Summer School Is Over!

Summer school went by so fast. I was expecting 20 students in my class but only 4-6 students were consistently showing up. My summer scholars '08 all worked very hard, and I had fun with them too. I enjoyed working with my two sweet ESL students and with our very helpful ESL inclusion teacher. We shared a lot of stories, strategies, and learned a lot from each other. But unexpected things happen during unexpected times. But like a girl scout, I was always ready...

Most of my students already submitted their research paper project, did the oral report, and took the finals last Monday. So I was thinking yesterday of just going with them to the computer lab after playing a jeopardy game as a fun way of assessing what they learned this summer. But, lo and behold! When I entered the classroom, the DCPS summer school monitor was waiting for me and for my class to start. He asked me if it was OK to see the students do their oral report again. I was so nervous as he took out the rating sheet for teacher performance. This was a BIG surprise two days before the end of summer school. Would I still be allowed to teach summer school again next year?

While my students were doing their daily autobiographical writing (with soft classical music in the background), I pulled out the grading sheets of my students which I printed from my online gradebook and gave them to the DCPS summer school monitor. I handed him the notebook of one of my students so he'll be able to see if we had followed the pacing guide that DCPS gave for this summer, and what extra work I gave them as a learning supplement. Their notebooks also showed their quizzes, and that I had been checking their work and I was giving them feedback about how they could improve their work more.

So my students shared their excellent writings. And then two of them volunteered to do their oral presentation again based from the novel that we read in class (El Bronx Remembered). They were so confident while presenting with the powerpoint that they did themselves in class. I was so proud of them!

Afterwards, the monitor thanked me and left. Whew! Did I make it? My principal came in just few minutes before I dismissed my class. He gave me a photocopy of the teacher performance rating sheet from the DCPS summer school monitor. YES! I got excellent ratings! The monitor said before he left that I was one of the best teachers in DCPS he has seen so far.

It's true what they said. You'll see rainbow after the rain. I had been so much in pain and going through difficult times in my workplace in the past. But I had managed to stay focused, persisted and persevered, maintained positivity and stayed strong. It feels so good to be appreciated for all your hardwork.

My sincere gratitude also to my summer school principal for all the support and the motivation. He is one humble leader, who is very supportive of his staff and truly works for the best interest of the students. In my five years of teaching in DCPS, I have never worked under an instructional supervisor like him. He was relentless in doing his rounds to the teachers, personally checking on us and our students, sometimes it made me jump when he suddenly showed up on my door. He earned my utmost respect for that!
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My family is going on a camping with our friends this weekend...can't wait for that!
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Summer Scholars '08 Class Blog
Sample Walk Through Observation E-Form

Week 5 (English 1)

WORD OF THE DAY: http://www.merriam-webster.com/cgi-bin/mwwod.pl
WARM UP: Journal Entry (Autobiographical Narrative)
Mon: Are you a nature fan, or would you sooner eat cockroaches than voluntarily go on a hike? Write about your best or worst nature experience.
Tue: Growing up with brothers and sisters can be difficult. If you have siblings, discuss the benefits and shortcomings of your situation. If you're an only child, do the same. Would you rather have more siblings, or fewer? Do you think you'll feel the same when you're middle-aged?
Wed: Think of a food that provokes strong emotion in you, perhaps because it reminds you of your childhood or because you were eating it when something dramatic happened. Write the recipe for this food, and gradually shifting into narrative, explaining why the food is meaningful to you. Include lots of descriptive, sensory adjectives.
Thu: Is there one year of your life that stands out as exceptional? Maybe you starred in a play, or you suddenly became very popular, or your mother was in a yearlong fantastic mood. Describe this year.
Fri: What are you looking forward to this week, this month, this summer? What are you looking forward to doing once you turn eighteen? Once you graduate from high school? Write about what you're looking forward to in the short term and in the long term.

LESSON
Vocabulary Development
C11: The Tragedy of Romeo and Juliet, Act II, Scene 2 HR: Read and discuss Academic Vocabulary, pg 311; Vocabulary Development, pg 313; EOL: Vocabulary Development, pg 817; HAR: Vocabulary Development, pg 161

Reading
C11: HR: Before You Read, pg 312; Read, discuss and respond to the text, pg 314-323; Skills Practice, pg 325-326 ...or... HAR: Before You Read, pg 148; Read, discuss and respond to the text, pg 149-159; Figures of Speech, pg 160

Final Examination , July 31, 2008
Research Paper Deadline, July 31, 2008 @ 3:30pm.

WHOLE CLASS ACTIVITY:
Oral presentations this whole week about the novel "El Bronx Remembered". The rubric which was distributed last week will be used in grading this activity.
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STANDARDS: 9.LT-D.8* 9.LD-V.7* 9.LD-V.9* 9.LD-V.8* 9.R.1* 9.LD-O.6*
DCPS English 1 Pacing Guide

Week 4 (English 1)

WORD OF THE DAY: http://www.merriam-webster.com/cgi-bin/mwwod.pl
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WARM UP Journal Entry (Autobiographical narrative)

Mon: You're never as witty and smart in the midle of a confrontation as you are after it's over, when suddenly you can think of a million things you could have said. Imagine you are back in the thick of an argument you once had, and write out the eloquent, intelligent remerks you should have made at that time.

Tue: Do you think you are more like your mother or more like your father? Or do you think you resemble one in looks, and the other in personality? Whom would you rather resemble?

Wed: Technology has led to the discovery of vaccines and medical treatments. It has brought computers and televisions into people's homes, and it has provided us with electricity, the internet, phones, cars, planes, and much more. But an argument can be made that technology has largely worsened the quality of our lives, polluting the air, making our lives needlessly stressful, and dampening our enthusiasm for books.

If you had to give up one technological advantage that you use all the time, what would it be? Do you think you'd better off without it?

Thu: Some people might look for friends who are wild, aggressive, and daring; others might look for friends who are smart, funny, and loyal. List at least ten qualities you think the perfect friend should possess, ranked in order from most to least important. Do you know anyone who comes close to being the "perfect" friend?

Fri: When you're a little kid, the professional world seems pretty appealing: firefighter, doctor, nurse, and astonaut are among the high-profile gigs you're aware of. As you get older, you realize that the mere desire to be an NBA star or a famous painter doesn't guarantee success. What was your ideal job when you were little? What do you imagine yourself doing now?

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LESSON

Vocabulary Development

C8: The Blue jar - HR: Vocabulary Development, p 241; EOL: Vocabulary Development, pg 525, 540

C9: American History - HR: Read and Discuss Academic Vocabulary, pg 249; Vocabulary Development, pg 251; EOL - Vocabulary Development, pg 576

Reading

C8: The Blue Jar - HR: Before You Read, pg 240; Read, discuss and respond to the text, pg 242-244; Skills Practice, pg 245-247

C9: American History - HR: Read, discuss and respond to the text, pg 252-262, Skills Practice, pg 263-265, End of Selection Quiz (One Stop Planner)

WRITING WORKSHOP:

Bring out your materials for your poster for your oral presentation. Plan out for your 6-minute oral presentation.

• on poster board (bigger than 8 1/2” x 11”)

• include the title and author (make words visible to audience)

• make it colorful and eye-catching

• portray a key element of the plot and/or any major characters

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Your six minute long oral report should include:

• a brief introduction of the book’s plot

• a brief description of the key characters and their roles

• a glimpse of the climax

• no give-away of the resolution!

• a thoughtful discussion of how one of the following contributes to the novel:

(a) setting, (b) conflict, (c) characterization (Refer to short story packet for definitions, such as indirect/direct characterization, flat, round, etc.) For this portion of your report, you should read one passage from the book aloud to prove your point. Follow up your reading with an explanation of how it illustrates the term you have identified.

• a discussion of theme (What is the lesson that the book teaches readers? How does the book show this theme?)

• your evaluation of the book and why you like/dislike it (Be sure to give specific reasons for your “thumbs up” or “thumbs down.”)

We will have the presentations next week.

* Throw dice on who will go first.

** Distribute a copy of the rubric that will be used in grading this activity.

HOMEWORK:

Answer briefly these burning issues about the novel "El Bronx Remembered":

Mon: If you had to pick a single character in these stories that you cared about the most, who would it be, and why?

Tue: Which of the stories seems the most realistic to you? Explain your response.

Wed: What are some of the ways Mohr creates a distinctly Puerto Rican atmosphere, or flavor, in these stories? How did you react to this flavor?

Thu: In almost all of these stories, characters face intense conflicts, either external or internal. Which conflict captured your interest the most? Why?

Fri: In some of the stories, such as "Herman and Alice" and "Love with Aleluya", Mohr brings together characters who are alike in some ways but very different in others. How are these similarities and differences important in defining the characters and in revealing the stories' central conflicts?

Fri: Think about the futures of the young characters in these stories. What will happen to them? Will they leave Bronx? Discuss a sequel to one of the stories in the book. For example, you might consider whether Hector will complete his education, or discuss a career for Judy. Keep the characters' traits in mind as you sketch future lives for them.

STANDARDS: 8.LT-S.10* 10.LD-V.9* 9.LD-V.8* 9.LD-V.7* 11.LT-C.1* 11.LT-LNF.6* 8.LT-C.1* 9.LD-V.8* 9.LD-V.7

DCPS English 1 Pacing Guide

Week 3 (English 1)

WORD OF THE DAY: http://www.merriam-webster.com/cgi-bin/mwwod.pl

WARM UP: Journal Entry (Autobiographical Narrative)

Mon: A tradition is a special ritual shared by a group of people. Families and groups of friends practice traditions throughout the year. These traditions might have to do with holidays, celebrations, food, the season, or quirky family practices that have been passed down from generation to generation. Is there a tradition that you share with your family or friends? Describe it.

Tue: Which animal do you think you resemble most closely? Consider quiet, retiring animals like mice; bold and fearless ones like lions; eager, friendly ones like dogs; and finicky, secretive ones like cats. Consider your appearance, your personality, and the way you move. Then write about the animal with which you feel a kinship, explaining how you are similar in personality, characteristics, and/or physical features.

Wed: you probably share a basic outlook on life with your friends. However, most people have a feaw beliefs that would shock their friends. Write about a belief of yours that annoys or surprises the people who are close to you.

Thu: To the naked eye it looks like junk, but you know it's presious: the beat-up stuffed animal you slept with every night as a kid, the raggedy baseball mitt you used in Little League, the tooth you couldn't bear to throw away after it fell out. Choose a beloved object from your own childhood, and explain why you feel sentimental about it or treasure it so much.

Fri: An almost infinite variety of types of love exists. The love of parents for their children is very different from the love of brothers for their sisters, of wives for their husbands, of kids for their pets, and on and on. Choose two people in your life whom you love, and explain how your love for each of them is different.

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LESSONS

Vocabulary Development

C6: The Scarlet Ibis - HR - Read and Discuss Academic Vocabulary, pg 165; Vocabulary Development, pg 167; EOL: Vocabulary DEvelopment: Own These Words and Figurative Language, pg 357

C7: A Blessing: The Sacred; Mooring: The Bat; this morning: How I Learned English - HR - Read and Discuss Academic Vocabulary, pg 199-200

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SMALL GROUP:

Mon: Mid Term Examination, Discuss Figurative Language (PPT). Play the Hangman Game: "Figures of Speech". "I'm Going to a Trip" alliteration activity.

Tue: Please analyze the symbolism of the selection "The Scarlet Ibis" using these graphic organizer (symbolism). Please submit to your teacher before you leave the classroom (exit slip).

Wed: Please analyze the allegory of the selection "The Scarlet Ibis" using these graphic organizer (allegory). Please submit to your teacher before you leave the classroom (exit slip).

Thur: Please read and analyze the figurative languages used in the poems: A Blessing", "The Sacred"; "Mooring"; "The Bat"; "This Morning"; "How I Learned English" using this activity sheet.

Fri: Play the Jeopardy Game about parts of speech, figurative language, punctuation, and elements of plot. Week 3 quiz. Please review Vocabulary Words from: Figurative Language (PPT) , The Scarlet Ibis, Idioms, Simile, Personification, Hyperbole.

Reading

C6: The Scarlet Ibis - HR -: Before You Read, pg 166; Read, discuss and respond to text, pg 168-183; Skills Practice, pg 184-186;

C7: A Blessing; The Sacred; Mooring; The Bat; this morning; How I Learned English - HR -: Before You Read, pg 187, 201, 205, 211; Read, discuss and respond to the text, pg 202, 206-208, 212-215; Skills Practice, pg 203-204, 209-210, 216-217.

HOMEWORK:
Please read pages 170-263 of the novel "El Bronx Remembered". Please take note of the following words:
- Mon: audible (p.178)
- Mon: elated (p.180)
- Tue: repelled (p.202)
- Wed: prenatal (p.202)
- Thu: intolerable (p.210)
- Thu: desperation (p. 215)
- Fri: confronted (p.227)
Please use the Frayer Model Graphic Organizer to analyze each word (definitions and characteristics) and to synthesize/ apply this information by thinking of examples and non examples.

STANDARDS: 9.LT-S.10* 8.LT-S.10* 7.LD-V.8* 9.LD-V.7* 8.LD-V.9* 9.LT-S.10* 9.LT-P.7* 8.LT-P.8

DCPS English 1 Pacing Guide

Take my online quiz on Figurative Language, The Scarlet Ibis, Idioms, Simile, Personification, Hyperbole.

Week 2 (English 1)

WORD OF THE DAY: http://www.merriam-webster.com/cgi-bin/mwwod.pl

WARM UP: Journal Entry (Autobiographical narrative)

Mon: Do you have one best friend? Are you the kind of person who goes everywhere in big groups? Or are you more of a loner? Write about the kind of "friend person" you are.

Tue: There are many firsts in our lives that we don't remember, such as our first tooth, first step, first word, or first birthday. Firsts from later childhood come easily to mind: a first pet, a first award, the first day of high school, a first kiss, a first summer camp. Write about a special first that you remember clearly.

Wed: Life is chock-full of embarrassing moments. When you're lying awake at night, having trouble sleeping, do your most embarrassing blunders run through your mind? Write about some of these agonizing memories.

Thu: Obstacles constantly present themselves. Some are fleeting, such as facing an important test in school. Some may take years to overcome, such as a major injury or the loss of a loved one. Write about an obstacle you've faced in your life. Did the experience change you for the better, or did it leave you bitter and cynical?

Fri: What is your favorite holiday? What is your least favorite holiday? Write about two memorable holiday experiences, one from your favorite holiday and one from your least favorite.

LESSONS

Vocabulary Development

C4: The Sniper/ Thoughts of Hanoi - HR - Read and discuss Academic Vocabulary, p107; Vocabulary Development, pg 109

C5: The Gift of the Magi - HR - Read and discuss Academic Vocabulary, pg 139; Vocabulary Development, pg 141; EOL: Vocabulary Development, pg 296

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Reading

C4: The Sniper/ Thoughts of Hanoi - HR: Before You Read, pg 108; Read, discuss and respond to the text, pg 110-117; Skills Practice, pg 118-120; End of Selection Quiz (One Stop Planner)

C5: The Gift of the Magi - HAR - Before You read, pg 64; Read, discuss and respond to the text, pg 65-68; Skills Practice, pg 69

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WRITING WORKSHOP:

Mon: Quiz #1

Tue: Analyze the theme in the selection "The Sniper". Use this graphic organizer in your analysis. Play the Hangman Game, the words are your vocabulary from the story.

Wed: Analyze the selection "Thoughts of Hanoi". Use this graphic organizer (p.9) in your analysis.

Thu: Analyze the irony and ambiguity in the selection "The Gift of the Magi". Use this graphic organizer in your analysis. Play the Hangman Game , the words are your vocabulary from the story.

Fri: Quiz #2 about comparing themes, irony and ambiguity and the selections: "The Sniper", "Thoughts of Hanoi", and "The Gift of the Magi".

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HOMEWORK:
Please read pages 58-169 of the novel "El Bronx Remembered". Please take note of the following words:
- Mon: permeated (p.71)
- Tue: sympathetically (p.83)
- Wed: exhausted (p.92)
- Thu: persisted (p.103)
- Fri: impulsively (p.110)
- Fri: resounded (p. 130)
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Please use the Frayer Model Graphic Organizer to analyze each word (definitions and characteristics) and to synthesize/ apply this information by thinking of examples and non examples.

Due: all HW are due the next day.

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STANDARDS: *8.LT-T.3* 10.LT-T-3* 7.LT-F.5* 9.LT.6.2* 10.LT-F.4* 8.LT-S.10* 10.LT-S.11* 9.LD-V.8* 10.IT-E.1

DCPS English 1 Pacing Guide

Take my online quiz about comparing themes, irony and ambiguity and the selections: "The Sniper", and "The Gift of the Magi".

Week 1 (English 1)

WORD OF THE DAY: http://www.merriam-webster.com/cgi-bin/mwwod.pl

WARM UP: Journal Entry (Autobiographical narrative)

Mon: What was your most humiliating junior high experience? Write a short, possibly funny, description of it.

Tue: Many names have special meaning or history. For example, the name Hannah means "favor" or "grace". The name Vito means "life".

Write about your own name. Who named you? What does your name mean? Does it have a special ethnic or religious significance? Are you named after someone in your family? If you could change your name, would you?

Wed: When a special event is on the horizon, people plan for it and get excited about it. Maybe it's a dance, an election, a family event, a party, a birthday, or an important sports game.

Think of a special event that you planned for and looked forward to that turned out much differently from what you expected. Write about what you expected would happen and what actually happened.

Thu: People feel passionately about sports. Some play sports and detest it, because they're not as good as they want to be; others play and love it, because they're competitive and skilled. Some pay close attention to pro or local teams. Some attend games as serious fans; others attend because they like the social interaction in the stands. Some people loathe sports and think that the people who play them and watch them are brainless jocks. Which group do you fall into? Explain.

Fri: Songs can invoke vivid memories; hearing a particular song can rocket you back to seventh grade or last summer. Write about a song that is really evocative of a certain time in your life.

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LESSONS

Vocabulary Development

C1: Crime on mars - Vocabulary Development, pg 39; EOL - Vocabulary Development, pg 42

C2: The White Umbrella - Vocabulary Development pg 64; EOL - Vocabulary Development, pg 103

C3: The Interlopers - Read and discuss Academic Vocabulary for Collection 3, pg 79; Vocabulary Development, pg 81; EOL - Vocabulary Development, pg 158;

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Reading

C1: Crime on Mars- Before You Read, pg 38; Read, discuss and respond to the text, pg 40-46; Skills Review, pg 47-49

C2: The White Umbrella - Before You Read, pg 63; Read, discuss and respond to the text, pg 65-74; Skills Practice, pg 75; Skills Review pg 76-77

C3: The Interlopers - HAR - Before You Read, pg 30; Read, discuss and respond to the text, pg 31-34; Skills Practice, pg 35; End of Selection Quiz (One Stop Planner)

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SMALL GROUP:

Please quietly read pages 1-57 of the novel "El Bronx Remembered".

Mon: Analyze the plot in the selection "Crime on Mars" using this graphic organizer. Please submit this to your teacher before you leave the classroom (exit slip).

Tue: Analyze the setting in the selection "Crime on Mars" using this graphic organizer. Please submit this to your teacher before you leave the classroom (exit slip).

Wed: Please analyze the characters in the selection "The White Umbrella" using this graphic organizer. Please submit this to your teacher before you leave the classroom (exit slip).

Thu: Please analyze the point of view of the narrator/ voice in the selection "The Interlopers" using this graphic organizer. Please submit this to your teacher before you leave the classroom (exit slip).

Fri: Quiz about the elements of the story (setting, character, narrator/ voice), the selections "Crime on Mars", "The White Umbrella", and "The Interlopers".

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HOMEWORK:

Please continue reading pages 1-57 of the novel "El Bronx Remembered". Please take note of the following words:

- Mon: assured (p.1)

- Mon: barricaded (p.18)

- Tue: fluent (p.23)

- Wed: bereavement (p.33)

- Thu: intimate (p.40)

- Fri: deliberately (p. 45)

- Fri: insufficient (p.46)

Please use the Frayer Model Graphic Organizer to analyze each word (definitions and characteristics) and to synthesize/ apply this information by thinking of examples and non examples.

Due: all HW are due the next day.

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STANDARDS: * 8.LT-F.5 * 9.LT-F.5 * 8.LT-F.5 * 9.LD-V.8 * 9.LD-V.7 * 9.LD-V.9 * 9.LT-F.5 * 9.LD-V.8 * 9.LD-V.7 * 9.LD-V.9

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DCPS English 1 Pacing Guide

Take my online quiz about the elements of the story (setting, character, narrator/ voice), the selections "Crime on Mars", "The White Umbrella", and "The Interlopers".

"I Am" poem

WORD OF THE DAY: http://www.merriam-webster.com/cgi-bin/mwwod.pl

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WARM UP:
- self introduction "Getting to Know You" game. Try to find at least ONE classmate in the room who fits into the following categories (refer to this activity sheet). When you find someone have that classmate put his/ her initials in the correct box. The object is to get as many sets of initials in every box as you can.

LESSON:
We are going to write the "I Am" poem. An "I Am" poem is a good way to focus on our own characteristics. This is a poem that can be used to describe any character, setting, idea or concept found in literature from language arts, social studies, science, math, and art. It is a wonderful way to learn about nouns, verbs, and adjectives. Use two adjectives in each line if possible.

Here's how to do it:
I am (two special characteristics)
I wonder (something you are actually curious about)
I hear (an imaginary sound)
I see (an imaginary sight)
I want (an actual desire)
I am (the first line of the poem restated)

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I pretend (something you actually pretend to do)
I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something that really bothers you)
I cry (something that makes you very sad)
I am (the first line of the poem repeated)

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I understand (something you know is true)
I say (something you believe in)
I dream (something you actually dream about)
I try (something you really make an effort about)
I hope (something you actually hope for)
I am (the first line of the poem repeated)

Class blog: http://digitalanthology.blogspot.com/

Perhaps one of the most fascinating tools that has emerged from the Internet cloud in recent years is the Blog. A shortening of the term Web log, the Blog is an online publishing tool that enables people to easily publish their loves, passions, dislikes, peeves, discoveries, and insights.
Thousands of teachers have discovered the value of classroom blogging, both as an avenue for their communications, but also as a tool for giving voice to what their students are learning and how they are learning. We will be using a class blog as our class portal and as a tool for collaborating with each other and expressing your voice.

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Blogging Responsibly

At end of the lesson, students will:

- Recognize the potential dangers of irresponsible blogging

- Write an "Acceptable Blog Use" policy for our class

- Be ready to begin the responsible use of blogs in our class.

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Reading Material:

The Promise and Perils of Blogging (print this)

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Lesson:

- Students will pick up printout of the reading as they enter class

- Read and markup the packet

- Rearrange room for Socratic Seminar.

- Seminar #1

- What are some of the potential dangers of blogging discussed in these articles? Which of these concerns are legitimate? Why or why not? What other dangers are there in blogging that were not discussed in the articles?

- Seminar #2

- What type of situations should our class blog policy cover? What are appropriate consequences for breaking the policy?

- After the seminar, students will get in groups of 3-4, and come up with a list of 3 rules they feel should be included in our class blog policy. They also will have to come up with consequences

- Students put rules on the board

- What rules are we missing? (This will just be brainstorming...no shooting ideas down). What rules do you disagree with? (Disagreements will be put to a majority vote)

Follow up: I will type of the policy, and have students sign a copy of it the following class.

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WEEKEND HOMEWORK:

1. Each of you will set up and maintain your own personal weblog using the Blogger service. You are free to use your blog in whatever way you want, though you should keep in mind that it will be read by faculty and other students in this class (and potentially by anyone in the world with a net connection). You are encouraged to think about your blog as something that you will continue to use after this course is over. Feel free to write about interesting (or mundane) things that you're doing that are unrelated to the course, and to express your likes and dislikes about TV, movies, books, music, food, relationships, politics... whatever moves you.

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*** Your "I Am" poem that you wrote in this class today will be your first blog entry.

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By July 31, you will look back over your postings and nominate (by specifying the date posted) five postings you made over the course of the summer that best represent your thoughtful reflections on these issues. You should also point to an additional five postings in which you have responded to postings made by others in the class.

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You will receive a grade based equally on these three dimensions:

- the quality of the writing (be yourself, but model good grammar, spelling and flow)

- the degree to which your writing shows thoughtful reflection

- regularity. You are expected to blog at least once per week.This assignment counts for extra credit to your course grade.

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STANDARDS: 8.W-E.3

DIAGNOSTIC TEST

Summer School Class Syllabus

WORD OF THE DAY: http://www.merriam-webster.com/cgi-bin/mwwod.pl
WARM UP: Most people have vivid memories of certain events from childhood. What sticks in your mind? Pick one particularly strong memory and describe it in detail in your journal.

LESSON:
- Discuss the syllabus, classroom rules and expectations, description of assignments, evaluation & assessment, and reference. (DCPS handout English 1 syllabus- print this)
- Present to the students with a Powerpoint the research paper guidelines
- Give out rubrics, checklists & format for the research paper and oral presentation
- summarize and present with a PowerPoint Presentation, Q&A to make sure students understand everything.
- Writing Workshop: Write the draft of your title page.

HOMEWORK:
Who is Nicholasa Mohr? Tell something about her:
- personal information like the things that influenced her to be an artist or a writer.
- family information like if the author based characters on people in her family, or the type of family the author has while growing up.
- writing information such as where does the author get her ideas, what is the hardest part of writing, or how long does the author take to write a book.
- other books by this author.

Research paper due: July 31, 2008 3:30pm.

EXIT SLIP:
How much effort can you put into our English 1 class in order to graduate on August 1? What can I expect from you this summer?

English 1 Summer Scholars Course '08

WORD OF THE DAY: http://www.merriam-webster.com/cgi-bin/mwwod.pl

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English I, Cardozo High School, Course Description
This course builds upon the literary knowledge and language skills covered in English 8. Students will read, discuss, and write about multicultural drama, poetry, and novels. Students will read a novel and respond in various modes of writing. Writing assignments will include structured paragraphs, short compositions, letters, narratives, and at least one short research project. Students will use technology to complete writing tasks and prepare for public speaking projects, and develop their communication and collaboration skills through work with their peers.

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* Objectives: Upon completing English I, students should be able to:
- analyze and interpret samples of good writing, identifying and explaining an author's use of rhetorical strategies and techniques;
- apply effective strategies and techniques in their own writing;
- create and sustain arguments based on readings, research, and/or personal experience;
- demonstrate understanding and mastery of standard written English as well as stylistic maturity in their own writings;
- write in a variety of genres and contexts, both formal and informal, employing appropriate conventions;
- produce expository and argumentative compositions that introduce a complex central idea and - develop it with appropriate, specific evidence, cogent explanations, and clear transitions; and
- move effectively through the stages of the writing process, with careful attention to inquiry and research, drafting, revising, editing, and review.

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* Evaluation & Assessment Online Gradebook: http://www.engrade.com/login.php

* Description of Assignment

* Classroom Rules & Expectations

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Course Materials & Readings:

Mohr, Nicholasa. El bronx Remembered. Austin: Holt, Rinehart and Winston, 2009. Holt Elements of Literature: Third Course. Austin: Holt, Rinehart and Winston, 2005. Holt Reader, Third Course. Austin: Holt, Rinehart and Winston, 2005.

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*** Please email Ms. Angala (Maria.Angala@dc.gov ) if you have any questions. ENJOY and aim for Summer Success!!!

Oral Presentation Guidelines

Introduction to the Report
For your first outside reading assignment, you will be giving a presentation to your classmates. You will also complete a research paper to accompany your presentation (see #3 below) as well as make a poster that publicizes your book. If you were trying to sell this book, how would you want it presented to the public? How would you catch people’s attention? Your poster should capture some key elements of the plot and/or characters in your book.

Book Report Requirements

1. a four to six minute long oral report which includes:

• a brief introduction of the book’s plot

• a brief description of the key characters and their roles

• a glimpse of the climax

• no give-away of the resolution!

• a thoughtful discussion of how one of the following contributes to the novel:
(a) setting, (b) conflict, (c) characterization (Refer to short story packet for definitions, such as indirect/direct characterization, flat, round, etc.) For this portion of your report, you should read one passage from the book aloud to prove your point. Follow up your reading with an explanation of how it illustrates the term you have identified.

• a discussion of theme (What is the lesson that the book teaches readers? How does the book show this theme?)

• your evaluation of the book and why you like/dislike it (Be sure to give specific reasons for your “thumbs up” or “thumbs down.”)

2. a poster to publicize your novel (25 points)

• on poster board (bigger than 8 1/2” x 11”)

• include the title and author (make words visible to audience)

• make it colorful and eye-catching

• portray a key element of the plot and/or any major characters

Advice for a Good Oral Presentation (Follow these criteria.)

1. Note Cards: You should plan on using note cards (3” x 5”) to help you stay on track while delivering your speech. You don’t need to use complete sentences on the cards--just stick to key words and phrases to prompt you as you speak. Write clearly. Number the cards.

2. Rehearsing: Rehearsing before you give your oral report in class is crucial. Practice your presentation several times in front of your family or a friend so that you’re comfortable with it. Ask for feedback. Is your presentation clear? informative? interesting? Practicing will also ensure that your delivery falls within the 4 to 6 minute range.

3. Voice: Speak loudly and clearly. Try to avoid a monotone voice; be lively and enthusiastic! Pace yourself as you speak--don’t rush through your presentation or take a really long time to get your ideas across. Pause occasionally for emphasis. Pronounce words distinctly. Choose the words you say carefully before you give your report in class. Please avoid slang.

4. Facial Expressions: Think about the expressions you will be showing on your face as you’re presenting. Try to avoid scowling or frowning, unless for intentional emphasis. Let your face express and reflect what you’re saying.

5. Eye Contact: Look at everyone in your audience, not just one or two people. You do not have to deliver your whole speech to your teacher! Avoid staring at the carpet, your feet, the corner of the room, or the wall.

6. Posture and Poise: Your manner of presenting should be natural and relaxed. Try to avoid slouching, leaning to one side, or making nervous movements. Feel free to walk around a bit, using deliberate hand or facial gestures to emphasize points you’re making. If you make a mistake, try to remain calm! Just pick right back up where you left off.

RUBRIC which will be used for evaluation.

GOOD LUCK!!!

Evaluation & Assessment

REQUIRED ASSESSMENTS
Quizzes
Selection Tests
Midterm Examination
Final Examination
Analytic Research paper and Oral presentation
Other informal assessments: observations, inventories, checklists, peer and self evaluation, exit cards and discussion

GRADING POLICY
Classwork and notebooks 5%
Participation and Discussion 5%
Quizzes 10%
Midterm Examination 15%
Final Examination 20%
reasearch paper 40%
Oral Presentation 5%

STANDARD GRADING SCALE
The assignement of letter grades will be based on the following grading scale:
A = 93 - 100
A- = 90 - 92
B+ = 87 - 89
B = 83 - 86
B- = 80 - 82
C+ = 77 - 79
C = 73 - 76
C- = 70 - 72
D+ = 67 - 69
D = 64 - 66
F = 63 - 0

ABSENCE POLICY
Attendance will be closely monitored at all schools and is required for receiving course credit. While individual circumstances will be examined on a case-by-case basis, course level mastery is unlikely with more than 3 absences.

Description of Assignments

MIDTERM EXAM
The midterm examination will assess literary, reading, vocabulary, writing and language skills. The content of the examination will include selections from Collections 1 through 5 in the Holt Reader.

FINAL EXAM
The final examination will assess literary, reading, vocabulary, writing and language skills. The content of the examination will include selections from Collections 1 through 11 in the Holt Reader.

CLASSWORK AND NOTEBOOK
Classwork is designed to allow students to practice new skills and strategies introduced during the class period and to reflect on their learning. Each student must have a notebook to store all classwork assignments, notes, handouts, supplementary readings, and other materials. The notebook will help students chart their progress in the course and serve as proof that they have completed assigned work. The notebook (journal) will be graded according to this rubric.

QUIZZES
Quizzes will be given throughout the course to assess students' progress toward achieveing English 1 course standards.

CLASS PARTICIPATION AND DISCUSSION
Class participation is an integral part of student learning. Thus, students must participate in daily discussions and class activities, some of which may involve small, collaborative groups.

REASEARCH PAPER
Each student will be required to complete an analytical research paper based on the readings from El Bronx Remembered by nicholas Mohr. Topics for analysis may be related to a specific aspect of the work (for example, characterization or setting), connections to other works read in the course, relevance of themes and ideas in the novel to current society, etc. Furthermore, students' research may address solutions to a problem in the stories, causes and effects of circumstances and events in the stories, a comparison and contrast of ideas, events, characters, etc. However, the teacher must approve all topics before students can begin their research.
Students must participate in related discussions and writing conferences during class although the majority of the writing of the research paper will take place outside of class. Along with writing the paper, students must make an oral presentation of their paper in class.
The analystic research paper is heavily weighted, required course assignment. The completed research paper should reflect students' original thinking supported by appropriately cited research and comply with the research guidelines of the Modern language Association (MLA).

ACADEMIC INTEGRITY AND PLAGIARISM
Any substantiated case of plagiarism - whether intentional or unintentional - may result in loss of course credit.

Classroom Rules and Expectations

Classroom Rules:

- Attend regularly. Unnecessary absences should be avoided.
- Be on time. In class on time means the student is in his / her seat prior to the tardy bell. Your tardies negatively impact your citizenship and cheat you of valuable information about the day's studies.
- Bring your materials to every class meeting. Mandatory supplies include:

*a 3-ring binder only for English I
*2 or more pencils (#2 pencils, or mechanical pencils)
*2 or more blue or black ink pens
*a hi-liter (2 or 3 of different colors recommended).
-Contribute in a positive and meaningful way to class and online discussions, cooperative work groups. Put forth as much or even more effort to complete tasks as the others in your group. You may have to arrange to meet outside of class for projects. Be a conscientious participant. No name calling, put-downs, obscene language, irrelevant comments. Literature is subjective by nature, and you can expect to participate in differing interpretations of the works we study. It goes without saying that you will adhere to all school-wide rules regarding comportment while on campus, dress code, etc.
- Practice self-discipline and good time management skills to ensure success in this class. Plan carefully, avoid procrastination, and ask for clarification or assistance if you are unclear about an assignment. Technical difficulties can arise when one does not plan ahead. Be sure you have timely access to the Internet, resources, printers, ink, appropriate paper, etc. Extra credit is occasionally offered but should not in any way be depended upon as a way to significantly increase one's grade.
- Practice quality control when it comes to your product. Assignments must be on 8.5 X 11 paper, and not from a spiral notebook. Assignments must be neat and legible and typed . Assignments and projects must be completed in the format indicated in the directions.- Practice integrity by using only your own original work to complete assignments. Use proper MLA formatting, parenthetical citations and Works Cited pages to indicate your sources. Any copying of work, no matter how minor, will not be tolerated and will result in points lost. This includes work for classes other than mine. Rules regarding Plagiarism are that: you must acknowledge direct use of someone else's words, any words you paraphrase from any source, direct use of someone else's ideas, and material obtained through any source, including material obtained from the Internet and other databases.

Classroom Expectations:

- Be respectful. Show respect for peers, adults, and property and other learning materials and furniture in room.
- Be responsible. Academic honesty is required; cheating or plagiarism will not be tolerated (see above Practice Integrity). Always come on time and prepared to class.

- Be safe. No food or gum allowed in class. Bottled water are allowed. Respect others by picking up after yourself when in the classroom. Failure to do so will not be tolerated.
- Inappropriate behavior will result in consequences such as detention, removal, suspension or expulsion from the summer success program. Make the choice to be a good citizen and you will find this class is rewarding, fun and meaningful.