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)

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.

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: _______________ _______________
_____________ _______________ _______________

Link to "Sharing in Africa"

http://www.peacecorps.gov/wws/stories/stories.cfm?psid=170

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.

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._____________________________________________________________________________________________ ______________________________________________________________________________________________

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:

The Grand Tour

The Grand Tour
Assignment:
Write a letter to your parents/ guardians in which you set out a plan for your very own “Grand Tour”. Your goal is to create a journey that will challenge you in some way, and thus will allow you to grow as a person. Think of physical, mental, cultural, and spiritual challenges you might encounter.

Try to focus on one of these questions when planning your trip:
What do you want to learn and what passions do you want to feed and nurture?
What are some weaknesses or fears you might want to overcome?
How can you make your life better? The world better?

Try to narrow it down to one goal you may have as you create you itinerary.
For example: I want to learn to be an astounding jazz musician so I might travel to historical jazz cities like Chicago, New Orleans, and New York OR if I want to get over my fear of insects I would travel to Thailand, Australia, and the Amazon to work with specific insects.

Where will you find information?
* Use your elementary and middle school education. DO you remember all those lessons on the wonders of the world, festivals in Japan, animals in the rainforest? Use them!
* Travel magazines such as National Geographic, Adventure, Outside, Travel and Leisure, etc are a good source of ideas.
* The internet is an awesome source as well. If you have a general idea as to which country or region you’d like to visit, go to the country’s tourism site for specific information about things to see and do. You can also go to travel websites like Intrepid Travel, GAP, and Lonely Planet to get great ides for itineraries.

Logistics:

∑ Structure your assignment as a letter to a parent or guardian. You must try to persuade them to finance this trip and to let you travel to your selected destinations. Use persuasive language and strong arguments.
∑ Use the map provided to outline your journey
∑ Write a detailed description of your journey.
What is the purpose of your trip?
Where will you go?
What will you do there?
What will you learn there?
What problems do you anticipate?
Will you bring a friend or travel alone?
∑ You must include at least three destinations (regions or countries).
∑ Length: One and a half to two pages (350-500 words)
∑ Word process your work.

You will be graded on:
Ideas and content (has three destinations, clear purpose for the trip, relevant details): ____/10
Organization (logical sequencing, beginning and ending, body, transitions): ____/10
Word Choice and Voice (strong nouns and verbs, aware of audience): ____/10
Sentence Fluency (sounds natural when read aloud, varies structures of sentences): ____/10
Conventions (spelling and grammar correct, proofread): ____/10
Total:______
P.S. You might want to have your parents read your letter. Who knows…..

Travel Vocabulary Day One and Two

Travel Vocabulary
Day 1
New Words:
rudimentary insurmountable disillusion mien incandescent

The Vocabulary Challenge
The new teacher glanced up and down the aisles. It was her third day and her students were facing insurmountable odds. They had been given the task impossible task of memorizing all the vocabulary words for the year… in one day!!! Memorization seemed like rudimentary work for a class of this caliber, so the students proposed another plan. They wouldn’t simply memorize words; they would learn how to use them in everyday sentences! The students quickly convinced the teacher that this activity would make their minds glow with incandescent light. The teacher smiled at the class with the mien of a proud mother. Although some students had been disillusioned by past vocabulary setbacks, the teacher was positive this class, with study, would grow leaps and bounds this year.

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 _____________ bulb helped light up the dreary room.

2. Because my grasp of algebra is _____________, I cannot solve the problem.

3. After losing her ninety-eighth race, the runner felt _____________ with her dreams of becoming an Olympic athlete.

4. The climbers arrived at a wall of sheer ice and decided the pass was _____________.

5. The seasoned teacher wore a confident __________ as he glanced at the classroom of new students.

Definitions: Match the new words with their dictionary meanings.
6. Rudimentary ___ a. appearance or demeanor
7. Insurmountable ___ b. intensely bright, brilliant
8. Disillusionment ___ c. elementary, fundamental
9. Mien ___ d. disenchanted, to free from belief, idealism, etc.
10. Incandescent ___ e. incapable of being passed over or overcome

Today’s Homophone. Create two (2) sentences that use both homophones.

YOUR possessive pronoun: belong to “you”
Be sure to do your reading each night. Your turn will come after he is finished

YOU’RE contraction for “you are”
You’re the funniest kid I have ever met. I was wondering if you’re going to be at school tomorrow?



Travel Vocabulary
Day 2
New Words:
blanch stalwart opaque gastronomic bough

The Intrepid Traveler
How many times have you been traveling and encountered a serious gastronomic challenge? Mine came to be while hiking in the islands off of Panama. Two children were ahead of me on the trail picking, what looked like, succulent guava. I decided to take off my pack and help. I climbed up the bough and tossed the fruit to children below. As a thank you, they offered me one of the fruits. As I bit in I immediately blanched. The fruit was wiggling. I tried to keep a stalwart expression but it was of no use. As I realized I had bitten into a ball full of maggots I could feel my eyes closing, my body going limp, and an opaque darkness surrounding me.

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 campfire scouts ______________ when they stumbled across the haunted restroom.

2. The cook wanted the patrons of the upscale restaurant to venture on a ________ journey with each bite.

3. The _________ knight looked the dragon in the eye unflinching.

4. The girl climbed up the highest____________ of the tree to see the sunset.

5. The thunderstorms above caused the sky to become ______________.

Definitions: Match the new words with their dictionary meanings.
6. ___ blanch a. not transparent or translucent; impenetrable to light
7. ___ stalwart b. a branch of a tree
8. ___ opaque c. to whiten by removing color
9. ___ gastronomic d. strong and brave; valiant; uncompromising
10. ___ bough e. the art or science of good eating

Today’s Homophone
ACCEPT- to receive
The grandmother accepted the key to the city after saving the kittens.
Accepting compliments are an important part of growing up

EXCEPT- other than
I like all the ice cream flavors except the pork surprise.
The vocabulary test was really easy except for the students who did not study.

My Name

Global Literature
Unit: Writing
My Name

1. Read the chapter “My Name” from The House on Mango Street by Sandra Cisneros
2. 2. Discover the story behind your first name.
Suggestions:
• Ask your parents or relatives about your name.
• Look up the meaning of your name (does it describe you?)
• Find out if there are any cultural / family traditions connected to your name(were you named after someone? Are you like this person?
• Do you have nicknames? How did you get them? How do you feel about them?
• Do you like your name? Why?
• If you were to choose another name, what would it be?
3. Use Sandra Cisneros’ chapter as an example as you write the story of your name. This is your first assignment for this class and it will help me assess your writing strengths as well as areas for improvement.
4. 4. Do your best work. Typed (double spaced 12 point font) and a minimum of 250 words

Parent Questionnaire

Dear Parent(s)/ Guardian(s),

Please answer the questions below and sign at the bottom, indicating that you have read this course description with your student. Students should return this sheet for class credit.

Thank you,
Caleb Kostechka, 9th grade Literature and the Arts teacher

1. What do you feel your student’s strengths are in oral and written communication? What are his or her weaknesses?




2. What do you feel your student’s strengths and weaknesses are in the area of reading?





3. Which of these activities does your family spend more time participating in: reading, writing, or storytelling? Please describe some of these activities.




4. Should your student wear glasses?

5. What else would you like me to know about your student for this year?







6. If you have an email address where I can send information about school, please print it below:


I have read the course description with my student.

____________________________ _________________________________
Student Name (Please print legibly) Parent or guardian name (Please print legibly)


________________________________________
Parent or guardian signature

Parent Letter

Dear Parents/Guardians,

I am really excited and honored to be working with your student this year. I believe that through strong communication we can help your student grow immensely throughout their Global Literature experience. Please take time to read over your students syllabus to see what we are going to be up to this year. In addition, I welcome you to follow your student’s assignments and deadlines through our class blog throughout the year. This website will give you information regarding what we covered each day, homework assignments, extra credit, and timelines. You may view this at: http://globalliterature2009.blogspot.com/
And now a word about writing............

Writing will take place in many forms in ninth grade:
In ninth grade at the International High School, writing is a fundamental focus of the curriculum. We are strong believers that students must have solid basic writing skills to be successful in school and in the upcoming world of work.
Not all writing is graded; much is for practice. Students will keep writings in their notebook or in a portfolio to review development throughout the year. Check students’ assignment notebooks for homework.

The process
* prewriting (brainstorming, webbing, discussing)
* writing conferences
* asking questions
* rereading writing (out loud and silently) to judge its completeness, clarity, and thoughtfulness
* rough draft expected (to be used as a teaching tool)
* evidence of revision/ editing required
* following required draft guidelines
* developing self-discipline, willingness to take risks

Final Draft Guidelines
1. Ink (black/blue) on white lined paper or typed (standard font style, size 10 or 12, double spaced)
2. Writing on one side of paper
3. Left and right margins followed
4. Heading at top right corner including: name (first and last), section number, and date
5. Title as required
6. Students must submit a draft; if it is completed on a computer, an early copy must be printed out and revisions should be shown on it.

Writing criteria vary depending on the assignment. We will discuss the expectations and will look at models of good writing. We will base grading in part on content and development of the assignment and in the traditional areas of written language mechanics (sentence structure, spelling, punctuation, capitalization, grammar).

Suggestions for parents:
- Have students read writing out loud to you
- Ask questions, make suggestions
- Resist the urge to write for them
- Read writing in all subject areas

I am looking forward to working with you this year,

Caleb Kostechka
Global Literature teacher

Please let me know if you have any questions or concerns so I may address them right away.
E-mail:kostechka_c@4j.lane.edu
Office: 541-790-8034 South Campus
541-790-6636 Sheldon Campus
Website: http://globalliterature2009.blogspot.com/

Student Survey

Customs: Introduction Name:________________________________

1. Are you fluent in any languages besides English? Is English your second language? (If yes, how long have you been speaking/reading English?)




2. Which aspects of your personality will you rely on most throughout this school year? Explain.





3. Was Language Arts class last year too hard, too easy, or just right? Explain.




4. Why did you choose to enroll in I.H.S.? Explain. (As always, please be honest.)



5. Do you like to read? What was the last book you read on your own?



6. What helps you learn? What activity or technique has helped you in the past?



7. Do you have good study habits? Yes? No? Explain.



8. Do you have any special conditions that I should be aware of? For example, eyesight, hearing, dyslexia, blood sugar, etc.? How can I help?



9. What are your hobbies? Are you planning to participate in extracurricular activities before or after school?



10. Do you speak up in class during discussions? If you don’t, why not?






11. Finish this sentence: To be honest, the best way to motivate me to do well in this class is . . . . . . . . . . (fill in and explain)





12. Please write any questions or concerns that you have. Also, you may use this space to respond further to any question listed above.

2009 syllabus

Global Literature
2009-2010

Dear Students, Parents, Guardians,
Welcome to Global Literature. This language arts course introduces literature from various regions around the world. The foundation of this course is based on the belief that good communication skills – reading, writing, speaking, and listening – are essential for addressing universal issues in the global setting. The literature units will parallel the areas studied in Global Geography and Cultural Aesthetics. These areas will include Australia, Africa, Europe, and Asia. Woven into these units will be the study of writing, vocabulary, grammar, and speaking skills.

Goals:
*to encourage independent, self-reliant readers and writers who use language and literature to enrich their lives.
*to appreciate and understand the contributions of various cultural groups
*to develop critical and creative thinking and writing skills
*to increase vocabulary and improve language skills
*to establish and maintain a comfortable learning environment based on respect
*to develop an awareness and direction for our roles as global citizens

Themes:
*What are the universal and unique aspects of this culture?
*How do the members of this culture live today?
*What is this culture’s view of nature?
*What social roles and conventions are expected of members of this culture?
*How is the individual in the society regarded?
*What is the place of women and children in this society? What are their families like?
*What are the spiritual values of the culture? What are their customs and traditions?
*What is the response of this culture to change?

Materials: Students are expected to come to class each day with plenty of loose-leaf, college-ruled paper in a three ring binder, a pencil, a student planner to record assignments/due dates, blue or black pens, and highlighters. Other materials and resources that are essential for the successful completion of the course are colored pencils, a dictionary and thesaurus at home.

Assignments and grading:
The quality of discussions and class work is dependent upon student participation. Students should generally expect one hour of homework per class period. Homework should be completed by the beginning of class on the day it is due. Late work will receive reduced credit. I will not accept work that is more than one week late, after that assignment has been returned, or there has been an exam on that material. Academic honesty is absolutely expected. Dishonesty will result in reduced credit and possible failure. Grades will be recorded as percentages using a point system. Grades will include group work and discussion, tests and quizzes, written work, presentations, art assignments, participation, and classroom citizenship (including behavior).
Reasonable accommodations and adjustments to curriculum and grading policies will be made for students who have IEP and 504 plans.

Attendance and tardies:
Roll will be taken at the beginning of class and tardies will be recorded. Community service can be assigned after three unexcused tardies or absences, and the participation grade will be affected. If you have been absent due to illness or other legitimate reasons, always check the class blog before you return to class: http://globalliterature2009.blogspot.com/
If unclear about the assignment, come see me during office hours, not during class time, to discuss makeup work. If you are absent for a number of days or are anxious about getting the work promptly, it is recommended that you contact me by phone during my office hours or email me (before 9 pm). Work is due the day following your return to school. A late work slip must accompany any late assignment or makeup work.



Rules:
1. Be kind
2. Be honest
3. Be responsible
4. Think
5. Work hard
6. Open your mind
7. Contribute

And just to be clear …….
8. No cell phones, pagers, personal music, devices, food, gum, or drink (except water) in the classroom.

Please note:
The International High School is an alternative program. We will be reading material that will contain difficult themes. Through various types of literature, we will explore other cultures and comes to realize how they are similar and different from our own. We ask that you approach Global Literature with an open mind and suspend judgment of cultural differences in the reading you encounter. In this classroom we will resist apathy, show empathy, creativity, respect, kindness, conviction, determination, and curiosity.

Communication:
Please feel free to call or e-mail me with questions or concerns so that I can address them right away.

I am looking forward to a year full of discovery, excitement, challenge, fun, and friendship! I am here for you. Talk to me if you have concerns, frustrations, or joys to share about this class, school, or life in general!

Caleb Kostechka, Global Literature teacher.
E-mail: kostechka_c@4j.lane.edu
Office: 541-790-8034 (South Campus)
541-790-6636 (Sheldon Campus)
Office hours by appointment
Website: http://globalliterature2009.blogspot.com/












Please Detach and Return
Parents/Guardian
Please sign this after you have read this course description with your student. Students should return it for class credit by the next Global Literature meeting.


__________________________ __________________________
Student name (print legibly) Parent or guardian signature

"I am" Poem

Who I Am

Write a poem called “Who Am I”. The only rule for this piece is that each line must start with the phrase “I am…”

You can take many different directions with this poem, but if you need some help getting started, consider the following:

• Where are you from (regionally ethnically, spiritually, etc)?
• What memories in your life shape who you are?
• What are your interests and hobbies?
• Do you have any mottos or credos, favorite phrases?
• What are some of your family traditions?

Definitely include:
• Someplace you have traveled (near or far)
In essence, write a poem that defines who you are. Make sure you only include information that you would be willing to share with the class. In addition, a photo of you should accompany the poem. (Feel free to decorate the poem as well!!)

Shoot for about ten lines and avoid using articles (a, an, the) after “I am…”


Here's an example of my own "I am" poem.

I AM
I am feedback resounding in your ears from the electric guitar.
I am swirling eddies along the whitewater.
I am rain soaked Frisbees buzzing by your ears.
I am heavy blankets and page turning books on Sunday nights.
I am curling waves and hard wipeouts on a surfboard.
I am cold Wisconsin, warm tropical islands, and backpacking in mountains.
I am a fly drawn into reality TV.
I am pancakes shaped like farm animals
I am the cacophony of motorbikes zipping past you in Southern Thailand.
I am taking a deep breath and figuring things out slowly.
I am peace wherever I can find it……