY PEER REVISION
Name of author:________________________Title of Story:_____________________
Name of editor:_________________________
SYNTAX (conventions, sentence fluency, and voice)
1. Are the sentences interesting? What makes them interesting? Provide a specific example in this space and explain why it’s interesting. Mark specific instances where you think the author has done a good job or needs to improve on their paper.
Give an example and mark specific instances where you think the author needs to improve.
2. Are there a variety of sentence lengths (short and long)?
3. Do the paragraphs flow and fit together? Are paragraphs indented?
4. Does the author indent each new speaker when using dialog?
5. Are there complete sentences? Mark where the author needs to improve and give suggestions.
6. Is the spelling, punctuation, and capitalization correct? Mark directly on their draft where changes need to be made.
7. Is the story written in the same tense (past, present) or does it switch?
8. What is the author’s voice (serious, funny casual, etc)?
Is it consistent throughout the story? If not, explain where it changes.
Self-edit sheet
Self Edit Sheet Name:
1. Is your story centered around one short event or moment? Yes/No
What is the event?
How do you foreshadow this event in your introduction?
2. What is your central conflict? Did you remember to include an internal conflict? (Explain)
3. Explain how you have structured your story to move toward a climax and resolution (create a narrative chart for your story).
Exposition-----------Conflict-------------------Climax-------------------Resolution
4. Is your climax related to your central conflict? (Yes/ No) How does it relate or how will you fix it?
5. What introduction strategy do you use (Description, dialogue, middle of action, etc)? Is it gripping?
6. What does your exposition establish (What do I know 3/4 of a page into your story)?
7. Write one good description in your story and circle it in your rough draft?
8. Write one description that needs work and underline it in your rough draft. Workshop it here.
A. Original description from your story:
B. Less conventional description:
C. Another less conventional description:
9. List three details you show about your main character in the first page of your story. Write the description and then say what it shows the reader.
A.
B.
C.
10. Write a sentence here from your story that shows the mood and/or setting of your story.
Is it specific? Yes/ No
Is it cliché? Yes/ No
What can be done to give it more depth?
11. What have you done to give your story cultural depth? (this can be done for stories that are set in the U.S. too. Every neighborhood/ town has a distinct culture.
1. Is your story centered around one short event or moment? Yes/No
What is the event?
How do you foreshadow this event in your introduction?
2. What is your central conflict? Did you remember to include an internal conflict? (Explain)
3. Explain how you have structured your story to move toward a climax and resolution (create a narrative chart for your story).
Exposition-----------Conflict-------------------Climax-------------------Resolution
4. Is your climax related to your central conflict? (Yes/ No) How does it relate or how will you fix it?
5. What introduction strategy do you use (Description, dialogue, middle of action, etc)? Is it gripping?
6. What does your exposition establish (What do I know 3/4 of a page into your story)?
7. Write one good description in your story and circle it in your rough draft?
8. Write one description that needs work and underline it in your rough draft. Workshop it here.
A. Original description from your story:
B. Less conventional description:
C. Another less conventional description:
9. List three details you show about your main character in the first page of your story. Write the description and then say what it shows the reader.
A.
B.
C.
10. Write a sentence here from your story that shows the mood and/or setting of your story.
Is it specific? Yes/ No
Is it cliché? Yes/ No
What can be done to give it more depth?
11. What have you done to give your story cultural depth? (this can be done for stories that are set in the U.S. too. Every neighborhood/ town has a distinct culture.
Sunday, October 4, 2009
CIM rubric for travel story
CIM Travel Story Rubric
Ideas and Content
1 2 3 4 5 6
The writer:
Shows an identifiable purpose for writing the piece.
Has developed character(s)
Has a specific, developed setting
Has a clear conflict and resolution
Has a clear climax
Organization
1 2 3 4 5 6
The writer:
Has an exposition that sets the scene, characters, and the conflict
Has rising action/ suspense
Has a clear climax that slows down the action
Has a clear resolution that relates to the conflict
Sentence Fluency
1 2 3 4 5 6
The writer:
Uses sentences that flow and sound natural when read aloud
Varies patterns, lengths, and beginnings of sentences
Has a control over simple and complex sentences.
Uses dialogue which sounds natural
Conventions
1 2 3 4 5 6
The writer:
Demonstrates control of standard writing conventions
-punctuation
-spelling
-capitalization
-paragraph breaks
-grammar/usage
Word Choice
1 2 3 4 5 6
The writer:
Chooses words that work
Shows, doesn’t simply tell
Attempts to use colorful language
Occasionally experiments with language, and generally avoids clichés.
Voice
1 2 3 4 5 6
The writer:
Gives the reader a sense of interaction with the writer
Demonstrates a commitment to the topic
Writes in a lively, sincere, or humorous way when appropriate
FINAL GRADE
Final Draft on time and typed: _____/10
All rough drafts included: _____/10
All editing sheets included and complete: _____/10
Total CIM score:__________x2 _____/60
Total: _____/90
Ideas and Content
1 2 3 4 5 6
The writer:
Shows an identifiable purpose for writing the piece.
Has developed character(s)
Has a specific, developed setting
Has a clear conflict and resolution
Has a clear climax
Organization
1 2 3 4 5 6
The writer:
Has an exposition that sets the scene, characters, and the conflict
Has rising action/ suspense
Has a clear climax that slows down the action
Has a clear resolution that relates to the conflict
Sentence Fluency
1 2 3 4 5 6
The writer:
Uses sentences that flow and sound natural when read aloud
Varies patterns, lengths, and beginnings of sentences
Has a control over simple and complex sentences.
Uses dialogue which sounds natural
Conventions
1 2 3 4 5 6
The writer:
Demonstrates control of standard writing conventions
-punctuation
-spelling
-capitalization
-paragraph breaks
-grammar/usage
Word Choice
1 2 3 4 5 6
The writer:
Chooses words that work
Shows, doesn’t simply tell
Attempts to use colorful language
Occasionally experiments with language, and generally avoids clichés.
Voice
1 2 3 4 5 6
The writer:
Gives the reader a sense of interaction with the writer
Demonstrates a commitment to the topic
Writes in a lively, sincere, or humorous way when appropriate
FINAL GRADE
Final Draft on time and typed: _____/10
All rough drafts included: _____/10
All editing sheets included and complete: _____/10
Total CIM score:__________x2 _____/60
Total: _____/90
Story Research Sheet
This is missing the character research portion. Please complete what is here and get the character sheet from me in class:
RESEARCH SHEET DUE:Next Class Name:________________________
RESEARCH SHEET
Because any good writer does an immense amount of research before she or he begins writing, your rough draft must include a “research sheet”. Complete the research sheet below:
_____(10 pts) Setting information
(a) Country:_____________________________
(b) City/ town/ rural area (be specific):_______________________________________
(c) Locale (trail? market?): ________________________________________________
(d) Time of year:_________________________________________________________
(e) Sensory details (touch, smells, tastes, sights, sounds):______________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
(f) One paragraph describing the setting using at least four senses:
(10 pts.) Conflict
(3pts) 1. What is/are the external conflict(s)? Explain.
(5pts) 2. What are the internal conflicts?
List 5 thoughts occurring in the mind of the character:
1.
2.
3.
4.
5.
(2pt) 3. How is the conflict resolved?
_____/30pts Total---This will need to be turned in with your final draft!!!
Now it’s time to start your rough draft!!! Begin Writing!!!
RESEARCH SHEET DUE:Next Class Name:________________________
RESEARCH SHEET
Because any good writer does an immense amount of research before she or he begins writing, your rough draft must include a “research sheet”. Complete the research sheet below:
_____(10 pts) Setting information
(a) Country:_____________________________
(b) City/ town/ rural area (be specific):_______________________________________
(c) Locale (trail? market?): ________________________________________________
(d) Time of year:_________________________________________________________
(e) Sensory details (touch, smells, tastes, sights, sounds):______________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
(f) One paragraph describing the setting using at least four senses:
(10 pts.) Conflict
(3pts) 1. What is/are the external conflict(s)? Explain.
(5pts) 2. What are the internal conflicts?
List 5 thoughts occurring in the mind of the character:
1.
2.
3.
4.
5.
(2pt) 3. How is the conflict resolved?
_____/30pts Total---This will need to be turned in with your final draft!!!
Now it’s time to start your rough draft!!! Begin Writing!!!
Monday, September 28, 2009
Travel Vocab (Part Two) Day 1 and 2
Travel Vocabulary Part 2
Day 1
New Words:
Pensive Pallid Itinerant Metaphor Repress
The Late Student
Angie stared pensively out the window remembering the horrific day that she was late to her Global Literature class. Although she tried to repress the memory over and over, it kept creeping into her subconscious. It had been a typical day up until the end of lunch. She had thought she could make it to the store and back to buy a bagel. She had done it before and was used to being itinerant over her lunch break. However, this day the line had been out the door for bagels, and she had not made it back in time. Her face went pallid when she got back to school and realized she would miss the amazing beginning of her teacher’s lesson; it was the teacher who referred to her metaphorically as “the star” of the class discussions. She was heartbroken and promised to never miss another second of Global Literature.
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. The woman blanched at the sight of potato bugs and her face became ___________.
2. After the funeral, Eric gazed at the lake in a ______________ way.
3. The usually calm man tried to ______________ his anger when the coffee spilled on his lap.
4. An island is a ____________ for a man who lives his whole life alone.
5. The _____________ IHS teacher struggled to make it from campus to campus each day.
Definitions: Match the new words with their dictionary meanings.
6. ____Pensive a. a comparison not using like or as
7. ____Pallid b. faint in color, pale
8. ____Itinerant c. Thoughtful or reflective; often in a melancholy way
9. ____Metaphor d. to hold back, restrain
10. ____Repress e. traveling from place to place
Today’s Grammar Lesson
Commas
A comma may be used between two independent clauses that are joined by coordinating conjunctions such as these: but, or, nor, for, yet, and, so
Examples:
I would like to speak to him, but I do not know what to say.
Our clothes had become dirty, and we had no other garments to wear.
Travel Vocabulary Part 2
Day 2
New Words:
Confluence Imperative Imperialism Picturesque Impoverished
Journeys
“What do you think you are doing?” asked Margot as she jumped out of the way of the sweaty concert fan. Margot felt that it was imperative that she get out of the mosh pit immediately! Margot had never been to a punk rock show before and was not liking what she saw. What had happened to music since she was a girl? It was as if electric guitars were some kind of imperialist army that was invading and taking over concert venues across the nation, forcing people to listen to their screeching wail. This would not do. Her idea of a good time was watching a cello quartet in some picturesque setting like this park. Just then, a confluence of teens rose up around her as the guitarist threw his pick into the audience. “That does it!” she exclaimed.
Margot, impoverished to hear music more to her liking, walked up to the stage and hit the power switch on the extension chord. The entire audience went silent and turned to stare. Margot grinned, sheepishly.
“Sorry guys.”
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. Since the country had no resources of their own, they made all their wealth through ______________.
2. A(n) ______________ of Republicans and Democrats joined forces to fight the unjust law.
3. To get into Stanford, it was ________________ that the student had strong vocabulary skills.
4. After the hurricane, the once wealthy family became ___________________.
5. The scene by the lake, with the birds in flight and the sun setting, was _______________.
Definitions: Match the new words with their dictionary meanings.
6. ____Confluence a. indicating authority or command; absolutely necessary
7. ____Imperative b. beautiful, vivid, quaint
8. ____Imperialism c. a flowing together, especially of stream
9. ____Picturesque d. to make poor; to deprive of strength, resources
10. ___Impoverished e. the policy of forming and maintaining and empire through subjugation, usually involving colonies
Today’s Grammar Lesson
Commas
Commas are used between words, phrases, or clauses in a series.
Example:
My favorite foods are pizza, hamburgers, and French fries. (Three nouns in a series)
I took her for walks, read her stories, and made up games for her to play. (Three verb phrases in a series)
Day 1
New Words:
Pensive Pallid Itinerant Metaphor Repress
The Late Student
Angie stared pensively out the window remembering the horrific day that she was late to her Global Literature class. Although she tried to repress the memory over and over, it kept creeping into her subconscious. It had been a typical day up until the end of lunch. She had thought she could make it to the store and back to buy a bagel. She had done it before and was used to being itinerant over her lunch break. However, this day the line had been out the door for bagels, and she had not made it back in time. Her face went pallid when she got back to school and realized she would miss the amazing beginning of her teacher’s lesson; it was the teacher who referred to her metaphorically as “the star” of the class discussions. She was heartbroken and promised to never miss another second of Global Literature.
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. The woman blanched at the sight of potato bugs and her face became ___________.
2. After the funeral, Eric gazed at the lake in a ______________ way.
3. The usually calm man tried to ______________ his anger when the coffee spilled on his lap.
4. An island is a ____________ for a man who lives his whole life alone.
5. The _____________ IHS teacher struggled to make it from campus to campus each day.
Definitions: Match the new words with their dictionary meanings.
6. ____Pensive a. a comparison not using like or as
7. ____Pallid b. faint in color, pale
8. ____Itinerant c. Thoughtful or reflective; often in a melancholy way
9. ____Metaphor d. to hold back, restrain
10. ____Repress e. traveling from place to place
Today’s Grammar Lesson
Commas
A comma may be used between two independent clauses that are joined by coordinating conjunctions such as these: but, or, nor, for, yet, and, so
Examples:
I would like to speak to him, but I do not know what to say.
Our clothes had become dirty, and we had no other garments to wear.
Travel Vocabulary Part 2
Day 2
New Words:
Confluence Imperative Imperialism Picturesque Impoverished
Journeys
“What do you think you are doing?” asked Margot as she jumped out of the way of the sweaty concert fan. Margot felt that it was imperative that she get out of the mosh pit immediately! Margot had never been to a punk rock show before and was not liking what she saw. What had happened to music since she was a girl? It was as if electric guitars were some kind of imperialist army that was invading and taking over concert venues across the nation, forcing people to listen to their screeching wail. This would not do. Her idea of a good time was watching a cello quartet in some picturesque setting like this park. Just then, a confluence of teens rose up around her as the guitarist threw his pick into the audience. “That does it!” she exclaimed.
Margot, impoverished to hear music more to her liking, walked up to the stage and hit the power switch on the extension chord. The entire audience went silent and turned to stare. Margot grinned, sheepishly.
“Sorry guys.”
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. Since the country had no resources of their own, they made all their wealth through ______________.
2. A(n) ______________ of Republicans and Democrats joined forces to fight the unjust law.
3. To get into Stanford, it was ________________ that the student had strong vocabulary skills.
4. After the hurricane, the once wealthy family became ___________________.
5. The scene by the lake, with the birds in flight and the sun setting, was _______________.
Definitions: Match the new words with their dictionary meanings.
6. ____Confluence a. indicating authority or command; absolutely necessary
7. ____Imperative b. beautiful, vivid, quaint
8. ____Imperialism c. a flowing together, especially of stream
9. ____Picturesque d. to make poor; to deprive of strength, resources
10. ___Impoverished e. the policy of forming and maintaining and empire through subjugation, usually involving colonies
Today’s Grammar Lesson
Commas
Commas are used between words, phrases, or clauses in a series.
Example:
My favorite foods are pizza, hamburgers, and French fries. (Three nouns in a series)
I took her for walks, read her stories, and made up games for her to play. (Three verb phrases in a series)
Wednesday, September 23, 2009
Taking the Leap
Taking The Leap
STEP 1:
Using the brainstorming sheet you completed for your travel story, please write two short story beginnings, each one about a half page long, typed, single spaced.
One beginning should stick your reader right in the middle of the action/ dialogue.
One beginning should NOT stick your reader right in the middle of action/ dialogue.
STEP 2:
Please pay attention to what you are establishing with your beginnings.
• Character?
• Emotions?
• Moods?
• Settings?
• Conflict?
• Interesting Voices?
• All of the above?
• None of the above?
In other words, what does your reader KNOW or strongly sense after reading your beginning?
STEP 3:
Underneath or on the back side of your beginnings, list what you think your beginning successfully establishes.
STEP 1:
Using the brainstorming sheet you completed for your travel story, please write two short story beginnings, each one about a half page long, typed, single spaced.
One beginning should stick your reader right in the middle of the action/ dialogue.
One beginning should NOT stick your reader right in the middle of action/ dialogue.
STEP 2:
Please pay attention to what you are establishing with your beginnings.
• Character?
• Emotions?
• Moods?
• Settings?
• Conflict?
• Interesting Voices?
• All of the above?
• None of the above?
In other words, what does your reader KNOW or strongly sense after reading your beginning?
STEP 3:
Underneath or on the back side of your beginnings, list what you think your beginning successfully establishes.
Vocab Review
Review: Travel Vocabulary
Let’s go over the twenty new words and two idioms you studied during the week. In the following quiz, match the best possible definition with the word you have studied. Write the letter that stands for that definition in the appropriate answer space.
Review Words Definitions
___1. adversary a. incapable of being passed over or overcome
___.2. blanch b. a person, group, or force that opposes or attacks
___ 3. bough c. done maliciously or unjustifiably
___4. chauvinist d. elementary, fundamental
___5. disillusionment e. not transparent or translucent; impenetrable to light
___6. gastronomic f. disenchanted, to free from belief, idealism, etc.
___7. impenetrable g. a branch of a tree
___8. Incandescent h. (1) zealous patriotism (2)biased devotion
___9. incomprehensible i. to cause a person to accept something not desired
___10. Insurmountable j. belonging to a thing by its very nature
___11. intrinsic k. to whiten by removing color
___12. mien l. (1) not penetrable (2) inaccessible to ideas
___13. opaque m. a person or thing that watches
___14. piquant n. intensely bright, brilliant
___15. quintessential o. strong and brave; valiant; uncompromising
___16. reconcile p. the art or science of good eating
___17. rudimentary q. agreeably pungent or sharp in taste
___18. sentinel r. the pure and concentrated essence of a substance
___19. stalwart s. appearance or demeanor
___ 20. wanton t. impossible to understand or comprehend
Words for further study: _______________ _______________
_____________ _______________ _______________
Let’s go over the twenty new words and two idioms you studied during the week. In the following quiz, match the best possible definition with the word you have studied. Write the letter that stands for that definition in the appropriate answer space.
Review Words Definitions
___1. adversary a. incapable of being passed over or overcome
___.2. blanch b. a person, group, or force that opposes or attacks
___ 3. bough c. done maliciously or unjustifiably
___4. chauvinist d. elementary, fundamental
___5. disillusionment e. not transparent or translucent; impenetrable to light
___6. gastronomic f. disenchanted, to free from belief, idealism, etc.
___7. impenetrable g. a branch of a tree
___8. Incandescent h. (1) zealous patriotism (2)biased devotion
___9. incomprehensible i. to cause a person to accept something not desired
___10. Insurmountable j. belonging to a thing by its very nature
___11. intrinsic k. to whiten by removing color
___12. mien l. (1) not penetrable (2) inaccessible to ideas
___13. opaque m. a person or thing that watches
___14. piquant n. intensely bright, brilliant
___15. quintessential o. strong and brave; valiant; uncompromising
___16. reconcile p. the art or science of good eating
___17. rudimentary q. agreeably pungent or sharp in taste
___18. sentinel r. the pure and concentrated essence of a substance
___19. stalwart s. appearance or demeanor
___ 20. wanton t. impossible to understand or comprehend
Words for further study: _______________ _______________
_____________ _______________ _______________
Monday, September 21, 2009
Sunday, September 20, 2009
Travel Vocab Day 3 and 4
Travel Vocabulary
Day 3
New Words:
Chauvinist Wanton Adversary Piquant Impenetrable
The Battle for the Slides
Every playground is truly a battlefield. The adversaries can be seen eyeing everywhere, eyeing each other up with anger. They lurk on the dodgeball court, the kickball diamond, and even on the seemingly impenetrable slides where it seems nobody gets more than one turn. Although many of these combatants are only innocent second graders, they sometimes act wantonly when recess is involved. This only escalates when the slides are concerned. I have seen young boys chauvinistically keep girls with “cooties” from climbing the steps. In turn, there were reported cases of bribery on the part of the girls. At one point it would cost half a packet of the piquant strawberry pop rocks per ride down that metal demon. What happened to teaching sharing?
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. The ___________ salsa felt like delicious fire as it fell from the chip to my mouth.
2. The boss behaved in a _____________ way by only hiring male employees for the jobs.
3. My _____________ is ice cream; I am constantly doing battle with the temptation.
4. The teacher seemed to act with _________ behavior as he punished random students for being too loud.
5. The fortress had an unmovable stone drawbridge which appeared to be ------_____________.
Definitions: Match the new words with their dictionary meanings.
6. ___ chauvinist a. a person, group, or force that opposes or attacks
7. ___ wanton b. (1) zealous and aggressive patriotism or blind enthusiasm for military glory (2)biased devotion to any group, attitude, or cause
8. ___ adversary c. (1) not penetrable (2) inaccessible to ideas
9. ___piquant d. agreeably pungent or sharp in taste
10. ___ impenetrable e. done maliciously or unjustifiably
Today’s Homophone: Create a new sentence for each homophone.
THERE- means in that place
There is my coat!
THEIR- is a possessive noun
Their coats are hanging in their lockers.
THEY’RE- is a contraction of “they are”
They’re so happy it’s time to go home.
Travel Vocabulary
Day 4
New Words:
Sentinel Incomprehensible Reconcile Quintessential Intrinsic
Airplane Food
With airport security at an all time high, you have many sentinels watching what people bring aboard. But who is watching what the airlines are bringing aboard? Airline food intrinsically should be edible, but this does not seem to be the case. The last dish that was opened on the tray before me was an incomprehensible brown gravy. It’s not as if I expect the food to be the quintessential gourmet meal, but I would at least like to recognize the food I am eating. Eventually, I will have to accept the food and reconcile with the airline “chefs”. Let’s hope my stomach will do the same.
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. I hope that the two adversaries can ____________ their differences and make peace.
2. I’m not very good at math so this calculus problem seems _______________.
3. The ___________ stood guard over the prison filled with students who violated the cell phone rule.
4. If the ___________ duty of a stapler is to staple, why does mine keep jamming.
5. Jenny was the _____________ optimist; she always saw the bright side to everything.
Definitions: Match the new words with their dictionary meanings.
6. ___ sentinel a. to cause a person to accept or be resigned to something not desired
7. ___ incomprehensible b. belonging to a thing by its very nature
8. ___ reconcile c. a person or thing that watches or stands as if watching
9. ___ quintessential d. the pure and concentrated essence of a substance
10. ___ intrinsic e. impossible to understand or comprehend; unintelligible
]Today’s Homophone: Create a new sentence for each homophone.
Who’s- is a contraction of “who is”
Who’s that knocking at the door.
Whose- is a possessive pronoun that shows ownership
Whose spaceship is in my backyard.
Day 3
New Words:
Chauvinist Wanton Adversary Piquant Impenetrable
The Battle for the Slides
Every playground is truly a battlefield. The adversaries can be seen eyeing everywhere, eyeing each other up with anger. They lurk on the dodgeball court, the kickball diamond, and even on the seemingly impenetrable slides where it seems nobody gets more than one turn. Although many of these combatants are only innocent second graders, they sometimes act wantonly when recess is involved. This only escalates when the slides are concerned. I have seen young boys chauvinistically keep girls with “cooties” from climbing the steps. In turn, there were reported cases of bribery on the part of the girls. At one point it would cost half a packet of the piquant strawberry pop rocks per ride down that metal demon. What happened to teaching sharing?
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. The ___________ salsa felt like delicious fire as it fell from the chip to my mouth.
2. The boss behaved in a _____________ way by only hiring male employees for the jobs.
3. My _____________ is ice cream; I am constantly doing battle with the temptation.
4. The teacher seemed to act with _________ behavior as he punished random students for being too loud.
5. The fortress had an unmovable stone drawbridge which appeared to be ------_____________.
Definitions: Match the new words with their dictionary meanings.
6. ___ chauvinist a. a person, group, or force that opposes or attacks
7. ___ wanton b. (1) zealous and aggressive patriotism or blind enthusiasm for military glory (2)biased devotion to any group, attitude, or cause
8. ___ adversary c. (1) not penetrable (2) inaccessible to ideas
9. ___piquant d. agreeably pungent or sharp in taste
10. ___ impenetrable e. done maliciously or unjustifiably
Today’s Homophone: Create a new sentence for each homophone.
THERE- means in that place
There is my coat!
THEIR- is a possessive noun
Their coats are hanging in their lockers.
THEY’RE- is a contraction of “they are”
They’re so happy it’s time to go home.
Travel Vocabulary
Day 4
New Words:
Sentinel Incomprehensible Reconcile Quintessential Intrinsic
Airplane Food
With airport security at an all time high, you have many sentinels watching what people bring aboard. But who is watching what the airlines are bringing aboard? Airline food intrinsically should be edible, but this does not seem to be the case. The last dish that was opened on the tray before me was an incomprehensible brown gravy. It’s not as if I expect the food to be the quintessential gourmet meal, but I would at least like to recognize the food I am eating. Eventually, I will have to accept the food and reconcile with the airline “chefs”. Let’s hope my stomach will do the same.
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. I hope that the two adversaries can ____________ their differences and make peace.
2. I’m not very good at math so this calculus problem seems _______________.
3. The ___________ stood guard over the prison filled with students who violated the cell phone rule.
4. If the ___________ duty of a stapler is to staple, why does mine keep jamming.
5. Jenny was the _____________ optimist; she always saw the bright side to everything.
Definitions: Match the new words with their dictionary meanings.
6. ___ sentinel a. to cause a person to accept or be resigned to something not desired
7. ___ incomprehensible b. belonging to a thing by its very nature
8. ___ reconcile c. a person or thing that watches or stands as if watching
9. ___ quintessential d. the pure and concentrated essence of a substance
10. ___ intrinsic e. impossible to understand or comprehend; unintelligible
]Today’s Homophone: Create a new sentence for each homophone.
Who’s- is a contraction of “who is”
Who’s that knocking at the door.
Whose- is a possessive pronoun that shows ownership
Whose spaceship is in my backyard.
Thursday, September 17, 2009
Brainstorming Sheet
Global Literature Name:_________________________________________
Travel Literature
Brainstorm!!!
–One idea needs to involve a taboo
–One idea needs to ask a philosophical question
–One idea needs to be a historical travel story
–One needs to involve a fascinating event that happens in the world
My ideas (attach another sheet if necessary(:
1. ______________________________________________________________________________________________
______________________________________________________________________________________________
2. ______________________________________________________________________________________________
______________________________________________________________________________________________
3. ______________________________________________________________________________________________
______________________________________________________________________________________________
4. ______________________________________________________________________________________________
______________________________________________________________________________________________
5. ______________________________________________________________________________________________
______________________________________________________________________________________________
6. ______________________________________________________________________________________________
______________________________________________________________________________________________
7. ______________________________________________________________________________________________
______________________________________________________________________________________________
8. ______________________________________________________________________________________________
______________________________________________________________________________________________
9. ______________________________________________________________________________________________
______________________________________________________________________________________________
10._____________________________________________________________________________________________ ______________________________________________________________________________________________
Travel Literature
Brainstorm!!!
–One idea needs to involve a taboo
–One idea needs to ask a philosophical question
–One idea needs to be a historical travel story
–One needs to involve a fascinating event that happens in the world
My ideas (attach another sheet if necessary(:
1. ______________________________________________________________________________________________
______________________________________________________________________________________________
2. ______________________________________________________________________________________________
______________________________________________________________________________________________
3. ______________________________________________________________________________________________
______________________________________________________________________________________________
4. ______________________________________________________________________________________________
______________________________________________________________________________________________
5. ______________________________________________________________________________________________
______________________________________________________________________________________________
6. ______________________________________________________________________________________________
______________________________________________________________________________________________
7. ______________________________________________________________________________________________
______________________________________________________________________________________________
8. ______________________________________________________________________________________________
______________________________________________________________________________________________
9. ______________________________________________________________________________________________
______________________________________________________________________________________________
10._____________________________________________________________________________________________ ______________________________________________________________________________________________
Wednesday, September 16, 2009
Freshmen Projects Packet
(You may also email me to get a copy of this in WORD format)
9th Grade Projects Packet: 1st Quarter 2009-10
Eugene International High School
Please note that Projects is an independent study class, which means that assignments are given and due on the days you have a class with your assigned projects teacher (in other words, during your Geography, Literature or Cultural Aesthetics class). The class in which you receive and turn in assignments may not be on the same day/time the Projects class is shown on your schedule.
Due Dates Assignments Due Point Values
Th. 9/17 A
Fri. 9/18 O - Parent/student verification
- Assignment #1: Reading & Questions and Map
_____/5 pts.
_____/20 pts.
Wed. 9/23 A
Th. 9/24 O - Assignment #2: Interviews _____/15 pts.
Fri 10/2 A
Th. 10/1 O - Assignment #3: Reading & Questions _____/15 pts.
Th. 10/8 A
Wed. 10/7 O - Assignment #4: Your Strengths, Your Goals _____/25 pts.
Thur. 10/15 A
Fri. 10/16 O - Assignment #5: Inventory Part One - Self-Interview _____/15 pts.
Fri. 10/23 A
Th. 10/22 O - Assignment #6: Inventory Part Two – Reading and Reflection _____/25 pts.
Th. 10/29 A
Fri. 10/30 O - Assignment #7
Exploring T3 (Tracking Assignments, Time Management, Turning in Assignments) * Head’s up: You will need to start this ONE week before it’s due. * _____/30 pts.
Fri. 11/6 A
Th. 11/5 O - Final Quarter Project: Envisioning your High School Goals _____/50 pts.
TOTAL _____/200 pts.
Projects Advisor Contact Info
Johnny Davis davis_j@4j.lane.edu
Jennifer Diallo diallo_j@4j.lane.edu
Caleb Kostechka kostechka_c@4j.lane.edu
Gretchen Lieberman lieberman_g@4j.lane.edu
Joanne Moorefield moorefield_j@4j.lane.edu
Jackie Owens owens_j@4j.lane.edu
Wade Powell powell_w@4j.lane.edu
Deon Saraceno saraceno_d@4j.lane.edu
Tips for Parents – from “How to Study” by Ron Fry
1. Set up a homework area. Free of distraction, well lit, with all necessary supplies handy.
2. Set up a homework routine. When and where it gets done. Studies have clearly shown that students who establish a regular routine are better organized and, as a result, more successful.
3. Set up homework priorities. Actually, just make the point that homework is the priority – before a date, before TV, before going out to play, whatever.
4. Make reading a habit – for them, certainly, but also for yourselves. Kids will inevitably do what you do, not what you say (even if you say not to do what you do).
5. Turn off the TV. Or at the very least, severely limit when and how much TV-watching is appropriate. This may be one the toughest suggestions to enforce. I know. I’m the parent of a teenager.
6. Talk to teachers. Find out what your kids are supposed to be learning. If you don’t’ know the books they’re supposed to be reading, what’s expected of them in class, and how much homework they should be scheduling, you can’t really give them the help they need.
7. Encourage and motivate, but don’t nag them to do their homework. It doesn’t work. The more you insist, the quicker they will tune you out.
8. Supervise their work, but don’t fall into the trap of doing their homework. Checking (i.e., proofreading) a paper, for example, is a positive way to help your child in school. But if you simply put in corrections without your child learning from her mistakes, you’re not helping her at all…except in the belief that she is not responsible for her own work.
9. Praise them when they succeed, but don’t over-praise them for mediocre work. Kids know when you’re going insincere and, again, will quickly tune you out.
10. Convince them of reality. (This is for older students.) Okay, I’ll admit it’s almost as much of a stretch as turning off the TV, but learning and believing that the real world will not care about their grades, but will measure them by what they know and what they can do, is a lesson that will save many tears (probably yours). It’s probably never too early to (carefully) let your boy or girl genius get the message that life is not fair.
11. If you can afford it, get your kid(s) a computer and all the software they can handle. There really is no avoiding it: Your kids, whatever their ages, absolutely must be computer-savvy in order to survive in and after school.
12. Turn off the TV already!
13. Get wired. The Internet is the greatest invention of our age and an unbelievable tool for students of any age. It is impossible for a college student to succeed without the ability to surf the Web, and nearly impossible for younger students. They’ve got to be connected.
14. But turn off IM (Instant Messaging) while doing homework. They will attempt to convince you that they can write a term paper, do their geometry homework, and IM their friends at the same time. Parents who believe this have also been persuaded that the best study area is in front of the TV
Recommended Resources
Works Used for this Packet
• “How to Study” Sixth Edition. By Ron Fry
• “Improving Your Study Skills: Study Smart. Study Less.” By Shelley O’Hara
Both of these books include chapters targeted to a variety of study skills and habits.
Additional Resources
• “Organizing the Disorganized Child: Simple Strategies to Succeed in School” by Martin L. Kutscher and Marcell Moran
This easy-to-read, easy-to-access book, although seemingly targeted to younger students (it uses the word “child” in the title and throughout the book), includes photos and simple, clear descriptions of concrete examples of ways to organize time, space, documents, etc. It includes chapters with titles like, “What is my Child’s Organizational Style?” and “Follow the Paper Trail: Getting Work Home, Doing it, and Returning it.”
“Chapter 4 of ‘Organizing the Disorganized Child’” sums up the vast majority of struggles I hear from students and their parents. I highly recommend it for any struggling student and his/her parent(s) or guardians
– Jackie Owens
9th grade Global Literature Teacher
Eugene International High School
“I highly recommend these books. I found them useful when my son was a freshman tackling the increased intensity and academic rigor of high school, and have used them to make specific recommendations for my students and their parents as well. All three are readable, with practical suggestions for students with a variety of different learning and organizational styles.”
- Jennifer Diallo
9th grade Global Geography Teacher
Eugene International High School
Name: IHS class section:
Assignment #1 Due: Alpha 9/17 or Omega 9/18
Note for Assignment #1: Turn in pages 5-8 of this packet, plus map.
Read the article below and answer the questions or do the tasks given after the article
First Impressions of High School: Bigger, Faster, More
Some differences between middle school and high school are obvious right away, and some will pop up days or weeks down the road. Fortunately, you can prepare yourself for the bigger changes by knowing what to expect and having a plan to deal.
When you made the move from elementary school to middle school, you were probably shocked to see how BIG everything had become. Chances are, you’re going to be equally impressed by your high school. Just as several elementary schools “fed into” your middle school, your high school might be bulging with students from two or more different middle schools. The result? More people, bigger building…or buildings, plural!
Different types of classes are often held in different parts of the school. For instance, there might be a science wing for the chemistry, physics, and biology labs. Because of this, your classes will probably be spread out all over the school, and you might have to step quickly to get to each period on time.
If your high school doesn’t provide a map to help you navigate during your first weeks as a freshman, why not make your own? Be sure to include any special landmarks (such as your locker, the restroom, or an outdoor courtyard). Ask teachers and older students if they can suggest shortcuts, especially if find yourself constantly late for class.
Switching gears
In middle school, you may have gotten used to your classes being longer or in “blocks,” but most high schools have shorter class periods. In other words, instead of having five things on your daily schedule, there might be eight or more! This can be tough mentally because your mind has to switch gears more often, but most kids say the real problem is physical.
For instance, you may not have time to get back to your locker after every class, so you’ll need to carry your textbooks and notebooks for several classes at once. In the first weeks of school, take some time to figure out a system that will help make sure you have what you need when you need it, but will also save you from carrying around eight books at a time! As soon as you get your class schedule, sit down with the map and work out routes between classes. How far do you have to go to get from English to math? Will you have time to go to your locker, or will you have to carry both sets of books? Knowing these things ahead of time will save you a lot of stress and worry.
More people, more noise, more crazy!
More students might also mean that hallways, stairways, the cafeteria, and other common areas will be more crowded than you’re used to. That can cause lots of noise and confusion, especially when it makes you feel like you’re the little fish Nemo trying to swim upstream against a bunch of sharks! If you find yourself getting anxious or confused in these environments, talk to an adult about how you can relax and focus. Chances are, you’ll get used to the chaos after a few weeks.
It’s important to recognize that in a bigger, more crowded school, your belongings are more likely to get lost or stolen. Make sure your name is on all your books and notebooks, as well as your backpack. You may feel lost without your iPod or cell phone by your side, but the less you carry valuable things around with you (that’s what lockers are for, or maybe you could think about the concept of leaving something valuable at home), the safer they’ll be.
You’ve heard it before, but it really is true!
If you’re concerned about getting up on time, practice setting your alarm clock in the final weeks of summer. Get used to waking up early and allowing enough time to shower, get dressed, and eat breakfast before you have to leave the house. You might find that it’s easier to adjust to the faster pace of high school.
Of course, you should always eat a good breakfast, too. Your brain will be fuzzy if you don’t get the energy and nutrition you need, and you won’t be able to focus on your classwork if you’re thinking about your rumbling stomach!
Adapted from an article on the website: http://pbskids.org/itsmylife Copyright © 2005 CastleWorks, Inc.
Questions and tasks for Assignment #1:
1. Does the high school described in the article sound like your high school? Why or why not? Explain with details, please.
2. Make a list of all the things you bring to school on a daily basis. Are you concerned about theft or losing your belongings? Do you have your name on all your belongings? Are you going to store them in your locker or carry them around all day? Is there anything you could leave at home? Describe your plan for keeping track of your stuff.
3. What do you eat for breakfast? If you don’t eat breakfast, try it out and see whether you feel more energetic!
What is your lunch plan? Bring it? Buy it? Skip it? Pay attention to what you eat for breakfast and lunch, and how it impacts your energy level.
For the next week, keep track of what you eat to start the school day and for lunch:
Monday Tuesday Wednesday Thursday Friday
Breakfast:
Breakfast:
Breakfast:
Breakfast:
Breakfast:
Lunch:
Lunch: Lunch: Lunch: Lunch:
4. On the school map your teacher will give you, do the following:
• Highlight all of the rooms where you have classes. If you have a different schedule on alternating days, use one color to highlight the rooms where you have class on Alpha days, and another color for Omega days. You can stripe the two colors where you have a class both days, or use a third color for classes with an every day schedule.
• Write the number of the period for each class in the room where you have that class.
• Draw a lock in the area where your locker is located and write your locker number on the lock.
• Mark other important “landmarks” on the map –the Main office, the IHS office, your counselor’s office, the math lab, computer lab, library, restrooms, cafeteria,
• Identify two additional places on the school map that are personally interesting to you. These may be athletic facilities, or places where a club meets, or places related to an activity you plan to get involved in, like theater or rock climbing wall, or they might be something like the bike storage area, a place where you and your friends meet, or the direction you need to go to get to your favorite lunch spot, etc.
Name: IHS class section:
Assignment #2 Due Date: Alpha 9/23 or Omega 9/24
Note for Assignment #2: Turn in pages 9-10 of this packet.
Complete two interviews:
Ask an older student and an adult to answer these questions about their transition to High School. Be sure to ask more questions to get a clear understanding of their responses.
What sort of new experiences can I expect in high school, compared to middle school?
How did you adjust when you started going to high school? What did you find easy to deal with, and what was challenging?
What kind of classes did you want to take in high school? Why?
Did you participate in sports, clubs, or other high school activities as a freshman?
Did you have any difficulty studying or getting all your homework done in high school? If I have trouble keeping up, what can I do?
In high school, did you have more responsibilities, but also more freedoms? Did your home life change in the same way? Did any rules at home change when you went to High School?
What do you think was the biggest or hardest transition for you when you went to High School?
Take notes on their responses here or record the responses on a voice recorder and write them down later:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
In the space below, write a half page explaining your response to the question:
Do you expect the transition to high school to be easy or difficult for you? Explain your answer.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Assignment #3 Due: Alpha 10/2 or Omega 10/1
Note for Assignment #3: Turn in pages 13-14 of this packet.
Read the article and then answer the questions that follow the article:
This excerpt is one section from the article “Transition from Middle School into High School”, printed in the Middle School Journal, Volume 31, Number 5, May 2000
WHAT DO YOUNG ADOLESCENTS EXPERIENCE AS THEY MAKE THE TRANSITION INTO HIGH SCHOOL?
As they make the transition into high school, many young adolescents experience a larger, more impersonal, more competitive, and grade-oriented environment than they experienced in middle school (Eccles, Midgley, & Adler, 1984). They experience a greater diversity of teachers and peers, and they have more choices to make in their curricular and extracurricular activities. In this environment many young adolescents’ grades drop, and they do not attend school as regularly as they did (Barone et al., 1991; Reyes, Gillock, & Kobus, 1994). They also develop a more negative view of themselves and feel an increased need for peer friendships (Hertzog et al., 1996). Studies that have included students’ thoughts and feelings about moving into high school reveal that eighth grade students are both excited and concerned about going to high school. They look forward to more freedom, more choice, the opportunity to participate in more extracurricular activities, and the opportunity to develop friendships. However, they also admit to being “nervous” and “scared” about older students teasing them; getting lost in their larger, unfamiliar school; and making bad grades (Cognato, 1999; Maute, 1991; Mizelle, 1995; Phelan, Yu, & Davidson, 1994; Wells, 1996). They are concerned that high school teachers will be more strict and that teachers will give them much more and much harder work than they had in middle school.
However, once young adolescents make the transition into high school, they may find that some of their initial fears are unfounded and that some of their opportunities carry a lot of responsibility (Cognato, 1999; Mizelle, 1995). For example, in late fall of their freshman year, the young adolescents in Mizelle’s transition study described high school as “different”—different from what they had expected and different from middle school. Contrary to their fears, the older students did not “bully freshmen” or “stand around laughing at them.” There was some teasing, but most older students were willing to help them and even made good friends. The school did not seem nearly as large or difficult to get around in as they had feared. They really did not have problems getting lost. While they liked being able to choose their classes and extracurricular activities, they were concerned about how difficult the classes were and how to manage their time when they got involved in extracurricular activities. School seemed a lot more difficult and demanding than it had in middle school. How to study and how to manage their time were major concerns once these young adolescents made the transition into high school.
Name: IHS class section:
Assignment #3 Due: Alpha 10/2 or Omega 10/1
Answer these questions about the article in the spaces provided:
1. According to the author, what are some of the differences between middle school and high
school? (Hint: she mentions about five differences)
2. The author cites studies showing certain reactions students have to the changes they encounter when they get to High School. What are some of the reactions she mentions?
3. In one study, students who were asked later in the fall about their experience of transitioning to High School “described high school as “different”—different from what they had expected and different from middle school” (Mizelle, 1995). Explain what the students meant by this.
4. What are the two major concerns these students expressed once they had made their transition to High School?
5. Do you have any of the expectations, fears, or concerns expressed by the students in the article? Describe your own expectations and reactions (so far) to High School. (Write a good paragraph in response)
Name: IHS class section:
Assignment #4 Due: Alpha 10/8 or Omega 10/7
Note for Assignment #4: turn in pages 15-20.
Part One: Knowing Your Strengths
Think about something that you did just because it was fun, or gave you a sense of adventure or a sense of accomplishment. It doesn’t matter whether anyone else ever knew about this accomplishment, or when or in what context it happened. Just think about something that you did that made you feel really happy or proud or good about yourself and write a few paragraphs to describe the experience. If you get stuck on how to write it, pretend someone is asking you, “And then what did you do?” over and over, or do this with a friend and have them ask you this over and over. Writing down the story is not the assignment, so you can just make notes or do the storytelling part verbally. But it is important to have enough details to connect your story to your strengths.
Now look at the “skill keys” charts on the next few pages and put a check mark in one of the boxes marked 1, for each skill you used to do what you did in your story. It doesn’t matter, at this point, whether you enjoyed doing that particular skill or not - just “observe and report” (check the box!)
The question to ask yourself over and over, while you do this is: “Did I use this skill in this story?”
When you have finished with all three charts, do this exercise two more times, using a different experience each time. When you have written three stories, we can start to see patterns. For the second story, use the box marked 2, and use the 3 box for the third story. In the end, you will have three stories, and will have identified the skills (on each chart) that you used to accomplish something that you feel good about in each story.
Now look at the “Skill Keys” charts. Which skills did you use most often. From the ones you marked the most, which are your favorite skills? Cross out any skills you do not enjoy doing, and then write your top five favorite skills here:
1. 2.
3. 4.
5.
How do you know when you are good at something?
• Do you hear praise or comments from other people or win prizes for it? This is external validation.
• Do you just feel on top of the world and competent when you do this? This is internal validation.
Knowing what you do well is a good place to start! In the next few assignments, you will be thinking about how these skills might help you and what challenges you might have along the way.
Physical Skills key sheet
Mental Skills key sheet
Interpersonal Skills key sheet
Part Two: Setting Your Goals
When you were little, did you ever say, “When I grow up, I’m going to be a…”.
What was your career choice as a young child? _____________________________________________
Does this idea still seem like a good one to you, or does it seem crazy? Why or why not?
What do you plan to do after high school? College Work Take time off IDK
(Circle one)
Think about three things you would have to do in high school to be able to accomplish this plan and write them down here:
1.___________________________________________ 2.______________________________________________
3.______________________________________________________
The plans that we make can also be called “goals”. Some are immediate plans, for the next few hours or days – these are short-term goals. Others may take several steps or a long period of time to achieve. These are long-term goals. A goal like having a certain career is definitely a long-term goal, when you are fourteen years old. But calling these goals “long-term” doesn’t really mean they are far away. The thing about goals is that every single day (every hour even!) you are making choices to do something or not do something that may have an impact on achieving your goals. When you make choices that align with your goals, these “everyday choices” help you advance toward your goals. Sometimes, though, you might make choices that do not line up with the goals you have set for yourself. When this happens, your goal may become more long-term, because you may put yourself in a position that requires you to make up time or credit or do something a different way in order to reach your goal.
Think about the interviews you did earlier this semester with an adult and an older student. What were some of the choices they made, and what impact did those choices have on their lives in high school and – for the adult – beyond high school.
Write down a choice each of the people you interviewed made, and the impact it had (positive or negative) on their story:
Person Choice Impact
Older student
Adult
Were these everyday choices or big decisions?
Reflect on the “Choices” sticker activity we did in class. How did you feel when you realized that your options were limited? Was it easy to accept the choices you made? At what point could you have made a different choice? Did you feel that if you had more information, you would have made a different choice?
Identify some of the goals that you have, or things that you would like to achieve. At least one of these should be a long-term future goal, and at least one of the goals should be a short-term goal that you could achieve this year. List your goals here:
1. Long-term/future:
2.
3.
4.
5. Short-term/this year:
Think about your strengths and your long and short-term goals. What are some of the everyday choices you might make this year that could limit or expand your options? List three choices you might face:
1.
2.
3.
Name: IHS class section:
Assignment #5 Due: Alpha 10/15 or Omega 10/16
Note for Assignment #5: turn in pages 21-25
.
Study Skills and Habits Inventory – Part One
Self Interview
Please answer the following questions (adapted from “Improving Your Study Skills: Study Smart. Study Less.” By Shelley O’Hara and “How to Study” by Ron Fry.) Then, identify your areas of strength and weakness; choose a reading to complete for your next assignment – based on an area that could use improvement. Lastly, answer the reflection questions.
1 = never, 2 = sometimes, 3 = always
1. I wish I could read faster.
1 2 3
2. I go to class, but I don’t pay a lot of attention.
1 2 3
3. I rarely review for tests, but I do spend hours cramming the night before.
1 2 3
4. I think I spend more time studying than I need to.
1 2 3
5. I usually study with the radio (or MP3 player) and/or TV (or internet videos, etc.) on.
1 2 3
6. I rarely finish all my homework on time.
1 2 3
7. I usually write assigned papers the night before they’re due.
1 2 3
8. I read every book at the same speed and in the same way.
1 2 3
9. I’m an IM whiz but I can never seem to find the information I need on the Internet.
1 2 3
10. I’m overwhelmed with too much homework.
1 2 3
11. I can never complete my reading assignments on time.
1 2 3
12. I always seem to write down the wrong stuff in class (when I try to study for tests, my notes don’t make sense or don’t seem like the most important things.)
1 2 3
13. I forget important assignments and test dates.
1 2 3
14. I get nervous before exams and do worse than I thought I would.
1 2 3
15. I have to reread whole passages two or three times before I understand them.
1 2 3
16. When I finish reading a chapter, I usually don’t remember much of it.
17. During lectures, I try to write down everything the teacher says, but usually can’t understand any of my notes.
1 2 3
18. I can only study for about 15 minutes before I get bored or distracted.
1 2 3
19. When I’m working on a paper or report, I spend most of the time with a thesaurus in my lap (or using the one on the computer.)
1 2 3
20. I seem to study the wrong stuff.
1 2 3
21. I don’t use any kind of calendar.
1 2 3
22. I study for some tests, but I forget what I studied when I get done.
1 2 3
23. I don’t have enough time to do well in school and still have a social life.
1 2 3
24. I can’t figure out the important points in my textbooks.
1 2 3
25. When I look at my class notes right before a test, I can’t understand them.
1 2 3
26. I hate to read.
1 2 3
27. I get marked down on essay tests because I don’t organize my answers well.
1 2 3
28. I spend a lot of time on my computer, but it feels like most of it is wasted.
1 2 3
29. I feel embarrassed or scared to ask a question before or outside of class if I’m confused.
1 2 3
30. Sometimes I don’t know I’m confused until it’s too late and I’m already working on an assignment or studying for a test.
1 2 3
31. I don’t know where to go to get help when I need it.
1 2 3
32. When I feel a lack of interest in a subject and/or stop doing my work, I don’t do anything to try to change the situation.
1 2 3
Now check out your results!
If you answered a “1” or “2” for a question, circle the question number in the lists below. You’ll notice that we’ve recommended a reading for each study skills area. You’ll need to choose an appropriate reading to get help in the area you’re struggling with the most.
If you answered a “1” or “2” to questions:
a) 2, 4, 5, 6, 10, 11, 13, 18, 21, or 23, your organizational skills are letting you down – check out “Reading 5-1.”
b) 1, 8, 15, 16, 24, or 26, your reading and comprehensions skills are holding you back – check out “Reading 5-2.”
c) 12, 17, 20, or 25, you need a better system for taking notes in class and from your textbooks – check out “Reading 5-3.”
d) 3, 14, or 22, you need to learn the proper way to study for tests and how to reduce test anxiety – check out “Reading 5-4.”
e) 7, 19, or 27, you’re spending a lot of time “writing” papers but haven’t learned proper research or organizational skills – check out “Reading 5-5.”
f) 9 or 28, you need to hone your computer skills – check out “Reading 5-6.”
g) 29, or 30, you need to practice asking for extra help – check out “Reading 5-7.”
Now that you’ve seen your results, choose ONE of these topics and read the selection about it. Try to choose the area that has the highest percentage of numbers circled (even if there are only two questions, but you circled both of them, you might want to focus on this area instead of an area where there are six questions, but you circle four.) You might also want to check out which area has the most (or highest percentage of) “1”s.
Write which selection you will read here: Reading: ___________________
Lastly, please answer the following reflection questions.
1. How are you feeling, having taken the inventory? Overwhelmed? Proud? Discouraged? Why? (If you’re having a “negative” reaction, please remember that we’re here to help and that we don’t expect you to master or have mastered all these things already. Also, this assignment isn’t meant to discourage you; it’s meant to help raise your awareness, so that you can know yourself and your challenges. After all, knowing is half the battle! ☺)
After taking the inventory quiz, I feel…
2. Were you surprised by any of the results of your inventory? Why/why not?
3. Is there an area that you’ve made improvements in since middle school? What is it? What has helped you make these changes?
4. Is there an area that you’re struggling with that you’ve struggled with before? What is it? What have you tried in the past to improve your skills and habits in this area? Did it work? Why/why not?
5. Think back to your “Knowing Your Strengths” assignment. Remember, your strengths don’t have to be specifically “school-related”; they could be related to school or could be strengths like related to skateboarding, mastering a song on your guitar, or making decorating improvements in your bedroom, etc. Answer the question below:
What strength do you have that could potentially help you improve in a school-related area that might be challenging for you? Brainstorm your strengths and specific ways (give examples) of how this strength might help you in school.
Name: IHS class section:
Assignment #6 Due: Alpha 10/21 or Omega 10/20
Note for Assignment #6: turn in page 25
Study Skills and Habits - Part Two: Reading Reflection
Please answer the following questions.
1. How are you feeling, having completed the reading? Why do you think that might be?
2. List one fact or important piece of information you gained from this reading.
3. Did the reading give you any information that surprised you? Why/why not?
4. Did the reading include any tips or suggestions that you might be willing to try? If so, what were they? If not, why not?
Name: IHS class section:
Assignment #7 Due: Alpha 11/6 or Omega 11/5
Note for Assignment #7, turn in pages 29-35 + show evidence of trying out a new system.
Explore Your T3 Skills (Tracking, Time Management and Turning it in!)
Please answer the following questions.
Tracking your Assignments
1. How do you make sure you know what is due and when?
* Planner? * Homework tracking sheet? * Homework folder/binder
* Sticky notes? * Call/text/myspace a friend? * Other? ________________
• What are the pros (benefits/good parts) of this system?
(easy to use, easy to understand, inexpensive, it works: I always know what to do for homework and when it’s due, etc.)
• What are the cons (drawbacks) of this system?
(easy to forget certain steps in the system? expensive or risky? it doesn’t work: I often forget what to do for homework, etc.)
• What could you do to improve this system? Do you need a brand new system? What would that new system be? Could you just make a small specific change to your system to do away with some of the drawbacks but keep the benefits?
• What might be the pros and cons of your new system? How might you overcome them?
Time Management:
1. How do you plan your daily study time?
* Watch TV, hang out with friends, play video games, etc. until I’m done with that, then work on homework until it’s time for bed?
* Work on homework at school as much as possible, and then finish what’s left at home?
* Wait for Mom/Dad to nag and bug me about homework, and then get started?
* Other? ____________________________
2. How do you plan for big projects or assignments?
* Wait to get started until the night before it’s due and then go for it?
* Write it in your planner? * Wait for a friend to remind you?
* Put sticky notes on your mirror? * Other? ____________________________
3. How do you make sure you don’t spend too much or too little time on something?
* Set time limit goals for small chunks and take breaks in-between?
* Use a countdown timer to help keep track of time limit deadlines?
* Don’t do anything; just work until it’s done to your satisfaction?
* Do work with a friend and try to get done when (s)he is done?
* Other? ____________________________
4. How do you keep yourself motivated?
* Break work time into small chunks and do something fun on work breaks (like eating a cookie or playing guitar for a set amount of time)?
* Have a long-term goal in mind while working?
* Create a work area free of distractions?
* Nothing - just expect yourself to stay motivated?
* Have a picture of a long-term goal at my work area?
* Other? ______________________
• What are the pros (benefits/good parts) of these systems? (it works, I get A’s, it’s simple, it’s immediate, etc.)
1 – Planning Daily Study Time:
2 – Planning for Big Projects/Assignments:
3 – Keeping Track of Time Use:
4 – Staying Motivated:
• What are the cons (drawbacks) of this system?
(I get annoyed with ________ , I get stressed out, it doesn’t work, I’m not meeting m goals.)
1 – Planning Daily Study Time:
2 – Planning for Big Projects/Assignments:
3 – Keeping Track of Time Use:
4 – Staying Motivated:
• What could you do to improve this system? Do you need a brand new system? What would that new system be? Could you just make a small specific change to your system to do away with some of the drawbacks but keep the benefits?
1 – Planning Daily Study Time:
2 – Planning for Big Projects/Assignments:
3 – Keeping Track of Time Use:
4 – Staying Motivated:
• What might be the pros and cons of your new system? How might you overcome them?
1 – Planning Daily Study Time:
2 – Planning for Big Projects/Assignments:
3 – Keeping Track of Time Use:
4 – Staying Motivated:
Turning in Assignments
1. How do you make sure you actually turn in the work you’ve done on the day it’s due?
* Daily reward for all assignments in? *Wait for the teacher to ask you for it?
* Check the “Take to School” pocket in homework folder? * Cross it out in your planner?
* Notice that it’s missing in the teacher’s grade book? * Notice other students passing things in? * Other? ____________________________
• What are the pros (benefits/good parts) of this system?
(easy to use, easy to understand, inexpensive, it works: all my assignments get turned in, etc.)
• What are the cons (drawbacks) of this system?
(easy to forget certain steps in the system? expensive or risky? it’s stressful, annoying, it doesn’t work: I do the work, but forget to turn it in, etc.)
• What could you do to improve this system? Do you need a brand new system? What would that new system be? Could you just make a small specific change to your system to do away with some of the drawbacks but keep the benefits?
• What might be the pros and cons of your new system? How might you overcome them?
Exploration Time!
Now, choose ONE improvement or new system that you’ve just written above that you’d be willing to try out for this coming week. At the end of the week, you’ll reflect on your experience.
Write the specific change you’ll make to your T3 process here: _______________________________
________________________________________________________________________________________
Before you actually start making this change, please answer these pre-change questions:
1. Why did you choose this change?
2. How do you think it will help you? What will it make easier/better/smoother, etc.?
3. Changes (even seemingly little ones) can be scary or threatening to people. How are you feeling about exploring a new way of doing things in your life? Overwhelmed? Excited? Proud? Discouraged? Inspired?
4. Why do you think you’re having this reaction?
5. What can you do with your reaction? Is there someone you can vent to or celebrate with? Is there a different way to view the situation? Is there a way to capture and celebrate or channel and redirect your feeling?
6. What are some struggles you might have trying to make this change? How could you overcome them? Is there anyone who can support and encourage you as you explore and try out this change? Who? (Remember, your teachers especially are here to help; please come talk to us if you’re struggling with this.)
Reflection
To complete this assignment, please answer the following reflection questions.
1. When you first chose something to change about your T3 process, how did you feel? Overwhelmed? Excited? Proud? Discouraged? Why do you think you reacted this way?
2. Describe your experience making the change. Was it easy or difficult? Why do think that was the case? What got in the way or helped you make the change?
3. Now that you’ve tried out this new method or adjustment to your current method, do you think you’ll keep using it? Why/why not?
4. Has making this change helped you think of other changes you might like to try out in other aspects of your T3 process? If so, what are they? If not, write about why your current system is so perfect that it simply cannot be improved in any way (please include how and why the benefits of your system far outweigh its limitations.) ☺
Time Management: Top Time Wasters
We know these things vacuum up our time…yet it can be SO hard to keep them under control.
Here are some strategies to make that easier:
TV. Instead of plopping down in front of the tube to watch “whatever’s on,” pick out which specific shows you want to see and fit those into your schedule. If you need a chill session and just want to channel surf, set yourself a time limit.
Video Games. It’s one thing to play your favorite new game for two hours on a Saturday, and another to make it a daily habit. Limit your gaming time or use it as a reward for getting other things done, like, “If I get my math homework finished, I can turn on Playstation until dinner.”
The ‘Net. Like with TV, try to make a habit of only going online for certain things. For instance, give yourself a daily “e-mail period” or let yourself play two rounds of a new game. If you like to IM your friends in the evenings, set aside a specific time for that and let them know that’s when you’ll be online.
The Phone. It’s easy for a five-minute chat with your BFF to turn into a two-hour gossip fest. To avoid this, give yourself a phone-call time limit and ask family members to help you stick to it. If there’s something you need to discuss with someone, and you think it will take some time, schedule that phone call like you would any other activity or appointment.
http://pbskids.org/itsmylife Copyright © 2005 CastleWorks, Inc. All rights reserved.
Name: IHS class section:
Assignment #8 Due: Alpha 11/10 or Omega 11/9
Final Quarter Project
Make your own motivational poster reflecting your goals and the everyday choices that you have identified for yourself throughout the quarter.
Description: 11x17 inch or larger, mounted on poster-board or foam-core board, includes:
o At least 5 goals, written out in some way
o At least one short-term and one long-term goal
o At least two academic goals, other goals may be professional, extra-curricular, or personal.
o Pictures of yourself “achieving” the goal – (your photo on someone’s picture doing this thing, an illustration, a mock-up photo of you, etc.)
o Images and words reflecting the choices that will lead to achieving your goals
o Images and words that inspire and motivate you.
Here are some examples of motivational posters:
9th Grade Projects Packet: 1st Quarter 2009-10
Eugene International High School
Please note that Projects is an independent study class, which means that assignments are given and due on the days you have a class with your assigned projects teacher (in other words, during your Geography, Literature or Cultural Aesthetics class). The class in which you receive and turn in assignments may not be on the same day/time the Projects class is shown on your schedule.
Due Dates Assignments Due Point Values
Th. 9/17 A
Fri. 9/18 O - Parent/student verification
- Assignment #1: Reading & Questions and Map
_____/5 pts.
_____/20 pts.
Wed. 9/23 A
Th. 9/24 O - Assignment #2: Interviews _____/15 pts.
Fri 10/2 A
Th. 10/1 O - Assignment #3: Reading & Questions _____/15 pts.
Th. 10/8 A
Wed. 10/7 O - Assignment #4: Your Strengths, Your Goals _____/25 pts.
Thur. 10/15 A
Fri. 10/16 O - Assignment #5: Inventory Part One - Self-Interview _____/15 pts.
Fri. 10/23 A
Th. 10/22 O - Assignment #6: Inventory Part Two – Reading and Reflection _____/25 pts.
Th. 10/29 A
Fri. 10/30 O - Assignment #7
Exploring T3 (Tracking Assignments, Time Management, Turning in Assignments) * Head’s up: You will need to start this ONE week before it’s due. * _____/30 pts.
Fri. 11/6 A
Th. 11/5 O - Final Quarter Project: Envisioning your High School Goals _____/50 pts.
TOTAL _____/200 pts.
Projects Advisor Contact Info
Johnny Davis davis_j@4j.lane.edu
Jennifer Diallo diallo_j@4j.lane.edu
Caleb Kostechka kostechka_c@4j.lane.edu
Gretchen Lieberman lieberman_g@4j.lane.edu
Joanne Moorefield moorefield_j@4j.lane.edu
Jackie Owens owens_j@4j.lane.edu
Wade Powell powell_w@4j.lane.edu
Deon Saraceno saraceno_d@4j.lane.edu
Tips for Parents – from “How to Study” by Ron Fry
1. Set up a homework area. Free of distraction, well lit, with all necessary supplies handy.
2. Set up a homework routine. When and where it gets done. Studies have clearly shown that students who establish a regular routine are better organized and, as a result, more successful.
3. Set up homework priorities. Actually, just make the point that homework is the priority – before a date, before TV, before going out to play, whatever.
4. Make reading a habit – for them, certainly, but also for yourselves. Kids will inevitably do what you do, not what you say (even if you say not to do what you do).
5. Turn off the TV. Or at the very least, severely limit when and how much TV-watching is appropriate. This may be one the toughest suggestions to enforce. I know. I’m the parent of a teenager.
6. Talk to teachers. Find out what your kids are supposed to be learning. If you don’t’ know the books they’re supposed to be reading, what’s expected of them in class, and how much homework they should be scheduling, you can’t really give them the help they need.
7. Encourage and motivate, but don’t nag them to do their homework. It doesn’t work. The more you insist, the quicker they will tune you out.
8. Supervise their work, but don’t fall into the trap of doing their homework. Checking (i.e., proofreading) a paper, for example, is a positive way to help your child in school. But if you simply put in corrections without your child learning from her mistakes, you’re not helping her at all…except in the belief that she is not responsible for her own work.
9. Praise them when they succeed, but don’t over-praise them for mediocre work. Kids know when you’re going insincere and, again, will quickly tune you out.
10. Convince them of reality. (This is for older students.) Okay, I’ll admit it’s almost as much of a stretch as turning off the TV, but learning and believing that the real world will not care about their grades, but will measure them by what they know and what they can do, is a lesson that will save many tears (probably yours). It’s probably never too early to (carefully) let your boy or girl genius get the message that life is not fair.
11. If you can afford it, get your kid(s) a computer and all the software they can handle. There really is no avoiding it: Your kids, whatever their ages, absolutely must be computer-savvy in order to survive in and after school.
12. Turn off the TV already!
13. Get wired. The Internet is the greatest invention of our age and an unbelievable tool for students of any age. It is impossible for a college student to succeed without the ability to surf the Web, and nearly impossible for younger students. They’ve got to be connected.
14. But turn off IM (Instant Messaging) while doing homework. They will attempt to convince you that they can write a term paper, do their geometry homework, and IM their friends at the same time. Parents who believe this have also been persuaded that the best study area is in front of the TV
Recommended Resources
Works Used for this Packet
• “How to Study” Sixth Edition. By Ron Fry
• “Improving Your Study Skills: Study Smart. Study Less.” By Shelley O’Hara
Both of these books include chapters targeted to a variety of study skills and habits.
Additional Resources
• “Organizing the Disorganized Child: Simple Strategies to Succeed in School” by Martin L. Kutscher and Marcell Moran
This easy-to-read, easy-to-access book, although seemingly targeted to younger students (it uses the word “child” in the title and throughout the book), includes photos and simple, clear descriptions of concrete examples of ways to organize time, space, documents, etc. It includes chapters with titles like, “What is my Child’s Organizational Style?” and “Follow the Paper Trail: Getting Work Home, Doing it, and Returning it.”
“Chapter 4 of ‘Organizing the Disorganized Child’” sums up the vast majority of struggles I hear from students and their parents. I highly recommend it for any struggling student and his/her parent(s) or guardians
– Jackie Owens
9th grade Global Literature Teacher
Eugene International High School
“I highly recommend these books. I found them useful when my son was a freshman tackling the increased intensity and academic rigor of high school, and have used them to make specific recommendations for my students and their parents as well. All three are readable, with practical suggestions for students with a variety of different learning and organizational styles.”
- Jennifer Diallo
9th grade Global Geography Teacher
Eugene International High School
Name: IHS class section:
Assignment #1 Due: Alpha 9/17 or Omega 9/18
Note for Assignment #1: Turn in pages 5-8 of this packet, plus map.
Read the article below and answer the questions or do the tasks given after the article
First Impressions of High School: Bigger, Faster, More
Some differences between middle school and high school are obvious right away, and some will pop up days or weeks down the road. Fortunately, you can prepare yourself for the bigger changes by knowing what to expect and having a plan to deal.
When you made the move from elementary school to middle school, you were probably shocked to see how BIG everything had become. Chances are, you’re going to be equally impressed by your high school. Just as several elementary schools “fed into” your middle school, your high school might be bulging with students from two or more different middle schools. The result? More people, bigger building…or buildings, plural!
Different types of classes are often held in different parts of the school. For instance, there might be a science wing for the chemistry, physics, and biology labs. Because of this, your classes will probably be spread out all over the school, and you might have to step quickly to get to each period on time.
If your high school doesn’t provide a map to help you navigate during your first weeks as a freshman, why not make your own? Be sure to include any special landmarks (such as your locker, the restroom, or an outdoor courtyard). Ask teachers and older students if they can suggest shortcuts, especially if find yourself constantly late for class.
Switching gears
In middle school, you may have gotten used to your classes being longer or in “blocks,” but most high schools have shorter class periods. In other words, instead of having five things on your daily schedule, there might be eight or more! This can be tough mentally because your mind has to switch gears more often, but most kids say the real problem is physical.
For instance, you may not have time to get back to your locker after every class, so you’ll need to carry your textbooks and notebooks for several classes at once. In the first weeks of school, take some time to figure out a system that will help make sure you have what you need when you need it, but will also save you from carrying around eight books at a time! As soon as you get your class schedule, sit down with the map and work out routes between classes. How far do you have to go to get from English to math? Will you have time to go to your locker, or will you have to carry both sets of books? Knowing these things ahead of time will save you a lot of stress and worry.
More people, more noise, more crazy!
More students might also mean that hallways, stairways, the cafeteria, and other common areas will be more crowded than you’re used to. That can cause lots of noise and confusion, especially when it makes you feel like you’re the little fish Nemo trying to swim upstream against a bunch of sharks! If you find yourself getting anxious or confused in these environments, talk to an adult about how you can relax and focus. Chances are, you’ll get used to the chaos after a few weeks.
It’s important to recognize that in a bigger, more crowded school, your belongings are more likely to get lost or stolen. Make sure your name is on all your books and notebooks, as well as your backpack. You may feel lost without your iPod or cell phone by your side, but the less you carry valuable things around with you (that’s what lockers are for, or maybe you could think about the concept of leaving something valuable at home), the safer they’ll be.
You’ve heard it before, but it really is true!
If you’re concerned about getting up on time, practice setting your alarm clock in the final weeks of summer. Get used to waking up early and allowing enough time to shower, get dressed, and eat breakfast before you have to leave the house. You might find that it’s easier to adjust to the faster pace of high school.
Of course, you should always eat a good breakfast, too. Your brain will be fuzzy if you don’t get the energy and nutrition you need, and you won’t be able to focus on your classwork if you’re thinking about your rumbling stomach!
Adapted from an article on the website: http://pbskids.org/itsmylife Copyright © 2005 CastleWorks, Inc.
Questions and tasks for Assignment #1:
1. Does the high school described in the article sound like your high school? Why or why not? Explain with details, please.
2. Make a list of all the things you bring to school on a daily basis. Are you concerned about theft or losing your belongings? Do you have your name on all your belongings? Are you going to store them in your locker or carry them around all day? Is there anything you could leave at home? Describe your plan for keeping track of your stuff.
3. What do you eat for breakfast? If you don’t eat breakfast, try it out and see whether you feel more energetic!
What is your lunch plan? Bring it? Buy it? Skip it? Pay attention to what you eat for breakfast and lunch, and how it impacts your energy level.
For the next week, keep track of what you eat to start the school day and for lunch:
Monday Tuesday Wednesday Thursday Friday
Breakfast:
Breakfast:
Breakfast:
Breakfast:
Breakfast:
Lunch:
Lunch: Lunch: Lunch: Lunch:
4. On the school map your teacher will give you, do the following:
• Highlight all of the rooms where you have classes. If you have a different schedule on alternating days, use one color to highlight the rooms where you have class on Alpha days, and another color for Omega days. You can stripe the two colors where you have a class both days, or use a third color for classes with an every day schedule.
• Write the number of the period for each class in the room where you have that class.
• Draw a lock in the area where your locker is located and write your locker number on the lock.
• Mark other important “landmarks” on the map –the Main office, the IHS office, your counselor’s office, the math lab, computer lab, library, restrooms, cafeteria,
• Identify two additional places on the school map that are personally interesting to you. These may be athletic facilities, or places where a club meets, or places related to an activity you plan to get involved in, like theater or rock climbing wall, or they might be something like the bike storage area, a place where you and your friends meet, or the direction you need to go to get to your favorite lunch spot, etc.
Name: IHS class section:
Assignment #2 Due Date: Alpha 9/23 or Omega 9/24
Note for Assignment #2: Turn in pages 9-10 of this packet.
Complete two interviews:
Ask an older student and an adult to answer these questions about their transition to High School. Be sure to ask more questions to get a clear understanding of their responses.
What sort of new experiences can I expect in high school, compared to middle school?
How did you adjust when you started going to high school? What did you find easy to deal with, and what was challenging?
What kind of classes did you want to take in high school? Why?
Did you participate in sports, clubs, or other high school activities as a freshman?
Did you have any difficulty studying or getting all your homework done in high school? If I have trouble keeping up, what can I do?
In high school, did you have more responsibilities, but also more freedoms? Did your home life change in the same way? Did any rules at home change when you went to High School?
What do you think was the biggest or hardest transition for you when you went to High School?
Take notes on their responses here or record the responses on a voice recorder and write them down later:
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In the space below, write a half page explaining your response to the question:
Do you expect the transition to high school to be easy or difficult for you? Explain your answer.
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Assignment #3 Due: Alpha 10/2 or Omega 10/1
Note for Assignment #3: Turn in pages 13-14 of this packet.
Read the article and then answer the questions that follow the article:
This excerpt is one section from the article “Transition from Middle School into High School”, printed in the Middle School Journal, Volume 31, Number 5, May 2000
WHAT DO YOUNG ADOLESCENTS EXPERIENCE AS THEY MAKE THE TRANSITION INTO HIGH SCHOOL?
As they make the transition into high school, many young adolescents experience a larger, more impersonal, more competitive, and grade-oriented environment than they experienced in middle school (Eccles, Midgley, & Adler, 1984). They experience a greater diversity of teachers and peers, and they have more choices to make in their curricular and extracurricular activities. In this environment many young adolescents’ grades drop, and they do not attend school as regularly as they did (Barone et al., 1991; Reyes, Gillock, & Kobus, 1994). They also develop a more negative view of themselves and feel an increased need for peer friendships (Hertzog et al., 1996). Studies that have included students’ thoughts and feelings about moving into high school reveal that eighth grade students are both excited and concerned about going to high school. They look forward to more freedom, more choice, the opportunity to participate in more extracurricular activities, and the opportunity to develop friendships. However, they also admit to being “nervous” and “scared” about older students teasing them; getting lost in their larger, unfamiliar school; and making bad grades (Cognato, 1999; Maute, 1991; Mizelle, 1995; Phelan, Yu, & Davidson, 1994; Wells, 1996). They are concerned that high school teachers will be more strict and that teachers will give them much more and much harder work than they had in middle school.
However, once young adolescents make the transition into high school, they may find that some of their initial fears are unfounded and that some of their opportunities carry a lot of responsibility (Cognato, 1999; Mizelle, 1995). For example, in late fall of their freshman year, the young adolescents in Mizelle’s transition study described high school as “different”—different from what they had expected and different from middle school. Contrary to their fears, the older students did not “bully freshmen” or “stand around laughing at them.” There was some teasing, but most older students were willing to help them and even made good friends. The school did not seem nearly as large or difficult to get around in as they had feared. They really did not have problems getting lost. While they liked being able to choose their classes and extracurricular activities, they were concerned about how difficult the classes were and how to manage their time when they got involved in extracurricular activities. School seemed a lot more difficult and demanding than it had in middle school. How to study and how to manage their time were major concerns once these young adolescents made the transition into high school.
Name: IHS class section:
Assignment #3 Due: Alpha 10/2 or Omega 10/1
Answer these questions about the article in the spaces provided:
1. According to the author, what are some of the differences between middle school and high
school? (Hint: she mentions about five differences)
2. The author cites studies showing certain reactions students have to the changes they encounter when they get to High School. What are some of the reactions she mentions?
3. In one study, students who were asked later in the fall about their experience of transitioning to High School “described high school as “different”—different from what they had expected and different from middle school” (Mizelle, 1995). Explain what the students meant by this.
4. What are the two major concerns these students expressed once they had made their transition to High School?
5. Do you have any of the expectations, fears, or concerns expressed by the students in the article? Describe your own expectations and reactions (so far) to High School. (Write a good paragraph in response)
Name: IHS class section:
Assignment #4 Due: Alpha 10/8 or Omega 10/7
Note for Assignment #4: turn in pages 15-20.
Part One: Knowing Your Strengths
Think about something that you did just because it was fun, or gave you a sense of adventure or a sense of accomplishment. It doesn’t matter whether anyone else ever knew about this accomplishment, or when or in what context it happened. Just think about something that you did that made you feel really happy or proud or good about yourself and write a few paragraphs to describe the experience. If you get stuck on how to write it, pretend someone is asking you, “And then what did you do?” over and over, or do this with a friend and have them ask you this over and over. Writing down the story is not the assignment, so you can just make notes or do the storytelling part verbally. But it is important to have enough details to connect your story to your strengths.
Now look at the “skill keys” charts on the next few pages and put a check mark in one of the boxes marked 1, for each skill you used to do what you did in your story. It doesn’t matter, at this point, whether you enjoyed doing that particular skill or not - just “observe and report” (check the box!)
The question to ask yourself over and over, while you do this is: “Did I use this skill in this story?”
When you have finished with all three charts, do this exercise two more times, using a different experience each time. When you have written three stories, we can start to see patterns. For the second story, use the box marked 2, and use the 3 box for the third story. In the end, you will have three stories, and will have identified the skills (on each chart) that you used to accomplish something that you feel good about in each story.
Now look at the “Skill Keys” charts. Which skills did you use most often. From the ones you marked the most, which are your favorite skills? Cross out any skills you do not enjoy doing, and then write your top five favorite skills here:
1. 2.
3. 4.
5.
How do you know when you are good at something?
• Do you hear praise or comments from other people or win prizes for it? This is external validation.
• Do you just feel on top of the world and competent when you do this? This is internal validation.
Knowing what you do well is a good place to start! In the next few assignments, you will be thinking about how these skills might help you and what challenges you might have along the way.
Physical Skills key sheet
Mental Skills key sheet
Interpersonal Skills key sheet
Part Two: Setting Your Goals
When you were little, did you ever say, “When I grow up, I’m going to be a…”.
What was your career choice as a young child? _____________________________________________
Does this idea still seem like a good one to you, or does it seem crazy? Why or why not?
What do you plan to do after high school? College Work Take time off IDK
(Circle one)
Think about three things you would have to do in high school to be able to accomplish this plan and write them down here:
1.___________________________________________ 2.______________________________________________
3.______________________________________________________
The plans that we make can also be called “goals”. Some are immediate plans, for the next few hours or days – these are short-term goals. Others may take several steps or a long period of time to achieve. These are long-term goals. A goal like having a certain career is definitely a long-term goal, when you are fourteen years old. But calling these goals “long-term” doesn’t really mean they are far away. The thing about goals is that every single day (every hour even!) you are making choices to do something or not do something that may have an impact on achieving your goals. When you make choices that align with your goals, these “everyday choices” help you advance toward your goals. Sometimes, though, you might make choices that do not line up with the goals you have set for yourself. When this happens, your goal may become more long-term, because you may put yourself in a position that requires you to make up time or credit or do something a different way in order to reach your goal.
Think about the interviews you did earlier this semester with an adult and an older student. What were some of the choices they made, and what impact did those choices have on their lives in high school and – for the adult – beyond high school.
Write down a choice each of the people you interviewed made, and the impact it had (positive or negative) on their story:
Person Choice Impact
Older student
Adult
Were these everyday choices or big decisions?
Reflect on the “Choices” sticker activity we did in class. How did you feel when you realized that your options were limited? Was it easy to accept the choices you made? At what point could you have made a different choice? Did you feel that if you had more information, you would have made a different choice?
Identify some of the goals that you have, or things that you would like to achieve. At least one of these should be a long-term future goal, and at least one of the goals should be a short-term goal that you could achieve this year. List your goals here:
1. Long-term/future:
2.
3.
4.
5. Short-term/this year:
Think about your strengths and your long and short-term goals. What are some of the everyday choices you might make this year that could limit or expand your options? List three choices you might face:
1.
2.
3.
Name: IHS class section:
Assignment #5 Due: Alpha 10/15 or Omega 10/16
Note for Assignment #5: turn in pages 21-25
.
Study Skills and Habits Inventory – Part One
Self Interview
Please answer the following questions (adapted from “Improving Your Study Skills: Study Smart. Study Less.” By Shelley O’Hara and “How to Study” by Ron Fry.) Then, identify your areas of strength and weakness; choose a reading to complete for your next assignment – based on an area that could use improvement. Lastly, answer the reflection questions.
1 = never, 2 = sometimes, 3 = always
1. I wish I could read faster.
1 2 3
2. I go to class, but I don’t pay a lot of attention.
1 2 3
3. I rarely review for tests, but I do spend hours cramming the night before.
1 2 3
4. I think I spend more time studying than I need to.
1 2 3
5. I usually study with the radio (or MP3 player) and/or TV (or internet videos, etc.) on.
1 2 3
6. I rarely finish all my homework on time.
1 2 3
7. I usually write assigned papers the night before they’re due.
1 2 3
8. I read every book at the same speed and in the same way.
1 2 3
9. I’m an IM whiz but I can never seem to find the information I need on the Internet.
1 2 3
10. I’m overwhelmed with too much homework.
1 2 3
11. I can never complete my reading assignments on time.
1 2 3
12. I always seem to write down the wrong stuff in class (when I try to study for tests, my notes don’t make sense or don’t seem like the most important things.)
1 2 3
13. I forget important assignments and test dates.
1 2 3
14. I get nervous before exams and do worse than I thought I would.
1 2 3
15. I have to reread whole passages two or three times before I understand them.
1 2 3
16. When I finish reading a chapter, I usually don’t remember much of it.
17. During lectures, I try to write down everything the teacher says, but usually can’t understand any of my notes.
1 2 3
18. I can only study for about 15 minutes before I get bored or distracted.
1 2 3
19. When I’m working on a paper or report, I spend most of the time with a thesaurus in my lap (or using the one on the computer.)
1 2 3
20. I seem to study the wrong stuff.
1 2 3
21. I don’t use any kind of calendar.
1 2 3
22. I study for some tests, but I forget what I studied when I get done.
1 2 3
23. I don’t have enough time to do well in school and still have a social life.
1 2 3
24. I can’t figure out the important points in my textbooks.
1 2 3
25. When I look at my class notes right before a test, I can’t understand them.
1 2 3
26. I hate to read.
1 2 3
27. I get marked down on essay tests because I don’t organize my answers well.
1 2 3
28. I spend a lot of time on my computer, but it feels like most of it is wasted.
1 2 3
29. I feel embarrassed or scared to ask a question before or outside of class if I’m confused.
1 2 3
30. Sometimes I don’t know I’m confused until it’s too late and I’m already working on an assignment or studying for a test.
1 2 3
31. I don’t know where to go to get help when I need it.
1 2 3
32. When I feel a lack of interest in a subject and/or stop doing my work, I don’t do anything to try to change the situation.
1 2 3
Now check out your results!
If you answered a “1” or “2” for a question, circle the question number in the lists below. You’ll notice that we’ve recommended a reading for each study skills area. You’ll need to choose an appropriate reading to get help in the area you’re struggling with the most.
If you answered a “1” or “2” to questions:
a) 2, 4, 5, 6, 10, 11, 13, 18, 21, or 23, your organizational skills are letting you down – check out “Reading 5-1.”
b) 1, 8, 15, 16, 24, or 26, your reading and comprehensions skills are holding you back – check out “Reading 5-2.”
c) 12, 17, 20, or 25, you need a better system for taking notes in class and from your textbooks – check out “Reading 5-3.”
d) 3, 14, or 22, you need to learn the proper way to study for tests and how to reduce test anxiety – check out “Reading 5-4.”
e) 7, 19, or 27, you’re spending a lot of time “writing” papers but haven’t learned proper research or organizational skills – check out “Reading 5-5.”
f) 9 or 28, you need to hone your computer skills – check out “Reading 5-6.”
g) 29, or 30, you need to practice asking for extra help – check out “Reading 5-7.”
Now that you’ve seen your results, choose ONE of these topics and read the selection about it. Try to choose the area that has the highest percentage of numbers circled (even if there are only two questions, but you circled both of them, you might want to focus on this area instead of an area where there are six questions, but you circle four.) You might also want to check out which area has the most (or highest percentage of) “1”s.
Write which selection you will read here: Reading: ___________________
Lastly, please answer the following reflection questions.
1. How are you feeling, having taken the inventory? Overwhelmed? Proud? Discouraged? Why? (If you’re having a “negative” reaction, please remember that we’re here to help and that we don’t expect you to master or have mastered all these things already. Also, this assignment isn’t meant to discourage you; it’s meant to help raise your awareness, so that you can know yourself and your challenges. After all, knowing is half the battle! ☺)
After taking the inventory quiz, I feel…
2. Were you surprised by any of the results of your inventory? Why/why not?
3. Is there an area that you’ve made improvements in since middle school? What is it? What has helped you make these changes?
4. Is there an area that you’re struggling with that you’ve struggled with before? What is it? What have you tried in the past to improve your skills and habits in this area? Did it work? Why/why not?
5. Think back to your “Knowing Your Strengths” assignment. Remember, your strengths don’t have to be specifically “school-related”; they could be related to school or could be strengths like related to skateboarding, mastering a song on your guitar, or making decorating improvements in your bedroom, etc. Answer the question below:
What strength do you have that could potentially help you improve in a school-related area that might be challenging for you? Brainstorm your strengths and specific ways (give examples) of how this strength might help you in school.
Name: IHS class section:
Assignment #6 Due: Alpha 10/21 or Omega 10/20
Note for Assignment #6: turn in page 25
Study Skills and Habits - Part Two: Reading Reflection
Please answer the following questions.
1. How are you feeling, having completed the reading? Why do you think that might be?
2. List one fact or important piece of information you gained from this reading.
3. Did the reading give you any information that surprised you? Why/why not?
4. Did the reading include any tips or suggestions that you might be willing to try? If so, what were they? If not, why not?
Name: IHS class section:
Assignment #7 Due: Alpha 11/6 or Omega 11/5
Note for Assignment #7, turn in pages 29-35 + show evidence of trying out a new system.
Explore Your T3 Skills (Tracking, Time Management and Turning it in!)
Please answer the following questions.
Tracking your Assignments
1. How do you make sure you know what is due and when?
* Planner? * Homework tracking sheet? * Homework folder/binder
* Sticky notes? * Call/text/myspace a friend? * Other? ________________
• What are the pros (benefits/good parts) of this system?
(easy to use, easy to understand, inexpensive, it works: I always know what to do for homework and when it’s due, etc.)
• What are the cons (drawbacks) of this system?
(easy to forget certain steps in the system? expensive or risky? it doesn’t work: I often forget what to do for homework, etc.)
• What could you do to improve this system? Do you need a brand new system? What would that new system be? Could you just make a small specific change to your system to do away with some of the drawbacks but keep the benefits?
• What might be the pros and cons of your new system? How might you overcome them?
Time Management:
1. How do you plan your daily study time?
* Watch TV, hang out with friends, play video games, etc. until I’m done with that, then work on homework until it’s time for bed?
* Work on homework at school as much as possible, and then finish what’s left at home?
* Wait for Mom/Dad to nag and bug me about homework, and then get started?
* Other? ____________________________
2. How do you plan for big projects or assignments?
* Wait to get started until the night before it’s due and then go for it?
* Write it in your planner? * Wait for a friend to remind you?
* Put sticky notes on your mirror? * Other? ____________________________
3. How do you make sure you don’t spend too much or too little time on something?
* Set time limit goals for small chunks and take breaks in-between?
* Use a countdown timer to help keep track of time limit deadlines?
* Don’t do anything; just work until it’s done to your satisfaction?
* Do work with a friend and try to get done when (s)he is done?
* Other? ____________________________
4. How do you keep yourself motivated?
* Break work time into small chunks and do something fun on work breaks (like eating a cookie or playing guitar for a set amount of time)?
* Have a long-term goal in mind while working?
* Create a work area free of distractions?
* Nothing - just expect yourself to stay motivated?
* Have a picture of a long-term goal at my work area?
* Other? ______________________
• What are the pros (benefits/good parts) of these systems? (it works, I get A’s, it’s simple, it’s immediate, etc.)
1 – Planning Daily Study Time:
2 – Planning for Big Projects/Assignments:
3 – Keeping Track of Time Use:
4 – Staying Motivated:
• What are the cons (drawbacks) of this system?
(I get annoyed with ________ , I get stressed out, it doesn’t work, I’m not meeting m goals.)
1 – Planning Daily Study Time:
2 – Planning for Big Projects/Assignments:
3 – Keeping Track of Time Use:
4 – Staying Motivated:
• What could you do to improve this system? Do you need a brand new system? What would that new system be? Could you just make a small specific change to your system to do away with some of the drawbacks but keep the benefits?
1 – Planning Daily Study Time:
2 – Planning for Big Projects/Assignments:
3 – Keeping Track of Time Use:
4 – Staying Motivated:
• What might be the pros and cons of your new system? How might you overcome them?
1 – Planning Daily Study Time:
2 – Planning for Big Projects/Assignments:
3 – Keeping Track of Time Use:
4 – Staying Motivated:
Turning in Assignments
1. How do you make sure you actually turn in the work you’ve done on the day it’s due?
* Daily reward for all assignments in? *Wait for the teacher to ask you for it?
* Check the “Take to School” pocket in homework folder? * Cross it out in your planner?
* Notice that it’s missing in the teacher’s grade book? * Notice other students passing things in? * Other? ____________________________
• What are the pros (benefits/good parts) of this system?
(easy to use, easy to understand, inexpensive, it works: all my assignments get turned in, etc.)
• What are the cons (drawbacks) of this system?
(easy to forget certain steps in the system? expensive or risky? it’s stressful, annoying, it doesn’t work: I do the work, but forget to turn it in, etc.)
• What could you do to improve this system? Do you need a brand new system? What would that new system be? Could you just make a small specific change to your system to do away with some of the drawbacks but keep the benefits?
• What might be the pros and cons of your new system? How might you overcome them?
Exploration Time!
Now, choose ONE improvement or new system that you’ve just written above that you’d be willing to try out for this coming week. At the end of the week, you’ll reflect on your experience.
Write the specific change you’ll make to your T3 process here: _______________________________
________________________________________________________________________________________
Before you actually start making this change, please answer these pre-change questions:
1. Why did you choose this change?
2. How do you think it will help you? What will it make easier/better/smoother, etc.?
3. Changes (even seemingly little ones) can be scary or threatening to people. How are you feeling about exploring a new way of doing things in your life? Overwhelmed? Excited? Proud? Discouraged? Inspired?
4. Why do you think you’re having this reaction?
5. What can you do with your reaction? Is there someone you can vent to or celebrate with? Is there a different way to view the situation? Is there a way to capture and celebrate or channel and redirect your feeling?
6. What are some struggles you might have trying to make this change? How could you overcome them? Is there anyone who can support and encourage you as you explore and try out this change? Who? (Remember, your teachers especially are here to help; please come talk to us if you’re struggling with this.)
Reflection
To complete this assignment, please answer the following reflection questions.
1. When you first chose something to change about your T3 process, how did you feel? Overwhelmed? Excited? Proud? Discouraged? Why do you think you reacted this way?
2. Describe your experience making the change. Was it easy or difficult? Why do think that was the case? What got in the way or helped you make the change?
3. Now that you’ve tried out this new method or adjustment to your current method, do you think you’ll keep using it? Why/why not?
4. Has making this change helped you think of other changes you might like to try out in other aspects of your T3 process? If so, what are they? If not, write about why your current system is so perfect that it simply cannot be improved in any way (please include how and why the benefits of your system far outweigh its limitations.) ☺
Time Management: Top Time Wasters
We know these things vacuum up our time…yet it can be SO hard to keep them under control.
Here are some strategies to make that easier:
TV. Instead of plopping down in front of the tube to watch “whatever’s on,” pick out which specific shows you want to see and fit those into your schedule. If you need a chill session and just want to channel surf, set yourself a time limit.
Video Games. It’s one thing to play your favorite new game for two hours on a Saturday, and another to make it a daily habit. Limit your gaming time or use it as a reward for getting other things done, like, “If I get my math homework finished, I can turn on Playstation until dinner.”
The ‘Net. Like with TV, try to make a habit of only going online for certain things. For instance, give yourself a daily “e-mail period” or let yourself play two rounds of a new game. If you like to IM your friends in the evenings, set aside a specific time for that and let them know that’s when you’ll be online.
The Phone. It’s easy for a five-minute chat with your BFF to turn into a two-hour gossip fest. To avoid this, give yourself a phone-call time limit and ask family members to help you stick to it. If there’s something you need to discuss with someone, and you think it will take some time, schedule that phone call like you would any other activity or appointment.
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Name: IHS class section:
Assignment #8 Due: Alpha 11/10 or Omega 11/9
Final Quarter Project
Make your own motivational poster reflecting your goals and the everyday choices that you have identified for yourself throughout the quarter.
Description: 11x17 inch or larger, mounted on poster-board or foam-core board, includes:
o At least 5 goals, written out in some way
o At least one short-term and one long-term goal
o At least two academic goals, other goals may be professional, extra-curricular, or personal.
o Pictures of yourself “achieving” the goal – (your photo on someone’s picture doing this thing, an illustration, a mock-up photo of you, etc.)
o Images and words reflecting the choices that will lead to achieving your goals
o Images and words that inspire and motivate you.
Here are some examples of motivational posters:
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