Below you will find a list of quotes from the book. I suggest you read over them and analyize what they mean. If you are able to do this for every quote than you should be ready for the final exam:
Their Eyes Were Watching God – Quoted Passages (Chapters 1-19)
Chapter 1:
“ Ships at a distance have every man’s wish on board. For some they come in with the tide. For others they sail forever on the horizon, never out of sight, never landing until the Watcher turns his eyes away in resignation, his dreams mocked to death by Time. That is the life of men.” Ch. 1 P.1
“Now, women forget all those things they don’t want to remember, and remember everything they don’t want to forget. The dream is the truth. Then they act and do things accordingly.” Ch. 1 P.1
Chapter 2:
“Janie saw her life like a great tree in leaf with the things suffered, things enjoyed, things done and undone. Dawn and doom was in the branches.” Ch.2 p. 8
"'You know, honey, us colored folks is branches without roots and that makes things come round in queer ways. You in particular. Ah was born back due in slavery so it wasn't for me to fulfill my dreams of whut a woman oughta be and to do . . . Ah wanted to preach a great sermon about colored women sittin' on high, but they wasn't no pulpit for me.'" Chapter 2, pg. 15
“[Janie] was stretched on her back beneath the pear tree soaking in the alto chant of the visiting bees, the gold of the sun and the panting breath of the breeze when the inaudible voice of it all came to her. She saw a dust-bearing bee sink into the sanctum of a bloom; the thousand sister-calyxes arch to meet the love embrace and the ecstatic shiver of the tree from root to tiniest branch creaming in every blossom and frothing with delight. So this was a marriage! She had been summoned to behold a revelation. Then Janie felt a pain remorseless sweet that left her limp and languid.” Ch. 2
Chapter 3:
“Janie’s first dream was dead, so she became a woman.” Ch 3 p. 25
Chapter 4:
“Janie pulled back a long time because he did not represent sun-up and pollen and blooming trees, but he [Joe] spoke for far horizon. He spoke for change and chance. Still she hung back. The memory of Nanny was still powerful and strong.” Ch. 4 p. 29
Chapter 5:
“Over, Janie? I god, Ah ain’t even started good. Ah told you in de very first beginnin’ dat Ah aimed tuh be uh big voice. You oughta be glad, ‘cause dat meaks us big woman outa you.
A feeling of coldness and fear took hold of her. He felt far away from things and lonely.” Ch. 5 p. 46
“They had murmured hotly about slavery being over, but every man filled his assignment.” Ch. 5 p. 47
“It sort of made the rest of them feel that they had been taken advantage of. Like things had been kept from them. Maybe more things in the world besides spitting pots had be hid from them, when they wasn’t no better than to spit in tmato cans. It was bad enough for white people, but when one of your own color could be so different it put you on a wonder. It was like seeing your sister turn into a ‘gator.”Ch. 5 p. 48
“Speakin’ of winds, he’s de winds, he’s de wind and we’se de grass. We bend which ever way he blows,…but at dat us needs h im. De town wouldn’t be nothin’ if it wasn’t for him. He can’t help bein’ sorta bossy. Some folks needs thrones, and ruling – chairs and crowns tuh make they influence flet. He don’t. He ‘s got us throne in de seat of his pants.” Ch. 5 p. 49
Chapter 6:
“This business of the head-rag irked her endlessly. But Jody was set on it. Her hair was NOT going to show in the store. It didn’t seem sensible at all. That was because Joe never told Janie how jealous he was… She was there in the store for him to look at, not those others. But he never said things like that. ..” Ch. 6 p. 55
“The spirit of the marriage left the bedroom and took to living in the parlor. It was there to shake hands whenever company came to visit, but it never went back inside the bedroom again. .. The bed was no loner a daisy field for her and Joe to play in. It was a place where she went and laid down when she was sleepy and tired.” Ch. 6 p. 71
“She found that she had a host of thoughts she never expressed to him, and numerous emotions she had never let Jody know about. Things packed up and put away in parts of her heart where he could never find them. She was saving up feelings for some man she had never seen.” Ch 6. p. 73
Chapter 7:
“She got nothing from Jody except what money could buy, and she was giving away what she didn’t value.” Ch. 7 p. 76
“Then one day she sat and watched the shadow of herself going about tending store and prostrating itself before Jody, while all the time she herself sat under a shady tree with the wind blowing through her hair and her clothes. Somebody near about making summertime out of lonesomeness.” Ch. 7 p. 77
Chapter 8:
“The young girl was gone, but a handsome woman had taken her place. She tore off the kerchief from her head and let down her plentiful hair. .Then she starched and ironed her face, forming it into just what people wanted to see…” Ch. 8 p. 87
Chapter 9:
“The Little Emperor of the cross-roads was leaving Orange County as he had come – with the out-stretched hand of power.
Janie starched and ironed her face and came set in the funeral behind her veil. It was like a wall of stone and steel. The funeral was going on outside. All things concerning death and burial were said and done… Weeping and wailing outside. Inside the expensive black folds were resurrection and life. She did not reach outside for anything, not did the things of death reach inside to disturb her calm. She set her face to Joe’s funeral, and herself went rollicking with the springtime across the world.” Ch 9. p. 89
Chapter 10:
This is a transition chapter. I did not pick any quotes from this section.
Chapter 11:
“He was probably the kind of man who lived with various women but never married. Fact is, she decided to treat him so cold if her ever did foot the place that he’d be sure not to come hanging around there again. “ Ch 11 p. 100
"[Tea Cake] looked like the love thoughts of women. He could be a bee to a blossom - a pear tree blossom in the spring. He seemed to be crushing scent out of the world with his footsteps. Crushing aromatic herbs with every step he took. Spices hung about him. He was a glance from God." Chapter 11, pg. 101
Chapter 16:
"Before the week was over he had whipped Janie. Not because her behavior justified his jealousy, but it relieved that awful fear inside him. Being able to whip her reassured him in possession. No brutal beating at all. He just slapped her around a bit to show he was boss." Chapter 17, pg. 140
Chapter 17:
"They huddled closer and stared at the door. They just didn't use another part of their bodies, and they didn't look at anything but the door. The time was past for asking the white folks what to look for through that door. Six eyes were questioning God." Chapter 18, pg. 150
Chapter 18:
"'Once upon uh time, Ah never 'spected nothin', Tea Cake, but bein' dead from standin' still and tryin' tuh laugh. But you come 'long and made somethin' outa me. So Ah'm thankful fuh anything we come through together.'" Chapter 18, pg. 158
Chapter 19:
"Janie held his head tightly to her breast and wept and thanked him wordlessly for giving her the chance for loving service. She had to hug him tight for soon he would be gone, and she had to tell him for the last time. Then the grief of outer darkness descended." Chapter 19, pg. 175
"'So Ah'm back home agin and Ah'm satisfied tuh be heah. Ah done been tuh de horizon and back and now Ah kin set heah in mah house and live by comparisons.'" Chapter 20, pg. 182
"Here was peace. She pulled in her horizon like a great fish-net. Pulled it from around the waist of the world and draped it over her shoulder. So much of life in its meshes! She called in her soul to come and see." Chapter 20, pg. 184
Friday, December 5, 2008
Their Eyes Were Watching God - Final Exam Review
“Their Eyes Were Watching God” Final Exam Review
(This is similar to the handout given in class. However,the grid pattern does not translate into the blog. In order to use this I suggest you block and copy it into a word document and then recreate the grid.
Positives: Negatives: How S/He Impacted Janie and
How Janie changed as a result
of having this person in her life:
Nanny
Logan
Joe/Jody
Tea Cake
Be sure to know who the following people are and what they have to do with Janie:
Minor Characters:
Leafy Pheoby Mrs. Turner Sop-de-Bottom
Hezekaih Mr. Prescott Mis’ Samuels Mrs. Turner’s Brother
Matt Bonner Anne Tyler Who Flung
Themes to Consider:
Use your quote packet to find specific details that could be used to develop the following themes.
Explain how Janie has evolved from the young girl in the beginning of the novel to the twice widowed woman at the end. How and why has she changed?
Consider Janie’s three husbands. What were the strengths of each? How did each of them hurt or let Janie down? What characteristics do they share?
Explain what you see as one of the most important messages in the novel.
Do you consider this novel to be hopeful or negative?
(This is similar to the handout given in class. However,the grid pattern does not translate into the blog. In order to use this I suggest you block and copy it into a word document and then recreate the grid.
Positives: Negatives: How S/He Impacted Janie and
How Janie changed as a result
of having this person in her life:
Nanny
Logan
Joe/Jody
Tea Cake
Be sure to know who the following people are and what they have to do with Janie:
Minor Characters:
Leafy Pheoby Mrs. Turner Sop-de-Bottom
Hezekaih Mr. Prescott Mis’ Samuels Mrs. Turner’s Brother
Matt Bonner Anne Tyler Who Flung
Themes to Consider:
Use your quote packet to find specific details that could be used to develop the following themes.
Explain how Janie has evolved from the young girl in the beginning of the novel to the twice widowed woman at the end. How and why has she changed?
Consider Janie’s three husbands. What were the strengths of each? How did each of them hurt or let Janie down? What characteristics do they share?
Explain what you see as one of the most important messages in the novel.
Do you consider this novel to be hopeful or negative?
Their Eyes Were Watching God - Student Lead Discussions
We are currently reading Their Eyes Were Watching God. Students have signed up for chapters from the book. Their assignment is to prepare for and lead a discussion. Here's the assignment:
English 12, Unit 3:
Their Eyes Were Watching God - Presentation of Chapters
Each student will be responsible for leading a 15 minute discussion on a chapter from Their Eyes Were Watching God. Presentations will enable class discussion based on the questions that the presenter(s) prepare in advance of the chapter presentation date.
In planning the presentation, each student should:
• Write a summary of the chapter.
• Develop 3-4 literal questions based on facts from the novel;
• Develop 3-4 interpretive questions that require the individual connections and analysis;
• Develop 1-3 universal questions relate the chapter to the lives of the class or the world at large.
• Include in the questions the author’s use of literary devices, such as imagery, metaphor, simile, and symbolism to help construct meaning and understanding from the text during the class discussion;
• Label the questions as fact, interpretation, or universal.
• Turn in an electronic of the questions on the class period the day before the presentation so that they may be loaded onto the Notebook software and used in class. If you fail to do this, you will need to make 28 copies of your hand out to use in class No Electronic Study Guide or No copies = no points (If your presentation is on Monday, the questions are due on Friday. )
Presentations will begin and end promptly. Be on Time! NO late work will be accepted!
It is expected that all students will keep up with the reading of the novel. Points will be awarded for offering meaningful contributions to the discussions.
Chapter Assignments:
Mrs. Welshon will assign chapters to students. Longer chapters may have more than one person presenting. Group work will have to be completed outside of class. Each person is responsible for writing his/her own summary and questions. For example, if you have two people doing a chapter, they will need 6- 8 questions based on fact, 6-8 questions based on interpretation and 2-6 based on universal elements. A group of two people would have 30 minutes to teach their chapter. Turn in each member’s questions together with the questions that the group has selected to use. Each member of a group will receive the same grade, which will be a reflection of the effort put in by each.
Class Participation:
Each member of the class will be responsible for participation by having the book open to the appropriate chapter, giving eye contact, and taking part in the discussion. I will, as fairly as possible, be awarding credit based on their participation and contributions. Keep in mind that side conversations will be interpreted by me as not paying attention.
Five or more meaningful responses = 50 points
Three meaningful responses = 40 points
Two meaningful responses = 30 points
Quietly Sitting = 0 points
Points:
Presentation of Chapter = 200 (DNM 0-120 Meets C 150 Exceeds B 170 Exceeds A 200)
Questions to the Teacher (Only is provided by the due date, the day BEFORE the presentation) = 50
Class Participation = 50 per day
Keep in mind that presentations will proceed as scheduled; no late work will be permitted. If you are late, or not present on your scheduled day, I will teach your chapter and you will loose the points. It does not matter if your absence was excused on unexcused!
English 12, Unit 3:
Their Eyes Were Watching God - Presentation of Chapters
Each student will be responsible for leading a 15 minute discussion on a chapter from Their Eyes Were Watching God. Presentations will enable class discussion based on the questions that the presenter(s) prepare in advance of the chapter presentation date.
In planning the presentation, each student should:
• Write a summary of the chapter.
• Develop 3-4 literal questions based on facts from the novel;
• Develop 3-4 interpretive questions that require the individual connections and analysis;
• Develop 1-3 universal questions relate the chapter to the lives of the class or the world at large.
• Include in the questions the author’s use of literary devices, such as imagery, metaphor, simile, and symbolism to help construct meaning and understanding from the text during the class discussion;
• Label the questions as fact, interpretation, or universal.
• Turn in an electronic of the questions on the class period the day before the presentation so that they may be loaded onto the Notebook software and used in class. If you fail to do this, you will need to make 28 copies of your hand out to use in class No Electronic Study Guide or No copies = no points (If your presentation is on Monday, the questions are due on Friday. )
Presentations will begin and end promptly. Be on Time! NO late work will be accepted!
It is expected that all students will keep up with the reading of the novel. Points will be awarded for offering meaningful contributions to the discussions.
Chapter Assignments:
Mrs. Welshon will assign chapters to students. Longer chapters may have more than one person presenting. Group work will have to be completed outside of class. Each person is responsible for writing his/her own summary and questions. For example, if you have two people doing a chapter, they will need 6- 8 questions based on fact, 6-8 questions based on interpretation and 2-6 based on universal elements. A group of two people would have 30 minutes to teach their chapter. Turn in each member’s questions together with the questions that the group has selected to use. Each member of a group will receive the same grade, which will be a reflection of the effort put in by each.
Class Participation:
Each member of the class will be responsible for participation by having the book open to the appropriate chapter, giving eye contact, and taking part in the discussion. I will, as fairly as possible, be awarding credit based on their participation and contributions. Keep in mind that side conversations will be interpreted by me as not paying attention.
Five or more meaningful responses = 50 points
Three meaningful responses = 40 points
Two meaningful responses = 30 points
Quietly Sitting = 0 points
Points:
Presentation of Chapter = 200 (DNM 0-120 Meets C 150 Exceeds B 170 Exceeds A 200)
Questions to the Teacher (Only is provided by the due date, the day BEFORE the presentation) = 50
Class Participation = 50 per day
Keep in mind that presentations will proceed as scheduled; no late work will be permitted. If you are late, or not present on your scheduled day, I will teach your chapter and you will loose the points. It does not matter if your absence was excused on unexcused!
Tuesday, November 18, 2008
Extra Credit Opportunities - Cards & Movie Analysis
In an effort to allow students to improve their grades in my class I am offering two extra credit assignments:
1. Greeting Cards for Injured American Soldiers - I believe that mail can be a wonderful things, especially for a person who is in the hospital over the holidays. In an effort to support our troops and spread some holiday cheer, I am offering you the chance to make holiday cards that we will send to:
A Recovering American Soldier
c/o Walter Reed Army Medical Center
6900 Georgia Avenue,NW
Washington,D.C. 20307-5001
I will accept up to two cards per person for extra credit. Feel free to make more of them, if you like. They can be Happy Holiday, Merry Christmas, Happy Hanukkah, Thanks for Your Efforts, etc. It does not even have to be a holiday card, just a card that will make someone happy. I will award up to 50 points per card (100 point max. total), based on the amount of effort put into the card. I will collect them and send them off in a large envelope. The cards are due by Friday, December 5, 2008. Please see me if you have questions about this extra credit opportunity.
2. Movie Analysis: We have analyzed "We are Marshall," "Take the Lead," and "Stranger in the Village" through the lens of what it means to be a stranger and how that is portrayed through word choice, actions, opportunities, guidelines for acceptable behavior and responses. Now you can flex those muscles on your own and analyze one more movie on your own. Points will be awarded based on the level of effort and the quality of your work. I expect that a quality, thoughtfully written essay could be worth 100 points, perhaps even a bit more if the anaylsis is detailed and accurate. Please see me so that we can agree on a movie that I am familiar with and one you want to view. Once you've viewed your movie please address the following questions in a type written essay:
Who is the Stranger?
What is the voice/identity of the “stranger” in the village? Why is he/she perceived as a stranger by others? Look for a anything that sets the “stranger” apart. (Speech, dress, customs, mannerisms, etc.) The stranger does not know the rules.
Consider:
o Word choice
o People’s reaction to the character
o Clothing, behaviors, mannerisms
With What Voice Does the Stranger Speak?
Examine or describe the behaviors, rule sets and distinguishing traits of the “members of the village.” Identify in particular any aspects of the villagers that contrast strikingly with the “stranger.” Any similarities of note? How much of this concept that you’ve adopted relies on specific incidents and how much of it is suggested or implied from the stereotyped associations upon which the author leans, or assumes the reader will make?
Accepted or Rejected?
Explain how and why the main character becomes accepted into or rejected by the community.
Consider:
o Whether or not the “villagers” change their actions/reactions to the “stranger.”
o Any adaptations of new behavior/mannerisms by the main character.
o Any adaptations of new behavior/mannerisms by the community that allows the main character to become integrated.
The Impact of the Stranger and the Community Coming Together
How has the stranger and/or the community changed as a result of their interactions?
Consider:
o How have the values changed within the community as a result of the “stranger”?
o Is the community better or worse off as a result of their choices?
o Is the stranger or next stranger to come along better off or worse off as a result of their choices?
1. Greeting Cards for Injured American Soldiers - I believe that mail can be a wonderful things, especially for a person who is in the hospital over the holidays. In an effort to support our troops and spread some holiday cheer, I am offering you the chance to make holiday cards that we will send to:
A Recovering American Soldier
c/o Walter Reed Army Medical Center
6900 Georgia Avenue,NW
Washington,D.C. 20307-5001
I will accept up to two cards per person for extra credit. Feel free to make more of them, if you like. They can be Happy Holiday, Merry Christmas, Happy Hanukkah, Thanks for Your Efforts, etc. It does not even have to be a holiday card, just a card that will make someone happy. I will award up to 50 points per card (100 point max. total), based on the amount of effort put into the card. I will collect them and send them off in a large envelope. The cards are due by Friday, December 5, 2008. Please see me if you have questions about this extra credit opportunity.
2. Movie Analysis: We have analyzed "We are Marshall," "Take the Lead," and "Stranger in the Village" through the lens of what it means to be a stranger and how that is portrayed through word choice, actions, opportunities, guidelines for acceptable behavior and responses. Now you can flex those muscles on your own and analyze one more movie on your own. Points will be awarded based on the level of effort and the quality of your work. I expect that a quality, thoughtfully written essay could be worth 100 points, perhaps even a bit more if the anaylsis is detailed and accurate. Please see me so that we can agree on a movie that I am familiar with and one you want to view. Once you've viewed your movie please address the following questions in a type written essay:
Who is the Stranger?
What is the voice/identity of the “stranger” in the village? Why is he/she perceived as a stranger by others? Look for a anything that sets the “stranger” apart. (Speech, dress, customs, mannerisms, etc.) The stranger does not know the rules.
Consider:
o Word choice
o People’s reaction to the character
o Clothing, behaviors, mannerisms
With What Voice Does the Stranger Speak?
Examine or describe the behaviors, rule sets and distinguishing traits of the “members of the village.” Identify in particular any aspects of the villagers that contrast strikingly with the “stranger.” Any similarities of note? How much of this concept that you’ve adopted relies on specific incidents and how much of it is suggested or implied from the stereotyped associations upon which the author leans, or assumes the reader will make?
Accepted or Rejected?
Explain how and why the main character becomes accepted into or rejected by the community.
Consider:
o Whether or not the “villagers” change their actions/reactions to the “stranger.”
o Any adaptations of new behavior/mannerisms by the main character.
o Any adaptations of new behavior/mannerisms by the community that allows the main character to become integrated.
The Impact of the Stranger and the Community Coming Together
How has the stranger and/or the community changed as a result of their interactions?
Consider:
o How have the values changed within the community as a result of the “stranger”?
o Is the community better or worse off as a result of their choices?
o Is the stranger or next stranger to come along better off or worse off as a result of their choices?
Tuesday, November 11, 2008
"Sweat" by Zora Neale Hurston
AS a means of getting ready to tackle Their Eyes Were Watching God, we are going to read the short story, Sweat by Zora Neale Hurston.If you need to follow the link to the text you will need to scroll down a bit to find the actual story. The site had a lot of other information related to the story.
English 12:Unit Three
“Sweat” by Zora Neale Hurston
Directions: Read the study questions below before reading the text of “Sweat” by Zora Neale Hurston. Then read the story. Answer each question using specific detail from the story. Be prepared to discuss your answers in class.
1. Describe Delia:
2. Describe Sykes:
3. How does the dialogue and dialect affect the reading of the story? Give an example from the text.
4. What does the “snake” symbolize in the beginning of the story?
5. What does the snake symbolize at the end of the story?
6. Identify three themes in the story:
a)
b)
c)
7. Identify one of the Biblical allusions in the story and explain its significance to the story.
The Bull Whip The Iron Skillet Tree & Flowers The Chinaberry Tree
Clean Laundry Sweat
7. Select one of the objects from the list above and explain its symbolic significance to the story, especially when its traditional significance is juxtaposed with the significance for the character(s) in the story.
8. Select a second object from the list above and explain its significance to the story.
9. Select a third object from the list above and explain its significance to the story.
English 12:Unit Three
“Sweat” by Zora Neale Hurston
Directions: Read the study questions below before reading the text of “Sweat” by Zora Neale Hurston. Then read the story. Answer each question using specific detail from the story. Be prepared to discuss your answers in class.
1. Describe Delia:
2. Describe Sykes:
3. How does the dialogue and dialect affect the reading of the story? Give an example from the text.
4. What does the “snake” symbolize in the beginning of the story?
5. What does the snake symbolize at the end of the story?
6. Identify three themes in the story:
a)
b)
c)
7. Identify one of the Biblical allusions in the story and explain its significance to the story.
The Bull Whip The Iron Skillet Tree & Flowers The Chinaberry Tree
Clean Laundry Sweat
7. Select one of the objects from the list above and explain its symbolic significance to the story, especially when its traditional significance is juxtaposed with the significance for the character(s) in the story.
8. Select a second object from the list above and explain its significance to the story.
9. Select a third object from the list above and explain its significance to the story.
"Stranger in the Village" Paragraph Annotation and Analysis
At this point in class we have worked paragraphs 1-14 together. Paragraphs 15-24 have been assigned to student pairs. Each student pair is to annotate and analyze their paragraph. They will then present their findings to the class, using them as a springboard for running the class discussion. It is expected that the text annotation be transferred to the text via our Smartboard. Here's what is to be discussed:
Read the paragraph aloud to the class;
- Summarize the meaning of the paragraph;
- Underline/Highlight and discuss the most important sentences/lines/phrases/words
in the paragraph. Justify and explain your choices;
- Explain the purpose of the paragraph in relation to the essay as a whole (Why is
it included? What is its purpose?)
- Describe Baldwin's reflection on what it means to him.
Read the paragraph aloud to the class;
- Summarize the meaning of the paragraph;
- Underline/Highlight and discuss the most important sentences/lines/phrases/words
in the paragraph. Justify and explain your choices;
- Explain the purpose of the paragraph in relation to the essay as a whole (Why is
it included? What is its purpose?)
- Describe Baldwin's reflection on what it means to him.
Wednesday, November 5, 2008
"Stranger in the Village" Second Analysis Worksheet
English 12 Unit 2: Stranger in the Village
(Please note that the format of this worksheet has been condensed. If you intend to fill it in, please copy and paste this onto a word processing document and add space for your answers.)
As you read this famous essay by James Baldwin please write down responses to the following questions:
1. Describe, in detail, the “village” as it is portrayed in this essay.
2. In general, what is it that people fear from this stranger?
3.In general, what is it that people might want this stranger?
4. Why is James Baldwin such and unusual stranger?
5. James Baldwin feels a very strong sense of being an outsider/stranger. Is this because the town members make him feel this way? Does he make himself feel that way? Or is it a combination? Explain your answer with at least two specific quotes and analysis from the text:
Quote:
Analysis:
Quote:
Analysis:
6. What is the impact on James Baldwin as a result of being a stranger in the village?
7. What are some of the risks that James Baldwin faces by being/becoming part of the village?
8. Describe how various people try to help James Baldwin feel less of a stranger.
9. What is the purpose of this essay?
(Please note that the format of this worksheet has been condensed. If you intend to fill it in, please copy and paste this onto a word processing document and add space for your answers.)
As you read this famous essay by James Baldwin please write down responses to the following questions:
1. Describe, in detail, the “village” as it is portrayed in this essay.
2. In general, what is it that people fear from this stranger?
3.In general, what is it that people might want this stranger?
4. Why is James Baldwin such and unusual stranger?
5. James Baldwin feels a very strong sense of being an outsider/stranger. Is this because the town members make him feel this way? Does he make himself feel that way? Or is it a combination? Explain your answer with at least two specific quotes and analysis from the text:
Quote:
Analysis:
Quote:
Analysis:
6. What is the impact on James Baldwin as a result of being a stranger in the village?
7. What are some of the risks that James Baldwin faces by being/becoming part of the village?
8. Describe how various people try to help James Baldwin feel less of a stranger.
9. What is the purpose of this essay?
Tuesday, October 28, 2008
"Stranger in the Village" An Essay By James Baldwin & Comprehension Activity
English 12 Unit 2: “Stranger in the Village”
James Baldwin Essay Activity
Materials:
You will need a copy of “Stranger in the Village” by James Baldwin, your own paper and a pen.
Know:
Writers use personal narratives to reflect on events that have taken place. Essays, such as “Stranger in the Village” help us to learn about ourselves, others and cultures. We will continue to notice how language plays a role in how we shape our identity and how others.
Understand:
We will examine how language choice and the writer’s “voice” impact you, the reader. We will analyze the language used so that we might better understand how the writer, James Baldwin in this case, elicits specific emotional responses in his audience.
Do:
We will use a variety of different strategies to comprehend and come to a greater understanding of the essay. In order to do that, please do the following:
1. Go through and number the paragraphs. Write a small number at the first line of each one.
2. We will read the first paragraph together. For the first and second sentences pick the most important words and write them down on your own paper:
P1 ______________
______________
3. Then read the remaining sentence and write down the most important phrase on your own paper:
P1 _____________________________________________________
4. At the end of paragraph 1 answer the following:
o Does Baldwin know he is a stranger?
o How do you think the people will respond to him?
o What is the purpose of this paragraph?
5. Read paragraphs 2-3 and do the following:
o Copy down unusual words and phrases (usually one per sentence, roughly)
o Copy down the most important sentence;
o Explain what the purpose of the paragraph is.
6. Paragraphs 4 -6 - look for Baldwin’s response and his reflection. Summarize them.
7. Paragraphs 7-9 – Listen closely while I read it to you. Look for the reflection. Write a 1 sentence summary of the reflection for each of the paragraphs.
8. Paragraphs 10-12 – Read these silently. Pick out one sentence per paragraph that jumps out at you for some reason. It may be something that bothers you, or that seems especially striking. Copy these down and explain why you selected them. Give some thought to this. We will discuss people’s finding and offer time to comment on the ideas.
9. I will read paragraph 13 to you. Look for the new description of the village. We will discuss this.
10. Now we will break the class into pairs. Each pair will be assigned a paragraph from among paragraph 15-24 in the essay. Reread you paragraph closely. Identify the important words, phrases, sentences, etc. Identify the main idea(s) and summarize the paragraph.
11. Each pair will read their paragraph aloud. They will then present their paragraphs to the rest of the class and discuss their findings.
12. I will read the last paragraph to the class. Consider and respond to the following:
o Is this conclusion positive or negative?
o Why?
o Why do you think Baldwin wrote and published this essay?
o What do you think Baldwin wanted you to do with the information presented in this essay?
13. For paragraphs 10-13 select just a few choice words, two phrases and one important sentence from each.
14. Skim and reconsider the first 13 paragraphs of this essay. Answer the following:
o Why re their so many foreign words?
o How does the presence of so many unusual words impact you, the reader?
o How do you feel when reading an essay, like this one, with so many foreign and unusual words?
15. Read paragraph 14 closely. Scholars consider this to be the “heart of the essay.” We will discuss this in more detail later.
16. Copy down the last sentence in paragraph 14. This is considered to be the thesis of the essay.
"We Are Marshall" Video - Stranger in the Village
We Are Marshall
English 12 Unit 2: Stranger in the Village
As you watch the film, "We Are Marshall," please write down responses to the following questions:
Watch from the beginning of the film until the end of the funeral and then respond to the following question”
1. Describe, in detail, the “village” as it is portrayed at this stage of the movie.
Now, continue watching the movie until the new team is gathered in a circle on the playing field, each wearing his white uniform.
2. Why does Jack Lengyel elect to become a “stranger” in the village?
Continue watching the film until you get to the part where the team meets at the site of the memorial for the team at the crash site. Pause and take time to fill in this chart (this format could not support a chart so you will need to create it yourself. Below are the components of the chart):
3 Characters who became “strangers in the village”
* Describe/Analyze why the person is a “stranger”
* Describe/Analyze what the impact is on the person
* Assess what becomes of that character. Does the person “belong” or
remain estranged? Why?
At this time you can finish the movie. Then please consider:
4. What are some of the risks that various characters from the film face by being/becoming part of the village?
5. Describe how various characters from the film go from being a “stranger” to being a part of the village.
6. Describe how various characters from the film go from being part of a village to being a stranger.
Wednesday, October 1, 2008
Resumes Writing
A resume is not a statement of facts. It’s a declaration of intent.
- Rands in Repose
If I could give only one bit of advice for writing a resume, it would be that most employers read a resume for 15 seconds (or at least make a decision within 15 seconds). This is a resume's job--to advocate you as a strong candidate during those 15 seconds. It's not about how much information your resume has on it--it's about how well it conveys important information.
- Robert Peterson, author of Landingthejob.blogspot.com
Know: People are going to judge you based on your written communication. They will expect your resume to look a certain way and contain specific types of information. My goal is to help inform you about what is expected so that you can create a wonderful resume that will get you an interview and a chance to land the job.
Understand: A well written and designed resume can give you the edge to getting the job you want. When an employer posts a job opening many people usually reply. A significant number of applicants will get cut out the competition due to not having all of the requested materials or submitting materials (cover letter, resume) that are error ridden.
Do: We will be reading a few articles on resumes, answering a few questions, gathering personal data and creating resumes. I suggest that you save your resume on a thumb drive/zip drive/memory stick so that you can simply update it for each job you apply for. This can save you a lot of time in the long run.
Let's begin by looking at why a resume is important.
Here's an article that explains why it is important to have a well designed and updated resume, "A Glimpse and a Hook." I think it gives you a realistic look into the mind of a person who does a good bit of hiring. You will find that he contridicts some of what I have said. That is okay with me. I still think that I am giving you good advice that is worth following.
In order to help you focus on what he is saying, please filling the following information from the chart below:
English 12 :Writing a Great Resume:
A Glimpse and a Hook
From RandsinRepose.com
Let’s look at this section by section:
The First Pass:
List the four things he looks at and explain why he focuses on them –
1.
2.
3.
4.
Now, explain why he skips the following sections of a person’s resume –
Professional Objective –
Skills –
Summary of Qualifications –
The Second Pass:
Look at the “In-Depth Job History” section and summarize what creates warning flags.
Now, look at the “Schools and Degrees” segment. What is important to know?
Differentiate, Don’t Annoy:
How can you make your resume stand out from the others? (Hint: The answers will come from two different sections of the reading.)
Explain how formatting can help your resume stand out –
Explain how you should use buzzwords and your ability to talk about them at length –
What is the importance of buzz words and mumbo jumbo?
Why does he want you to tell him a story?
Finally, write a short paragraph about what he means by “a glimps and a hook”.
Now, gather your personal information together before you begin writing your resume. Robert Peterson suggests, "A good exercise is to list 10 things you definitely want someone to know about you within those 15 seconds. For example, this may include that you worked for company A, that you had leadership role B, that you stand out from other students because of C, and the like."
***Now, stop and make your own list of the 10 top things you want people to notice when they look at your resume. For the purpose of this assignment you can pretend that you have graduated from college with a Bachelor's degree and you have worked for two years. Make sure yuor information is realistic for you. (For example, it is unlikely that you would be promoted to CEO in your first year with the firm.) Then, as you are designing your resume, work these in so that they are easy to find in 15 seconds. ***
This is a time of transition in your life. You'll need to provide a prospective employer with information they can use to contact you now or later. Also, remember that many potential employers are web 2.0 savvy and they may look you up. They might run a Google search on your name or they may check out MySpace or Facebook to see who you REALLY are. You'll also want to create a professional email address that you check on a daily basis.
Here's what you need to gather first:
Name, address, telephone, e-mail address, web site address
All your contact information should go at the top of your resume.
• Avoid nicknames.
• Use a permanent address. Use your parents' address, a friend's address, or the address you plan to use after graduation.
• Use a permanent telephone number and include the area code. If you have an answering machine, record a neutral greeting.
• Add your e-mail address. Many employers will find it useful. (Note: Choose an e-mail address that sounds professional. I recommend using gmail.com.If you use an email address like hotchick@abc.com you will sound like a kid and may be treated as such.)
• Include your web site address only if the web page reflects your professional ambitions.
Here are links for articles that provide you with tips and hints on how to write a great resume:
The Secret “So What?” Method To Resume Writing Success
How to Write a Masterpiece of a Resume: Part 1 Write a Resume that Generates Results (This has an extensive, impressive set of sublinks)
Step by Step instructions on how to tackle writing a resume can be found at:
How to Construct a Killer Resume, From Start to Finish
Purdue University step-by-step instructions
Prudue University Resume' powerpoint presentation
A Prudue University link about how scannable/electronic resumes differ from traditional resumes.
Now that you have the format and information figured out, you might want to tweak it so that you use the perfect verbiage. Here's some help with that:
60 Resume Achievement Writing Ideas and Expressions
25 words that hurt your resume
Using Resume Keywords
Resume Design Recommendations are found in:
Give your résumé a face lift
The 7 deadly sins of résumé design
Want to see some samples? Look here:
You can view sample resumes from several types of career fields by looking them up on the Resume Resource website.
Or you can check out BlueSky Resumes - Get Creative to see how a simple, plain resume can be energized with formatting.
Innovative and a bit designer resumes are found in 36 Beautiful Resume Ideas That Work
For really artsy, graphic art style check out The 20 most creative resumes i’ve seen in a long time. Pure inspiration
Landing the Job is a great blog that offers straight forward answer to aspects related to getting a career.
Let's get started writing your resume. There is an excellent worksheet and article on resume writing for teens at QuintCareers.com, Teen Resume Writing Worksheet.
Please upload a printable copy of the worksheet (just look for the link on the site) and complete the questions. You will need this when we type up our resumes in class.
Action Words:
• achieved
• acquired
• adapted
• addressed
• administered
• analyzed
• anticipated
• assembled
• assisted
• audited
• budgeted
• calculated
• centralized
• changed
• collaborated
• composed
• condensed
• conducted
• constructed
• contracted
• converted
• coordinated
• created
• cultivated
• demonstrated
• designed
• developed
• devised
• discovered
• doubled • drafted
• edited
• eliminated
• enforced
• established
• evaluated
• expanded
• explained
• forecasted
• formed
• founded
• generated
• guided
• hired
• implemented
• improved
• informed
• insured
• interpreted
• interviewed
• launched
• maintained
• managed
• marketed
• minimized
• motivated
• negotiated
• obtained
• operated
• organized • originated
• oversaw
• performed
• planned
• prevented
• produced
• programmed
• promoted
• provided
• publicized
• published
• recruited
• reorganized
• reported
• researched
• resolved
• reviewed
• selected
• separated
• set up
• simplified
• solved
• surveyed
• staffed
• supervise
• taught
• tested
• trained
• used
- Rands in Repose
If I could give only one bit of advice for writing a resume, it would be that most employers read a resume for 15 seconds (or at least make a decision within 15 seconds). This is a resume's job--to advocate you as a strong candidate during those 15 seconds. It's not about how much information your resume has on it--it's about how well it conveys important information.
- Robert Peterson, author of Landingthejob.blogspot.com
Know: People are going to judge you based on your written communication. They will expect your resume to look a certain way and contain specific types of information. My goal is to help inform you about what is expected so that you can create a wonderful resume that will get you an interview and a chance to land the job.
Understand: A well written and designed resume can give you the edge to getting the job you want. When an employer posts a job opening many people usually reply. A significant number of applicants will get cut out the competition due to not having all of the requested materials or submitting materials (cover letter, resume) that are error ridden.
Do: We will be reading a few articles on resumes, answering a few questions, gathering personal data and creating resumes. I suggest that you save your resume on a thumb drive/zip drive/memory stick so that you can simply update it for each job you apply for. This can save you a lot of time in the long run.
Let's begin by looking at why a resume is important.
Here's an article that explains why it is important to have a well designed and updated resume, "A Glimpse and a Hook." I think it gives you a realistic look into the mind of a person who does a good bit of hiring. You will find that he contridicts some of what I have said. That is okay with me. I still think that I am giving you good advice that is worth following.
In order to help you focus on what he is saying, please filling the following information from the chart below:
English 12 :Writing a Great Resume:
A Glimpse and a Hook
From RandsinRepose.com
Let’s look at this section by section:
The First Pass:
List the four things he looks at and explain why he focuses on them –
1.
2.
3.
4.
Now, explain why he skips the following sections of a person’s resume –
Professional Objective –
Skills –
Summary of Qualifications –
The Second Pass:
Look at the “In-Depth Job History” section and summarize what creates warning flags.
Now, look at the “Schools and Degrees” segment. What is important to know?
Differentiate, Don’t Annoy:
How can you make your resume stand out from the others? (Hint: The answers will come from two different sections of the reading.)
Explain how formatting can help your resume stand out –
Explain how you should use buzzwords and your ability to talk about them at length –
What is the importance of buzz words and mumbo jumbo?
Why does he want you to tell him a story?
Finally, write a short paragraph about what he means by “a glimps and a hook”.
Now, gather your personal information together before you begin writing your resume. Robert Peterson suggests, "A good exercise is to list 10 things you definitely want someone to know about you within those 15 seconds. For example, this may include that you worked for company A, that you had leadership role B, that you stand out from other students because of C, and the like."
***Now, stop and make your own list of the 10 top things you want people to notice when they look at your resume. For the purpose of this assignment you can pretend that you have graduated from college with a Bachelor's degree and you have worked for two years. Make sure yuor information is realistic for you. (For example, it is unlikely that you would be promoted to CEO in your first year with the firm.) Then, as you are designing your resume, work these in so that they are easy to find in 15 seconds. ***
This is a time of transition in your life. You'll need to provide a prospective employer with information they can use to contact you now or later. Also, remember that many potential employers are web 2.0 savvy and they may look you up. They might run a Google search on your name or they may check out MySpace or Facebook to see who you REALLY are. You'll also want to create a professional email address that you check on a daily basis.
Here's what you need to gather first:
Name, address, telephone, e-mail address, web site address
All your contact information should go at the top of your resume.
• Avoid nicknames.
• Use a permanent address. Use your parents' address, a friend's address, or the address you plan to use after graduation.
• Use a permanent telephone number and include the area code. If you have an answering machine, record a neutral greeting.
• Add your e-mail address. Many employers will find it useful. (Note: Choose an e-mail address that sounds professional. I recommend using gmail.com.If you use an email address like hotchick@abc.com you will sound like a kid and may be treated as such.)
• Include your web site address only if the web page reflects your professional ambitions.
Here are links for articles that provide you with tips and hints on how to write a great resume:
The Secret “So What?” Method To Resume Writing Success
How to Write a Masterpiece of a Resume: Part 1 Write a Resume that Generates Results (This has an extensive, impressive set of sublinks)
Step by Step instructions on how to tackle writing a resume can be found at:
How to Construct a Killer Resume, From Start to Finish
Purdue University step-by-step instructions
Prudue University Resume' powerpoint presentation
A Prudue University link about how scannable/electronic resumes differ from traditional resumes.
Now that you have the format and information figured out, you might want to tweak it so that you use the perfect verbiage. Here's some help with that:
60 Resume Achievement Writing Ideas and Expressions
25 words that hurt your resume
Using Resume Keywords
Resume Design Recommendations are found in:
Give your résumé a face lift
The 7 deadly sins of résumé design
Want to see some samples? Look here:
You can view sample resumes from several types of career fields by looking them up on the Resume Resource website.
Or you can check out BlueSky Resumes - Get Creative to see how a simple, plain resume can be energized with formatting.
Innovative and a bit designer resumes are found in 36 Beautiful Resume Ideas That Work
For really artsy, graphic art style check out The 20 most creative resumes i’ve seen in a long time. Pure inspiration
Landing the Job is a great blog that offers straight forward answer to aspects related to getting a career.
Let's get started writing your resume. There is an excellent worksheet and article on resume writing for teens at QuintCareers.com, Teen Resume Writing Worksheet.
Please upload a printable copy of the worksheet (just look for the link on the site) and complete the questions. You will need this when we type up our resumes in class.
Action Words:
• achieved
• acquired
• adapted
• addressed
• administered
• analyzed
• anticipated
• assembled
• assisted
• audited
• budgeted
• calculated
• centralized
• changed
• collaborated
• composed
• condensed
• conducted
• constructed
• contracted
• converted
• coordinated
• created
• cultivated
• demonstrated
• designed
• developed
• devised
• discovered
• doubled • drafted
• edited
• eliminated
• enforced
• established
• evaluated
• expanded
• explained
• forecasted
• formed
• founded
• generated
• guided
• hired
• implemented
• improved
• informed
• insured
• interpreted
• interviewed
• launched
• maintained
• managed
• marketed
• minimized
• motivated
• negotiated
• obtained
• operated
• organized • originated
• oversaw
• performed
• planned
• prevented
• produced
• programmed
• promoted
• provided
• publicized
• published
• recruited
• reorganized
• reported
• researched
• resolved
• reviewed
• selected
• separated
• set up
• simplified
• solved
• surveyed
• staffed
• supervise
• taught
• tested
• trained
• used
Thursday, September 25, 2008
Creating Effectiving Cover Letters
Now that we have done a good bit of career research, each student should have a lot of information about the career they delved into. As part of the research students where asked to find and copy two actual job postings.Our task at hand now is to learn how to write an effective business letter.
Know: Well written communications, such as a business letter, can increase your chances of getting your foot in the door in an industry that you are interested in.
Understand: The people who will hopefully be reading your letter(s) get many similar letters each day. You need to write an error-free letter that is concise, communicative and effective.
Do: We will review the parts of a business letter. We will gain an understanding of how a written (hard) copy is different from an email. We will also look at how you tailor your letter depending on where the job information came from. Finally, we will use make sure the letter is error free.
Let's begin by looking at what is in a cover letter by examining the following links:
Articles that offer good advice about how to write a business letter:
How To Write a Cover Letter
Maximize Your Cover Letter's Power
How to Write a Business Letter that Gets Results
Articles that have sample letters:
Business Letter Writing: Writing a Cover Letter when Applying for a Job
Business Letter Writing: Writing a Cover Letter when Applying for a Job (posted in an advertisement)
Business Letter Writing: Writing a Cover Letter when Applying for a Job (in response to an opening)
Great Samples and Tips:
Cover letters: types and samples
Articles about Avoiding Errors:
Five Common Cover Letter Mistakes
Your Assignment: How to Write a Cover Letter
Now that you have researched a career I want you to select two of your job postings and write covers letter for them. One will be written as if it was a hard copy. The other will be a soft/electronic copy. Use the notes we took in class to help you remember how the formats are different. If you missed those notes, use the links above to find out how they differ. Label each letter as "hard copy" and "soft copy" before you turn them in.
In order for this to work well you will need to pretend that you already have a college degree and a little bit of work experience.
Your assignment is to create a cover letter that is properly formatted and written. You can access information about formatting from the presentation I did in class. You can also access formatting information by following the appropriate links on the website for this class. Here’s what is in the paper:
Research the company you are applying to.
Visit their website and check them out. Consider finding out the following kinds of information:
• What is the employer’s mission?
o How are they different from their competitors?
• What kind of person is their customer/ target audience
• What do they value? (Good Service, Cutting Edge Technology, Diversity, Predictability, flexibility?)
• What kind of news is featured on their website?
• What do you know about the company’s history?
• Any other information you can learn from their website that might be useful?
The more you know about the company, the better your letter and interview will be. Doing this research will help you discover whether the company might be a good fit for you.
Analyze the Job Posting Carefully:
• What skills are they looking for?
• What kind of education/license/certificate are they looking for?
• What kind of experience are they looking for?
•
Find out who the manager or Human Resources office will be reading your letter. (A personalized letter is more likely to be read than one addressed to “To Whom It May Concern” or “Dear Sir or Madam”. It may also show that you do not care enough about getting the job to call the company and ask for the name of the hiring officer.)
• Make a list of the qualifications you have that match up with those listed in the job posting. (For the purpose of this activity you can pretend that you have a reasonable set of qualifications and work experience.)
Write the first paragraph.
• Find a powerful way to start your letter.
• Tell the reader specifically why you are writing to them.
o This may include what specific job you are interested in or how you came to find their job posting.
• If you found the job posting on a website, make sure you mention which one. Many of them also assign a job ID number. Include that if you have it.
Write the second paragraph.
Take a second look at the job posting specifics and your personal qualifications list. The goal of the second paragraph is to persuade the reader that you are the best person for the job.
• Be sure to address as many points from the job posting as possible;
• Explain how you meet or exceed the job qualifications;
(Avoid telling them what you needs are at this point.)
• Explain why the company would benefit from having you as an employee.
(How can you help them meet their goal(s), solve a problem or attract a new kind of customer?)
• Highlight some of your specific accomplishments in relation to the job descriptions, the company’s focus, goals, etc.
Write the Third Paragraph: Be Bold & Brave.
• The third paragraph is where you take the action into your hands and ask for what you want.
• Be sure to thank the reader for taking time to consider your letter;
• Tell the reader what you want them to do. Be sure to do it in a polite way;
• You may want to indicate when you will call or email next.
• If you have included a resume or any other item with the letter make sure to refer to it. This could improve the chance that it will be actually looked at.
• Be sure to include your contact information, such as email address, cell phone number and a website, if you have one.
Know: Well written communications, such as a business letter, can increase your chances of getting your foot in the door in an industry that you are interested in.
Understand: The people who will hopefully be reading your letter(s) get many similar letters each day. You need to write an error-free letter that is concise, communicative and effective.
Do: We will review the parts of a business letter. We will gain an understanding of how a written (hard) copy is different from an email. We will also look at how you tailor your letter depending on where the job information came from. Finally, we will use make sure the letter is error free.
Let's begin by looking at what is in a cover letter by examining the following links:
Articles that offer good advice about how to write a business letter:
How To Write a Cover Letter
Maximize Your Cover Letter's Power
How to Write a Business Letter that Gets Results
Articles that have sample letters:
Business Letter Writing: Writing a Cover Letter when Applying for a Job
Business Letter Writing: Writing a Cover Letter when Applying for a Job (posted in an advertisement)
Business Letter Writing: Writing a Cover Letter when Applying for a Job (in response to an opening)
Great Samples and Tips:
Cover letters: types and samples
Articles about Avoiding Errors:
Five Common Cover Letter Mistakes
Your Assignment: How to Write a Cover Letter
Now that you have researched a career I want you to select two of your job postings and write covers letter for them. One will be written as if it was a hard copy. The other will be a soft/electronic copy. Use the notes we took in class to help you remember how the formats are different. If you missed those notes, use the links above to find out how they differ. Label each letter as "hard copy" and "soft copy" before you turn them in.
In order for this to work well you will need to pretend that you already have a college degree and a little bit of work experience.
Your assignment is to create a cover letter that is properly formatted and written. You can access information about formatting from the presentation I did in class. You can also access formatting information by following the appropriate links on the website for this class. Here’s what is in the paper:
Research the company you are applying to.
Visit their website and check them out. Consider finding out the following kinds of information:
• What is the employer’s mission?
o How are they different from their competitors?
• What kind of person is their customer/ target audience
• What do they value? (Good Service, Cutting Edge Technology, Diversity, Predictability, flexibility?)
• What kind of news is featured on their website?
• What do you know about the company’s history?
• Any other information you can learn from their website that might be useful?
The more you know about the company, the better your letter and interview will be. Doing this research will help you discover whether the company might be a good fit for you.
Analyze the Job Posting Carefully:
• What skills are they looking for?
• What kind of education/license/certificate are they looking for?
• What kind of experience are they looking for?
•
Find out who the manager or Human Resources office will be reading your letter. (A personalized letter is more likely to be read than one addressed to “To Whom It May Concern” or “Dear Sir or Madam”. It may also show that you do not care enough about getting the job to call the company and ask for the name of the hiring officer.)
• Make a list of the qualifications you have that match up with those listed in the job posting. (For the purpose of this activity you can pretend that you have a reasonable set of qualifications and work experience.)
Write the first paragraph.
• Find a powerful way to start your letter.
• Tell the reader specifically why you are writing to them.
o This may include what specific job you are interested in or how you came to find their job posting.
• If you found the job posting on a website, make sure you mention which one. Many of them also assign a job ID number. Include that if you have it.
Write the second paragraph.
Take a second look at the job posting specifics and your personal qualifications list. The goal of the second paragraph is to persuade the reader that you are the best person for the job.
• Be sure to address as many points from the job posting as possible;
• Explain how you meet or exceed the job qualifications;
(Avoid telling them what you needs are at this point.)
• Explain why the company would benefit from having you as an employee.
(How can you help them meet their goal(s), solve a problem or attract a new kind of customer?)
• Highlight some of your specific accomplishments in relation to the job descriptions, the company’s focus, goals, etc.
Write the Third Paragraph: Be Bold & Brave.
• The third paragraph is where you take the action into your hands and ask for what you want.
• Be sure to thank the reader for taking time to consider your letter;
• Tell the reader what you want them to do. Be sure to do it in a polite way;
• You may want to indicate when you will call or email next.
• If you have included a resume or any other item with the letter make sure to refer to it. This could improve the chance that it will be actually looked at.
• Be sure to include your contact information, such as email address, cell phone number and a website, if you have one.
Friday, September 12, 2008
Career Research Project and Presentation
Career Research Paper & Presentation
Know:
A student who researches the nature of a job, its working conditions, employment facts, the education and training requirements, along with the future job potential and earnings will be wiser and more knowledgeable when determining a career path to choose.
Understand:
Doing the research for yourself will allow you to follow pathways of knowledge that can open more doors and introduce new areas that could become of interest.
Do:
You will complete the research and create an engaging presentation about that career.
Here’s and outline of what information needs to be included. Feel free to add more than what is asked for:
General Classification: (example: Engineer)
Specializations within the Given Field: (Example: Mechanical Engineer)
I. Nature of the work
1. Major duties
2. Technological influences
1. Advancements
2. Emerging specialties
3. Geographic Concerns/Requirements/Limits/Opportunities
4. Philosophical Issues
II. Working conditions
1. Typical hours worked
2. Workplace environment
3. Physical activities
4. Susceptibility to injury
5. Special equipment
6. Extent of travel required
7. Extent of “On Call” or out of office expectations/responsibilities
III. Employment facts
1. Estimated number of jobs
2. Key industries for jobs
3. Significant geographic distribution
IV. Education and training qualifications
A. Personal characteristics/Skills
1. Read, write, and speak well
2. Compute accurately
3. Think logically
4. Learn quickly
5. Get along with others
6. Demonstrate dependability
7. Computer/Web 2.0 Savvy
B. Preference by employers
1. High school
2. On-the-job training
3. Special Certification or License
4. Formal training (including apprenticeships)
1. Paid Apprenticeships
a. How Long?
b. What is the expected pay?
2. Volunteer Practicum
5. Armed Forces
6. College or postgraduate degrees
7. Previous work experience
C. Typical length of training
D. Advancement possibilities
1. Additional education required for promotion/advancement?
V. Future job outlook
A. Growth or decline potential
1. Number of job openings expected in coming years
B. Turnover rate
C. Susceptibility to layoffs
D. Is this career location specific or very transferable to other locations/professions
E. Local Opportunities
F. National Opportunities
G. Global Opportunities
VI. Earnings
A. Compensation
1. Starting Salary
2. Average Annual Earnings
3. Top Salaries in the career
B. Benefits
1. Medical
2. Insurance
3. Others of Monetary Significance ( Stocks, Partnership, etc.)
VII. Job Postings
A. Find two actual job postings for the career you are researching.
This form was adapted from the one found at:
http://alex.state.al.us/uploads/5680/Career%20Research%20Paper%20Outline.doc
Research Sites:
Below you will find a list of sites that will aid in your research. Please understand that this is not an exhaustive list, just a starting point.
Database Research Link:
AHS Website> Library>Research Databases> Click on the first link under “Do You Have Your Jefferson County Public Library Card? This will get you to the database listing. Some of them will require your Jeffco Lib. Card number. Others will list the login and password that you need to access the material. The databases are listed in alphabetical order. Here are a few of the ones that might be useful, depending on what your career topic is:
Careers – Internet Gale Databases Health Source
Learning Express Nursing & Allied Health
Online Magazines & Newspapers
Local Newspapers: Website> Library>Online Newspaper Access
Career Index & Information - http://www.wetfeet.com/Careers---Industries.aspx
Online Occupational Information - http://online.onetcenter.org/
Career Research Checklist and Good Informational Links Site:
http://www.quintcareers.com/career_research_checklist.html
Career Descriptions:
http://diplomaguide.com/article_directory/Job_Titles_and_Careers_List.html
Bureau of Labor Statistics: www.bls.gov
Specifics for Your Research:
The Grading Rubric for Career Research Paper & Presentation clearly states the expectations for this project. Here are a few reminders:
Please create a presentation (using PowerPoint or some other electronic source) that highlights what you have learned about the career you researched.
The presentation needs to include the information from the outline included in this assignment.
Be sure to create a professional looking presentation.
The research you’ve done should be documented in MLA styles. Here are two sites that will help you learn how to cite your findings correctly.
http://www.thewritesource.com/mla.htm
http://owl.english.purdue.edu/handouts/research/r_mla.html.
(You will save your work in your network folder. You will use the SmartBoard to show your presentation.
Please be sure to hand in a copy of handout slides from your presentation. If you do not know how to do this, see me. I will show you how.)
Grading Rubric for Career Research Paper & Presentation (The information below represents an "A" presentation. To see the entire grading rubric see me in class.)
Content
Project contains detailed and pertinent information from all categories of the research project.
Preparedness
Student is completely prepared and has obviously rehearsed. Presentation flows smoothly.
MLA Format
All information is cited properly using MLA format. MLA citation contains no errors.
Appearance
PowerPoint is well organized and is clear and easy to read.
Posture and Eye Contact
Shows a full understanding of the topic. Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.
Volume
Volume is loud enough to be heard by all audience members throughout the presentation.
Speaks Clearly
Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.
Know:
A student who researches the nature of a job, its working conditions, employment facts, the education and training requirements, along with the future job potential and earnings will be wiser and more knowledgeable when determining a career path to choose.
Understand:
Doing the research for yourself will allow you to follow pathways of knowledge that can open more doors and introduce new areas that could become of interest.
Do:
You will complete the research and create an engaging presentation about that career.
Here’s and outline of what information needs to be included. Feel free to add more than what is asked for:
General Classification: (example: Engineer)
Specializations within the Given Field: (Example: Mechanical Engineer)
I. Nature of the work
1. Major duties
2. Technological influences
1. Advancements
2. Emerging specialties
3. Geographic Concerns/Requirements/Limits/Opportunities
4. Philosophical Issues
II. Working conditions
1. Typical hours worked
2. Workplace environment
3. Physical activities
4. Susceptibility to injury
5. Special equipment
6. Extent of travel required
7. Extent of “On Call” or out of office expectations/responsibilities
III. Employment facts
1. Estimated number of jobs
2. Key industries for jobs
3. Significant geographic distribution
IV. Education and training qualifications
A. Personal characteristics/Skills
1. Read, write, and speak well
2. Compute accurately
3. Think logically
4. Learn quickly
5. Get along with others
6. Demonstrate dependability
7. Computer/Web 2.0 Savvy
B. Preference by employers
1. High school
2. On-the-job training
3. Special Certification or License
4. Formal training (including apprenticeships)
1. Paid Apprenticeships
a. How Long?
b. What is the expected pay?
2. Volunteer Practicum
5. Armed Forces
6. College or postgraduate degrees
7. Previous work experience
C. Typical length of training
D. Advancement possibilities
1. Additional education required for promotion/advancement?
V. Future job outlook
A. Growth or decline potential
1. Number of job openings expected in coming years
B. Turnover rate
C. Susceptibility to layoffs
D. Is this career location specific or very transferable to other locations/professions
E. Local Opportunities
F. National Opportunities
G. Global Opportunities
VI. Earnings
A. Compensation
1. Starting Salary
2. Average Annual Earnings
3. Top Salaries in the career
B. Benefits
1. Medical
2. Insurance
3. Others of Monetary Significance ( Stocks, Partnership, etc.)
VII. Job Postings
A. Find two actual job postings for the career you are researching.
This form was adapted from the one found at:
http://alex.state.al.us/uploads/5680/Career%20Research%20Paper%20Outline.doc
Research Sites:
Below you will find a list of sites that will aid in your research. Please understand that this is not an exhaustive list, just a starting point.
Database Research Link:
AHS Website> Library>Research Databases> Click on the first link under “Do You Have Your Jefferson County Public Library Card? This will get you to the database listing. Some of them will require your Jeffco Lib. Card number. Others will list the login and password that you need to access the material. The databases are listed in alphabetical order. Here are a few of the ones that might be useful, depending on what your career topic is:
Careers – Internet Gale Databases Health Source
Learning Express Nursing & Allied Health
Online Magazines & Newspapers
Local Newspapers: Website> Library>Online Newspaper Access
Career Index & Information - http://www.wetfeet.com/Careers---Industries.aspx
Online Occupational Information - http://online.onetcenter.org/
Career Research Checklist and Good Informational Links Site:
Career Descriptions:
Bureau of Labor Statistics: www.bls.gov
Specifics for Your Research:
The Grading Rubric for Career Research Paper & Presentation clearly states the expectations for this project. Here are a few reminders:
Please create a presentation (using PowerPoint or some other electronic source) that highlights what you have learned about the career you researched.
The presentation needs to include the information from the outline included in this assignment.
Be sure to create a professional looking presentation.
The research you’ve done should be documented in MLA styles. Here are two sites that will help you learn how to cite your findings correctly.
http://www.thewritesource.com/mla.htm
http://owl.english.purdue.edu/handouts/research/r_mla.html.
(You will save your work in your network folder. You will use the SmartBoard to show your presentation.
Please be sure to hand in a copy of handout slides from your presentation. If you do not know how to do this, see me. I will show you how.)
Grading Rubric for Career Research Paper & Presentation (The information below represents an "A" presentation. To see the entire grading rubric see me in class.)
Content
Project contains detailed and pertinent information from all categories of the research project.
Preparedness
Student is completely prepared and has obviously rehearsed. Presentation flows smoothly.
MLA Format
All information is cited properly using MLA format. MLA citation contains no errors.
Appearance
PowerPoint is well organized and is clear and easy to read.
Posture and Eye Contact
Shows a full understanding of the topic. Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.
Volume
Volume is loud enough to be heard by all audience members throughout the presentation.
Speaks Clearly
Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.
Monday, September 8, 2008
Questions To Go with College Entrance Essay Webquest
Below is an unformated version of the worksheet we will be doing in class on Monday. The goal here is to get you take a close look at the great links I have found for you. My hope is that this will help you feel armed with the knowledge and models of writing that will help you feel like you can tackle this task and come out a winner.
Writer’s Guide to Creating an Awesome College Entrance Essay Selecting a Topic:
Go to http://www.englishclub.com/writing/college-application-essays/lt_selecting.html to find the related article
1. Look at the list of 15 questions you should ask yourself after you have chosen a topic. Write a summary of the most important ones.
2. Make a list of the 3+ questions/issue that could be a challenge for you. Next to it, explain how you will deal with/overcome that difficulty:
1
2
3
Recipe For A Draft:
Gather the information for these next questions by visiting:
http://www.collegeboard.com/student/apply/essay-skills/111.html
http://www.collegeboard.com/student/apply/essay-skills/9406.html
http://www.collegeboard.com/student/apply/essay-skills/9405.html
3. 6 Steps Towards Writing a Draft (From “Kick Start Your College Essay” & 3 Steps To a Great College Essay”):
1
2
3
4
5
6
4. What Should You Make Sure You Do?
1
2
3
5. What Should You Make Sure You DON”T do?
1
2
3
4
6. List the Three Essay Styles to Consider: (http://www.collegeboard.com/student/apply/essay-skills/9405.html)
1
2
3
7. List the Four Editing Tips:
1
2
3
4
8. If you are applying for a college/scholarship that asks a specific question, write it down here. If you don’t have one, look at the sample/generic prompts on our College Essay links and pick one to write about:
Links: http://www.collegeboard.com/student/apply/essay-skills/108.html
9. Look through the sample essays and find one that is close to the topic you will write one. Read the essay and make a list of the things the writer did well and a list of where the writer could have improved:
Links: http://www.englishclub.com/writing/college-application-essays/lessonone.html
http://www.englishclub.com/writing/college-application-essays/lo_college.html
The Writer Did a Good Job….. The Writer Could Have Improved By…
Writer’s Guide to Creating an Awesome College Entrance Essay Selecting a Topic:
Go to http://www.englishclub.com/writing/college-application-essays/lt_selecting.html to find the related article
1. Look at the list of 15 questions you should ask yourself after you have chosen a topic. Write a summary of the most important ones.
2. Make a list of the 3+ questions/issue that could be a challenge for you. Next to it, explain how you will deal with/overcome that difficulty:
1
2
3
Recipe For A Draft:
Gather the information for these next questions by visiting:
http://www.collegeboard.com/student/apply/essay-skills/111.html
http://www.collegeboard.com/student/apply/essay-skills/9406.html
http://www.collegeboard.com/student/apply/essay-skills/9405.html
3. 6 Steps Towards Writing a Draft (From “Kick Start Your College Essay” & 3 Steps To a Great College Essay”):
1
2
3
4
5
6
4. What Should You Make Sure You Do?
1
2
3
5. What Should You Make Sure You DON”T do?
1
2
3
4
6. List the Three Essay Styles to Consider: (http://www.collegeboard.com/student/apply/essay-skills/9405.html)
1
2
3
7. List the Four Editing Tips:
1
2
3
4
8. If you are applying for a college/scholarship that asks a specific question, write it down here. If you don’t have one, look at the sample/generic prompts on our College Essay links and pick one to write about:
Links: http://www.collegeboard.com/student/apply/essay-skills/108.html
9. Look through the sample essays and find one that is close to the topic you will write one. Read the essay and make a list of the things the writer did well and a list of where the writer could have improved:
Links: http://www.englishclub.com/writing/college-application-essays/lessonone.html
http://www.englishclub.com/writing/college-application-essays/lo_college.html
The Writer Did a Good Job….. The Writer Could Have Improved By…
Wednesday, September 3, 2008
Writing Your College Entrance or Scholarship Application Essay - Useful Liks
In an effort to help you get ready for the next step in applying for college, scholarships or a career, we will be working on writing excellent college application essays. We will begin by critiquing sample essays. Then we will move on to having you write your own essay. I want it to be useful for you so visit with me if there are some specific prompts, types or requests concerning what your topic will be.
Here are links we will use to help you through this process:
We will begin with brainstorming for ideas. This will be similar to some of the other kinds of questions and surveys you have already done in class.
1. Follow the Brainstorming for your college essay worksheet link and complete the questions.
2. To further refine your thinking read the questions to help you develop the ideas generated from the brainstorming worksheet. Also consider a few more Questions to Consider About Your Topic Before Actually Writing.
3. Then read and consider the advice offered in Write an Effective College Application Essay.
4. Do the activities at Recipe for a Draft (of Your College Entrance Essay)
5. If you need some ideas, inspiration or just some idea of what other essays look like you can find many sample Essays which are grouped by prompt type here.
Here's the expected schedule:
Friday 9/5 Continue to read and critique sample essays. (You're IN or OUT)
Homework: Complete the "Brainstorming Worksheet #1" Due on Monday.
Mon. 9/8 Take a look at the links offered above. Begin to generate a draft of an essay.
Due: Brainstorming Worksheet #1
Tues. 9/10 Finish looking at the links and continue to work on writing a draft.
Wed./Thurs Finish writing your draft. Have two people in class give you feedback on your essay. Be ready type the essay on Friday.
Fri. 9/12 Type out the draft of your essay. This is the only day we have to do this. If you do not finish it in class you will need to complete it at home. The typed draft is due on Tues. 9/16
Here are links we will use to help you through this process:
We will begin with brainstorming for ideas. This will be similar to some of the other kinds of questions and surveys you have already done in class.
1. Follow the Brainstorming for your college essay worksheet link and complete the questions.
2. To further refine your thinking read the questions to help you develop the ideas generated from the brainstorming worksheet. Also consider a few more Questions to Consider About Your Topic Before Actually Writing.
3. Then read and consider the advice offered in Write an Effective College Application Essay.
4. Do the activities at Recipe for a Draft (of Your College Entrance Essay)
5. If you need some ideas, inspiration or just some idea of what other essays look like you can find many sample Essays which are grouped by prompt type here.
Here's the expected schedule:
Friday 9/5 Continue to read and critique sample essays. (You're IN or OUT)
Homework: Complete the "Brainstorming Worksheet #1" Due on Monday.
Mon. 9/8 Take a look at the links offered above. Begin to generate a draft of an essay.
Due: Brainstorming Worksheet #1
Tues. 9/10 Finish looking at the links and continue to work on writing a draft.
Wed./Thurs Finish writing your draft. Have two people in class give you feedback on your essay. Be ready type the essay on Friday.
Fri. 9/12 Type out the draft of your essay. This is the only day we have to do this. If you do not finish it in class you will need to complete it at home. The typed draft is due on Tues. 9/16
Wednesday, August 27, 2008
"True Colors" Career Aptitude Survey
On Tuesday, Sept. 2nd we will begin our Career Aptitude Survey unit. The goal of this activity is to help the students hone in on what be a good pathway, career wise, after they graduate. We will be using the "True Colors" test to get at the information.
We begin with the following questions:
1. What makes you happy;
2. What frustrates you?
3. What do you act like when you are frustrated?
4. What would you do if you won $15,000,000?
5. Give a slogan, song or saying that best illustrates who you are.
We will look through the True Color cards (see the link below). The students will rate them according to how well it fits him/her. It is a scale of 4= Most like you to = Least Like You
We will also go through a series of questions that have rating similar to those given above. This will correlate to a chart with occupations.
Here are the links to what we are using in class:
Color Cards ( we will look at each one)
An Interesting Report Related to This Exercise
Students who missed this segment will need to come in during access to do the activity.
We begin with the following questions:
1. What makes you happy;
2. What frustrates you?
3. What do you act like when you are frustrated?
4. What would you do if you won $15,000,000?
5. Give a slogan, song or saying that best illustrates who you are.
We will look through the True Color cards (see the link below). The students will rate them according to how well it fits him/her. It is a scale of 4= Most like you to = Least Like You
We will also go through a series of questions that have rating similar to those given above. This will correlate to a chart with occupations.
Here are the links to what we are using in class:
Color Cards ( we will look at each one)
An Interesting Report Related to This Exercise
Students who missed this segment will need to come in during access to do the activity.
Friday, August 22, 2008
Poetry Annotation - Eagles and The Gorillaz
Now that we have had practice annotating and discussing the same lyrics together, the kids will do another poem/song. This time they can choose from "Hotel California" by the Eagles, "Desperado" by the Eagles or "Fire Coming Out of a Monkey's Head" by The Gorillaz. Please see the instructions for "Fast Car" for instructions. These annotations will be presented in class. Next they will do a final poetry annotation with a poem that will be selected from a packet I will hand out next week.
Poetry Annotation - "Fast Car" by Tracy Chapman
This week we began the poetry annotation by working with "Fast Car" by Tracy Chapman.
Here's the assignment. You can get a copy of the lyrics by simply googling "Fast Car" lyrics.
English 12 Unit 1:
”Fast Car” Model Annotation
Know:
The goal of this assignment is to learn how to annotate a poem. This will help you better understand the meaning and purpose of a poem.
Understand:
You will understand how finding the speaker (personae), audience(s), purpose and argument aids in your better understanding a piece of writing.
Do:
In small groups you will do an annotation of the poem and present it to the class.
What You Need:
o A Small Group to Work With
o 1 Extra Copy of Fast Car
o Scissors
o Tape or Glue
o Colored Markers or Pencils
o 1 Extra Large Sheet of Paper
English 12 Unit 1:
”Fast Car” Model Annotation
1. Cut up the poem so that it can
be attached to the poster in one
continuous column.
2. Write the names of your
group members on the front
of the poster.
Reread the poem and begin
To mark words, phrases and lines that help you figure out:
Speaker
o Who the speaker is and what you know about them.
o What is the speaker like?
o What has happened to the speaker?
o What is the speaker’s attitude towards the event(s),
o Etc.
Audience(s)
o Who is/are the intended audience?
o How do you know this?
Purpose:
o Why did this person take time to write the poem?
o What is the message?
o Are there multiple messages? If so, what are they? Who are they intended for?
Argument:
o What does the speaker want you to do with the information?
o How does the speaker want you to behave or change?
Here's the assignment. You can get a copy of the lyrics by simply googling "Fast Car" lyrics.
English 12 Unit 1:
”Fast Car” Model Annotation
Know:
The goal of this assignment is to learn how to annotate a poem. This will help you better understand the meaning and purpose of a poem.
Understand:
You will understand how finding the speaker (personae), audience(s), purpose and argument aids in your better understanding a piece of writing.
Do:
In small groups you will do an annotation of the poem and present it to the class.
What You Need:
o A Small Group to Work With
o 1 Extra Copy of Fast Car
o Scissors
o Tape or Glue
o Colored Markers or Pencils
o 1 Extra Large Sheet of Paper
English 12 Unit 1:
”Fast Car” Model Annotation
1. Cut up the poem so that it can
be attached to the poster in one
continuous column.
2. Write the names of your
group members on the front
of the poster.
Reread the poem and begin
To mark words, phrases and lines that help you figure out:
Speaker
o Who the speaker is and what you know about them.
o What is the speaker like?
o What has happened to the speaker?
o What is the speaker’s attitude towards the event(s),
o Etc.
Audience(s)
o Who is/are the intended audience?
o How do you know this?
Purpose:
o Why did this person take time to write the poem?
o What is the message?
o Are there multiple messages? If so, what are they? Who are they intended for?
Argument:
o What does the speaker want you to do with the information?
o How does the speaker want you to behave or change?
Tuesday, August 12, 2008
Personal Poster with Wordle Word Cloud Assignment
English 12 Unit 1: Personal Posters
Part 1:
Ø Create a list of words, phrases, song and/or movie titles, events, objects, etc. that describe you in some way. You need to have at least 20 things on your list and they must be a variety of types of thing. For example, please do not simply list the titles of 20 songs. Perhaps you could have four titles of songs, four titles of movies, four phrases you find yourself saying often, 4 words your best friend would use to describe you, and so on.
Ø Underline the most important ones. Please try to underline at least four of them.
Ø Go to Wordle.net and create a word cloud from these words. Be sure your first name is the largest word in your word cloud. Print your wordle and use it with your personal poster. We will be printing in black and white. If you want to print it again, or in color be sure to save it in the gallery. That will allow you to get it again.
Wordle Tips:
If you want a word to be larger than the rest type it several times. For example, if you type your name four times it will be much larger than the other words. The words that are kind of important could be typed out two or three times to make them slightly bigger.
If you want to keep a set of words/phrases together be sure to place a ~ between the words. The program will read this as a linking space. The ~ will not show up on your word cloud.
You can change up the colors by selecting Color>Edit Color Paletter> Click on the squares to pull up a color palette. Pick four colors and they will be inserted.
You can have a fun time by selecting Randomize from the bottom of the screen. The program will select new fonts and positions. Be aware that by doing this you cannot go back to a previous version of the word cloud.
If you decide to save something in the gallery be sure that you do not use your full name or publish anything that should not be available to anyone who accesses the Internet!
Have fun! Check Out the Gallery for interesting ideas!
Part 2:
Ø Turn in a recent photograph of yourself that can be left on the poster you will make. This will be posted in my room for much of the fall semester. (25)
Ø Turn in a photo of something you think is beautiful. Be aware that you may be asked to explain why the item/setting in the photo is something you consider beautiful. This too will be on your poster in my room.(25)
Ø Write out 1-3 of your most powerful personal belief / credo statements. These will also go on your poster. These statements must school appropriate. (25)
Due Date: Points Possible: _________/ 75
Part 1:
Ø Create a list of words, phrases, song and/or movie titles, events, objects, etc. that describe you in some way. You need to have at least 20 things on your list and they must be a variety of types of thing. For example, please do not simply list the titles of 20 songs. Perhaps you could have four titles of songs, four titles of movies, four phrases you find yourself saying often, 4 words your best friend would use to describe you, and so on.
Ø Underline the most important ones. Please try to underline at least four of them.
Ø Go to Wordle.net and create a word cloud from these words. Be sure your first name is the largest word in your word cloud. Print your wordle and use it with your personal poster. We will be printing in black and white. If you want to print it again, or in color be sure to save it in the gallery. That will allow you to get it again.
Wordle Tips:
If you want a word to be larger than the rest type it several times. For example, if you type your name four times it will be much larger than the other words. The words that are kind of important could be typed out two or three times to make them slightly bigger.
If you want to keep a set of words/phrases together be sure to place a ~ between the words. The program will read this as a linking space. The ~ will not show up on your word cloud.
You can change up the colors by selecting Color>Edit Color Paletter> Click on the squares to pull up a color palette. Pick four colors and they will be inserted.
You can have a fun time by selecting Randomize from the bottom of the screen. The program will select new fonts and positions. Be aware that by doing this you cannot go back to a previous version of the word cloud.
If you decide to save something in the gallery be sure that you do not use your full name or publish anything that should not be available to anyone who accesses the Internet!
Have fun! Check Out the Gallery for interesting ideas!
Part 2:
Ø Turn in a recent photograph of yourself that can be left on the poster you will make. This will be posted in my room for much of the fall semester. (25)
Ø Turn in a photo of something you think is beautiful. Be aware that you may be asked to explain why the item/setting in the photo is something you consider beautiful. This too will be on your poster in my room.(25)
Ø Write out 1-3 of your most powerful personal belief / credo statements. These will also go on your poster. These statements must school appropriate. (25)
Due Date: Points Possible: _________/ 75
Teen Table Topics - Questions for Interesting Discusssions
Here are the questions that we used as a springboard for students getting to know each other:
What is the first memory you can remember?
What was the worst day of your life?
What is the favorite gift you ever received?
What character from a movie do you relate to the most/best?
What was the best day of your life?
What is your biggest fear?
What was the most traumatic event of your life?
What is the one thing you enjoy doing most?
What is one thing you want to accomplish before you die?
Which three words would you use to describe yourself?
What’s the difference between who you think you are and how others perceive you?
Who has had the greatest impact on the direction of your life?
Who are your role models?
What’s been the biggest obstacle in your life so far?
What’s the secret to happiness?
What’s the nicest thing you’ve ever done for someone?
If you could…which moment from your life would you choose to relive?
What’s the best and worst advice you’ve ever received?
What are the most important qualities in friends?
What’s the most significant lesson you’ve learned in life so far?
What would you save first if your house caught fire?
What will be the best thing about leaving home and what will be the scariest thing?
Would you choose to be the worst player on a winning team or the best player on a losing team?
What is the thing you most regret saying or doing to a friend?
What’s your proudest accomplishment?
What’s your most embarrassing moment?
When you’re down, what do you do to feel better?
What’s the worst gift you’ve ever received and ever given?
What movie had the greatest impact on you?
What would you sacrifice to save someone’s life?
Would you rather be smarter, more athletic, or better looking?
Which of your sibling’s character traits would you like to have?
What do you most admire about your parents?
How do you choose your friends?
Do you have any habits you’d like to give up?
Would you live your life any differently if you didn’t care what people thought?
Which personality has gotten you into the most trouble?
How do you measure success and who would you consider a successful person?
What one fear would you like to conquer?
What’s your favorite website?
Did you ever throw away an item you wish you had saved?
Have your parents ever told you something that you don’t think is true?
Would you date someone you liked if your best friend liked them too?
Is the male or female body more beautiful?
What’s your idea of a perfect first date?
What’s the first thing you’d do if you suddenly changed into the opposite sex?
If you found out a close friend was gay, how would it change your friendship?
What’s your all-time favorite music video?
If you were to do volunteer work, what kind would you choose?
What topics do you feel passionately about enough to protest?
What event, past or present, would you like to witness in person?
Which song evokes the strongest memories for you?
What’s your biggest pet peeve?
How do you think your generation id different from previous generations?
Would you prefer to have lots of acquaintances or a few very close friends?
What super power would you like to have?
If you could do something dangerous just once with no risk, what would it be?
Monday, August 11, 2008
Welcome to My Class - My Syllabus
Welcome to my class. I truly hope you will enjoy what we do. I am working hard to make sure that we satisfy all our requirements in an interesting manner. This year long course has seven main units. We will cover the first four this semester:
Unit 1- Many Selves, Many Voices – using poetry and an interview to become aware of the variety of voices writers and speakers use, and how these voices reflect a cultural context and a sense of the speaker’s individuality.
Unit 2 – Looking Forward & Getting Ready for the Next Step - using non-fiction and technical documents to explore the next step you may take, whether it is going to college or starting a career. We will be writing college entrance essays, cover letters for business purposes and creating a resume.
Unit 3 – Stranger in the Village – using essays to understand how encounters with others expand our own potential for self-expression, and understanding the risks associated with being either a “stranger” or a part of the “village.”
Unit 4 – A Medley of Voices – using a novel by Zora Neale Hurston to understand the connections between language and character, and to analyze historical/social//cultural contexts in literary works.
Students in English 12 will be expected to:
Attend class and be an active participant.
Read and interpret from a wide variety of genres.
· Write—notes, poems, essays, research papers and stories, —in response to what is being read and discussed in class.
Students and parents should understand that English 12 is designed to challenge every student. However, the extent to which an individual student is challenged will be dependent on the effort that the student puts into the class.
It is our desire that you become engaged in the coursework and that it becomes the subject of conversation between you and your instructors, your classmates, and your family.
I want you to succeed in my class. Even if you don’t feel like you’re “good” at writing or reading, you can still get a good grade in my class. So, you say, how do I do that? Here’s the drill:
· COME TO CLASS EVERYDAY! Having an interesting mix of students makes the class more fun. I want to see your smiling face every school day.
Absences & Tardies: I will be enforcing the school attendance policies. If you have excessive tardies (this means a lot of tardies or you are VERY late to class) I may require you to make-up that time during the access portion of the schedule or I may require you to clean desks during part of your passing period.
· BE PREPARED! For my class you will need your brain, a well fed body, a good attitude, respect, and the following supplies:
· Pens: All assignments must be done in pen or typed/word processed.
· 1 Three Ring Binder with Paper
· 1 Two-Pocket folder, preferably one that is punched and can travel within your notebook.
· Your Planner: This should be used to record assignment, especially homework due dates. It also serves as your hall pass.
· Markers or Colored Pencils that have been sharpened: (Optional) We will be doing some fun things in class that you require a nice visual presentation. Be sure to put your name on your markers or colored pencils.
· Post-It Notes: ( Optional, but Useful) You will need the small ones that you can write on. (1 3/8 x 1/7/8 or 2 7/8 x 2 7/8)
· A Highlighter
A Jefferson County Pubic Library Card: You can gain access to all of the databases that the Jeffco Public Library has if you have a library card. I would like you to tell me your card number and the name on the card so that you can access the databases even if you don’t have the card with you. If you do not have one you can get one by going to any Jeffco Public Library or by applying online at www.jefferson.lib.co.us. If you apply online you will need to pick it up within three days from when you applied for it.
Grading Criteria:
All assignments are given points. Grades are awarded based on points earned.
90% = A 80% = B 70% = C 69% = F
In keeping with the English Department Policy, no “D” grades will be awarded.
Okay, enough said? Feeling overwhelmed already? Stop and breathe. I am strict, but also fair. It is important to me that you know what is going on and expected in my class. I hope to see your face beaming with pride in your own excellent work and feel good about how well you have prepared yourself. Need help with any of this stuff? See me. I am always here before school, during the access period or you can schedule time with me as well.
Unit 1- Many Selves, Many Voices – using poetry and an interview to become aware of the variety of voices writers and speakers use, and how these voices reflect a cultural context and a sense of the speaker’s individuality.
Unit 2 – Looking Forward & Getting Ready for the Next Step - using non-fiction and technical documents to explore the next step you may take, whether it is going to college or starting a career. We will be writing college entrance essays, cover letters for business purposes and creating a resume.
Unit 3 – Stranger in the Village – using essays to understand how encounters with others expand our own potential for self-expression, and understanding the risks associated with being either a “stranger” or a part of the “village.”
Unit 4 – A Medley of Voices – using a novel by Zora Neale Hurston to understand the connections between language and character, and to analyze historical/social//cultural contexts in literary works.
Students in English 12 will be expected to:
Attend class and be an active participant.
Read and interpret from a wide variety of genres.
· Write—notes, poems, essays, research papers and stories, —in response to what is being read and discussed in class.
Students and parents should understand that English 12 is designed to challenge every student. However, the extent to which an individual student is challenged will be dependent on the effort that the student puts into the class.
It is our desire that you become engaged in the coursework and that it becomes the subject of conversation between you and your instructors, your classmates, and your family.
I want you to succeed in my class. Even if you don’t feel like you’re “good” at writing or reading, you can still get a good grade in my class. So, you say, how do I do that? Here’s the drill:
· COME TO CLASS EVERYDAY! Having an interesting mix of students makes the class more fun. I want to see your smiling face every school day.
Absences & Tardies: I will be enforcing the school attendance policies. If you have excessive tardies (this means a lot of tardies or you are VERY late to class) I may require you to make-up that time during the access portion of the schedule or I may require you to clean desks during part of your passing period.
· BE PREPARED! For my class you will need your brain, a well fed body, a good attitude, respect, and the following supplies:
· Pens: All assignments must be done in pen or typed/word processed.
· 1 Three Ring Binder with Paper
· 1 Two-Pocket folder, preferably one that is punched and can travel within your notebook.
· Your Planner: This should be used to record assignment, especially homework due dates. It also serves as your hall pass.
· Markers or Colored Pencils that have been sharpened: (Optional) We will be doing some fun things in class that you require a nice visual presentation. Be sure to put your name on your markers or colored pencils.
· Post-It Notes: ( Optional, but Useful) You will need the small ones that you can write on. (1 3/8 x 1/7/8 or 2 7/8 x 2 7/8)
· A Highlighter
A Jefferson County Pubic Library Card: You can gain access to all of the databases that the Jeffco Public Library has if you have a library card. I would like you to tell me your card number and the name on the card so that you can access the databases even if you don’t have the card with you. If you do not have one you can get one by going to any Jeffco Public Library or by applying online at www.jefferson.lib.co.us. If you apply online you will need to pick it up within three days from when you applied for it.
Grading Criteria:
All assignments are given points. Grades are awarded based on points earned.
90% = A 80% = B 70% = C 69% = F
In keeping with the English Department Policy, no “D” grades will be awarded.
Okay, enough said? Feeling overwhelmed already? Stop and breathe. I am strict, but also fair. It is important to me that you know what is going on and expected in my class. I hope to see your face beaming with pride in your own excellent work and feel good about how well you have prepared yourself. Need help with any of this stuff? See me. I am always here before school, during the access period or you can schedule time with me as well.
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