Pick up your own copy of The Perks of Being a Wallflower in order to have access to the book outside of class. You can find it at the library, a local bookstore, or online. There are even reduced price, used copies available!
Saturday, August 2, 2008
Pick up a copy of The Perks of Being a Wallflower!
Pick up your own copy of The Perks of Being a Wallflower in order to have access to the book outside of class. You can find it at the library, a local bookstore, or online. There are even reduced price, used copies available!
Four Weeks Down, Two More to Go!
Summer Students! While we're almost at the finish line, we're not there yet. Don't give up! You can still prove you've mastered the standards and get your grade up enough to pass this class! Keep working and keep making up those missing assignments!
A few of you have created blogs for this class. I applaud you! Excellent work! I hope you keep blogging and act on the suggestions I've made for you. For those of you who haven't started blogging for this class, it's not too late! You, too, can become a blogger and earn your extra credit points!
Some blogging suggestions:
Why not start a blog to inform your friends and family about what they can do to help cool the earth? You can include things you've learned in class, add your essays and other writings, as well as post links to other sites with cool information.
Why not start a blog about what you've been reading outside of class? You can copy and paste the book covers from Amazon or Barnes N Noble and tell us all about your reading experiences.
Why not start a blog of your Commonplace Book? You could post all of your entries online and add cool pictures and graphics. What a way to publish your work and share your writing with friends and family! (Just be sure you are comfortable with everything you post being visible to the world!)
Why not start a blog of your thoughts about the book we are about to start, The Perks of Being a Wallflower? You could write daily letters to Charlie and get super bonus points!
These are just some ideas. I'm sure you'll have plenty of ideas of your own as well!
Tuesday, July 8, 2008
Homework Update
Ok, so make sure you set up your CP Book tonight! Decorate it, 1st page = title page, the next pages = Table of Contents (Date, Title, Page #).
Bring a book to read in class. Please make sure it's something you haven't read (or read completely).
And have fun with your poem! I plan on writing one myself and we will dedicate some time tomorrow to share them.
Tomorrow's agenda: 1st CP Book Entry, Poem Sharing, More Introductions, Short Story reading: "The Rain Came" by Grace Orgot, and homework questions
Monday, July 7, 2008
Homework For Tuesday, July 8th
Please have the following for class on Tuesday:
Your composition notebook
class materials (paper, pen)
Emergency Sheets
The brainstorm list you will use for your "Where I'm From" poems. It should include things that describe or represent you, things that make your experience in this world unique to you. For example, you should include: adjectives, places you've been or want to be, or the place where you live and/or grew up, memorabilia or items of importance, significant people in your life, and expressions (such as "Wicked") that you use or hear.
Bring this list to class tomorrow along with the above supplies.
Summer School
Hello Summer School Students!
Welcome to my class. I look forward to an exciting summer session with you. Be prepared to work hard and rise to new challenges each and every day!
Make sure you check this regularly for updates, models, announcements, and homework reminders.
Monday, April 28, 2008
Model Character Trait Analysis: Benvolio
In Shakespeare's play, Romeo and Juliet, the character Benvolio is a peacemaker. When Benvolio states, "Part, fools! / Put up your swords. You know not what you do" (I.i.61-62), he is telling the servants to stop fighting and put their swords away because they don't realize the mess they are about to make. This shows that Benvolio is a peacemaker because rather than participate in the fighting, he tries to stop it. This shows his integrity and commitment to maintaining peaceful relations with his rival family. Benvolio even tells Tybalt to put his sword down or use it to stop the fight when Tybalt joins the brawl. He states, "I do but keep the peace. Put up thy sword, / or manage it to part these men with me" (I.i.65-66). Even though Tybalt has his sword drawn and is prepared to fight with him, Benvolio continues to try and break up the fight and keep the peace. Therefore, Benvolio can be characterized as a peacemaker.
Per. 2: Your homework is to fill out the Say, Mean, Matter chart for Tybalt. You should then use the chart and the model analysis writing above to write a character trait analysis paragraph for Tybalt. This is due Tuesday in class!
Per. 2: Your homework is to fill out the Say, Mean, Matter chart for Tybalt. You should then use the chart and the model analysis writing above to write a character trait analysis paragraph for Tybalt. This is due Tuesday in class!
Thursday, April 24, 2008
The Perks of Being a Wallflower: A Project-Based Learning Experience
Designed by: Mr. M. Kyle J. Moody
in Conjunction with the UCLA Writing Project's Study Group on Homophobia
and as Presented at the 2007 UCLA Chancellor's Conference
and Numerous Conferences Around the Country
Rationale:
Through work that meets virtually every 9th grade standard as outlined in the California State English Language Arts Frameworks, students in this course will complete a project based on an issue that not only plagues a character in their text, but that also impacts themselves and their community. By pushing them to be interested in the life of the character, and the character’s well-being, students will create a proposal for a community service project that they could potentially undertake in their home (or school) community. Through greater interest in humanity, and greater investment in their home and school communities, these students will have gained something far greater than grades on an assignment or proficiency in a set of standards; they will have gained a commitment to their (and the community’s) future.
Work leading up to the completion of this proposal will incorporate expository research, literary analysis, and persuasive writing therefore addressing all SPA identified focus standards for grade nine.
Performance Objectives:
While working in small groups (of 4 or 5), students will:
apply appropriate reading strategies to make meaning of text;
engage in research and individual inquiry to locate, analyze, and evaluate information;
evaluate the credibility of an author’s argument;
analyze, evaluate, and elaborate on informational and literary texts;
use the writing process for multiple purposes, including on-demand writing tasks;
use inquiry and multiple sources to write research papers;
defend a position using appropriate evidence;
develop grade-level appropriate academic vocabulary;
prepare for California assessments, including the CAHSEE;
and contribute to their school and community through a service project.
Procedure:
Students will brainstorm relevant questions on topics presented
Students will be sorted into groups based on interest and teacher judgment
Students will generate further researchable questions, sort those questions into categories, and then link those categories to the criteria outlined for the project (see student handout)
Students will conduct research (book, Internet, field studies) on their assigned topic and write expository compositions outlining that research
Students will link their research project to a character presented in the text, outline the impact of that topic on the character, and develop a needs assessment for that character
Students will use their research to develop a needs assessment for their school or home community
Students will use both needs assessments to brainstorm possible projects
Students will then create a program or institution to meet the needs of their character and school or home community (i.e. a teen help line or youth center)
Students will base that program or institution in their research
Students will outline all aspects of the program or institution chosen
Students will write a proposal to create and implement this program or institution that situates it within the context of similar programs or institutions, outlines its expressed purpose or addressed need, and identifies the circumstances necessary for its success
Students will create publishable writings for this program or institution to a. illicit funding and necessary property, b. attract the professionals needed to run and maintain it, and c. gain clientele (including, but not limited to, the character themselves)
Students will present their research and this proposal, models, pamphlets, fliers, newspaper ads, etc. to an audience (which may include school officials, community members, professionals, or parents)
Students will possibly document their work on a website or in a classroom publication.
Product:
Students will produce a written essay outlining their research, their needs assessment, their proposed program/institution, and its desired results.
Students will highlight this essay in the form of a PowerPoint presentation which outlines the problem, its history and explicit need, any previous attempts undertaken in their community to meet that need, their project, how it is different than/similar to others currently in existence, and how it will directly impact the expressed population.
Students will also create formal, published documents as called for (i.e. models, pamphlets, fliers, business letters requesting funding/housing, etc, ads for the hiring of professionals, information for possible clientele, etc).
Students will present their essays, PowerPoint presentations, and all above mentioned documents in a formal presentation (open for assessment).
Evaluation:
Students will be evaluated on the following criteria:
- evidence that written work meets the standards (teacher/self assessment using rubrics)
- evidence that presentations meet the standards (teacher/self/peer assessments w/rubrics)
- evidence that students worked collaboratively (observations, self/peer feedback)
- evidence that work was done honestly and legitimately
- evidence that students used written/oral feedback
Rationale:
Through work that meets virtually every 9th grade standard as outlined in the California State English Language Arts Frameworks, students in this course will complete a project based on an issue that not only plagues a character in their text, but that also impacts themselves and their community. By pushing them to be interested in the life of the character, and the character’s well-being, students will create a proposal for a community service project that they could potentially undertake in their home (or school) community. Through greater interest in humanity, and greater investment in their home and school communities, these students will have gained something far greater than grades on an assignment or proficiency in a set of standards; they will have gained a commitment to their (and the community’s) future.
Work leading up to the completion of this proposal will incorporate expository research, literary analysis, and persuasive writing therefore addressing all SPA identified focus standards for grade nine.
Performance Objectives:
While working in small groups (of 4 or 5), students will:
apply appropriate reading strategies to make meaning of text;
engage in research and individual inquiry to locate, analyze, and evaluate information;
evaluate the credibility of an author’s argument;
analyze, evaluate, and elaborate on informational and literary texts;
use the writing process for multiple purposes, including on-demand writing tasks;
use inquiry and multiple sources to write research papers;
defend a position using appropriate evidence;
develop grade-level appropriate academic vocabulary;
prepare for California assessments, including the CAHSEE;
and contribute to their school and community through a service project.
Procedure:
Students will brainstorm relevant questions on topics presented
Students will be sorted into groups based on interest and teacher judgment
Students will generate further researchable questions, sort those questions into categories, and then link those categories to the criteria outlined for the project (see student handout)
Students will conduct research (book, Internet, field studies) on their assigned topic and write expository compositions outlining that research
Students will link their research project to a character presented in the text, outline the impact of that topic on the character, and develop a needs assessment for that character
Students will use their research to develop a needs assessment for their school or home community
Students will use both needs assessments to brainstorm possible projects
Students will then create a program or institution to meet the needs of their character and school or home community (i.e. a teen help line or youth center)
Students will base that program or institution in their research
Students will outline all aspects of the program or institution chosen
Students will write a proposal to create and implement this program or institution that situates it within the context of similar programs or institutions, outlines its expressed purpose or addressed need, and identifies the circumstances necessary for its success
Students will create publishable writings for this program or institution to a. illicit funding and necessary property, b. attract the professionals needed to run and maintain it, and c. gain clientele (including, but not limited to, the character themselves)
Students will present their research and this proposal, models, pamphlets, fliers, newspaper ads, etc. to an audience (which may include school officials, community members, professionals, or parents)
Students will possibly document their work on a website or in a classroom publication.
Product:
Students will produce a written essay outlining their research, their needs assessment, their proposed program/institution, and its desired results.
Students will highlight this essay in the form of a PowerPoint presentation which outlines the problem, its history and explicit need, any previous attempts undertaken in their community to meet that need, their project, how it is different than/similar to others currently in existence, and how it will directly impact the expressed population.
Students will also create formal, published documents as called for (i.e. models, pamphlets, fliers, business letters requesting funding/housing, etc, ads for the hiring of professionals, information for possible clientele, etc).
Students will present their essays, PowerPoint presentations, and all above mentioned documents in a formal presentation (open for assessment).
Evaluation:
Students will be evaluated on the following criteria:
- evidence that written work meets the standards (teacher/self assessment using rubrics)
- evidence that presentations meet the standards (teacher/self/peer assessments w/rubrics)
- evidence that students worked collaboratively (observations, self/peer feedback)
- evidence that work was done honestly and legitimately
- evidence that students used written/oral feedback
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