DUE MONDAY, JANUARY 5, 2009
Afghanistan Information Hunt
Choose 20 questions from the list the answer on loose leaf.
1. Where do Muslims go to worship in Afghanistan?
2. What holidays do Afghani people celebrate?
3. For what reasons can a man beat his wife?
4. What is flagellation?
5. How is flagellation used as a punishment and for whom?
6. What is the significance of the “-stan” endings in many Middle Eastern countries?
7. What will happen to a woman who does not wear her birka?
8. Are women permitted to work in Afghanistan? What kinds of jobs do they have?
9. Are there any groups of people who go against traditional Afghan customs?
10. Is Afghanistan an independent country?
11. What is the population in Afghanistan?
12. How can couples get married if they can’t see each other first?
13. What is the poverty rate in Afghanistan? How is it defined?
14. What languages are spoken in Afghanistan?
15. How are children educated?
16. Why do women have less rights than men?
17. What are the mythical religious groups? What does this mean?
18. Are foreigners expected to follow the same customs as citizens?
19. Where can we see Soviet influence in Afghanistan today?
20. What does a traditional house look like in Afghanistan?
21. Is Afghanistan a democracy? Does it work like our government?
22. What traditional customs are stilled followed today?
23. How did the tradition of couples not seeing each other before marriage begin?
24. What is Ramadan?
25. What is Halal food?
26. What religion do the other 1% of people practice?
27. What is the student teacher ratio?
28. How are boys and girls educated differently?
29. Who are the Shiites?
30. Who are the Sunni’s?
31. Why can’t men and women shake hands with one another?
32. Why is eye contact something to avoid with women?
33. Why can’t women wear tight-fitting clothing?
34. Why can’t women show their feet when they are in public?
35. What are the major differences between the two Muslim groups?
36. In which month is Ramadan celebrated?
37. What are the Five Pillars of Islam? What do they mean for Muslims?
38. What is Islam?
39. What is a Mullah? What are his responsibilities?
40. Can a woman be a Mullah?
41. What are the rules for consuming alcoholic beverages?
42. After a woman is married, is she then permitted to look at other men in the eyes?
43. Are Afghans free to vote? What is the voting process like? Who votes?
44. Which wars has Afghanistan been associated with and taken part in?
45. What is the ‘jirga’ system? When and how is it used?
46. Who was Mohammed Zahir Shah? What was his place in Afghani history?
47. Who was the “founder” of modern Afghanistan?
48. What conquering nations and armies came into Afghanistan and it’s surrounding areas?
49. What types of governments were present throughout the history of Afghanistan?
50. Do husbands give their wives money?
51. Where do Afghanis buy groceries? Who goes shopping?
52. What is the structure of the family? What roles do family members play?
53. Has the number of political parties increased or decreased with history?
54. What is the military like?
Scholarly and Academic Sources
Feel free to search any website you like to find the answers, but definitely check out the following:
www.scholastic.com
http://www.afghana.com/Education/News.htm
www.britannica.com
www.nationalgeographic.com
http://news.bbc.co.uk/1/hi/world/south_asia/1569826.stm
www.nytimes.com
Sunday, December 21, 2008
Wednesday, October 15, 2008
Mad Libs
Mad-Libs Vocabulary Assignment
Ms. Walsh
1) Go to the blog page
2) Click on the Mad Libs gadget
3) Choose a topic from the dropdown menu
4) Fill in the appropriate parts of speech, using vocabulary words and other necessary words
5) Email yourself and one other person when you are done
6) Check your email, open the document from Mad Libs
7) Copy the story into your notebook.
8) In your notebook, translate the story underneath the copied version. Replace vocabulary words with synonyms, and add story elements to make it make sense.
9) Underneath your translation, reflect on your thinking process as you worked to make your vocabulary story make sense.
10) Title your vocabulary story
Sample:
Daniel Walsh, alias Johnny Cool, hated to make decisions even when his adage depended on it. He headed in the direction of an all-night bonanza nestled between a self-service citadel station and a decree parlor. He pushed open the diner excerpt but didn't enter. The only street lamp on the dark laggard illuminated the fear on his toenails. He was coming to another decisive moment, and as always, it scared the plaudits out of him. He took a deep rubble and entered the diner. It was almost servile. Johnny slumped into a/an discordant leather booth. He was very tired. Every wrangle in his body ached. His vigil was trembling. He needed coffee silently.
*The bold words are the words and phrases I selected for the Mad Libs.
Sample Tranlation:
Title: Early Bird J. Cool Needs Rest: The Desire to Run
My brother, who also goes by the name Johnny Cool, didn’t like to make decisions even when his proverb depended on it, and he lived by the old adage, “the early bird catches the worm.” He went towards an all-night money-making diner, located between a self-service protective tower for citizens, and a rules and regulations parlor. It’s tough living in the future. He read the passage written in the diner menu posted on the wall, but he didn’t go in. The only street lamp on the slowpoke lit up the fear on his toenails. He was coming to another decision, and as usual, it scared the applause out of him. He took a deep breath of the debris from recent construction outside the building and entered the diner. The place was like a servant itself, waiters running back and forth without stopping, bells ringing, orders being taken. Johnny, or Daniel, sat down heavily in a booth that shrieked out loud and made a grating sound when his body hit the seat. He was exhausted. Every argument in his body ached- his racing mind verses his sleepiness, his hunger verses his will to keep walking. His ability to keep watch over his target had been reduced to a tremble. He needed to sit silently with a cup of coffee and think for a while.
Ms. Walsh
1) Go to the blog page
2) Click on the Mad Libs gadget
3) Choose a topic from the dropdown menu
4) Fill in the appropriate parts of speech, using vocabulary words and other necessary words
5) Email yourself and one other person when you are done
6) Check your email, open the document from Mad Libs
7) Copy the story into your notebook.
8) In your notebook, translate the story underneath the copied version. Replace vocabulary words with synonyms, and add story elements to make it make sense.
9) Underneath your translation, reflect on your thinking process as you worked to make your vocabulary story make sense.
10) Title your vocabulary story
Sample:
Daniel Walsh, alias Johnny Cool, hated to make decisions even when his adage depended on it. He headed in the direction of an all-night bonanza nestled between a self-service citadel station and a decree parlor. He pushed open the diner excerpt but didn't enter. The only street lamp on the dark laggard illuminated the fear on his toenails. He was coming to another decisive moment, and as always, it scared the plaudits out of him. He took a deep rubble and entered the diner. It was almost servile. Johnny slumped into a/an discordant leather booth. He was very tired. Every wrangle in his body ached. His vigil was trembling. He needed coffee silently.
*The bold words are the words and phrases I selected for the Mad Libs.
Sample Tranlation:
Title: Early Bird J. Cool Needs Rest: The Desire to Run
My brother, who also goes by the name Johnny Cool, didn’t like to make decisions even when his proverb depended on it, and he lived by the old adage, “the early bird catches the worm.” He went towards an all-night money-making diner, located between a self-service protective tower for citizens, and a rules and regulations parlor. It’s tough living in the future. He read the passage written in the diner menu posted on the wall, but he didn’t go in. The only street lamp on the slowpoke lit up the fear on his toenails. He was coming to another decision, and as usual, it scared the applause out of him. He took a deep breath of the debris from recent construction outside the building and entered the diner. The place was like a servant itself, waiters running back and forth without stopping, bells ringing, orders being taken. Johnny, or Daniel, sat down heavily in a booth that shrieked out loud and made a grating sound when his body hit the seat. He was exhausted. Every argument in his body ached- his racing mind verses his sleepiness, his hunger verses his will to keep walking. His ability to keep watch over his target had been reduced to a tremble. He needed to sit silently with a cup of coffee and think for a while.
Thursday, October 9, 2008
Mad Glibs: Extra Credit Opportunity
Hello Students,
Check out these awesome mad glib links. They used to be called Mad Libs. For Extra Credit, complete a mad glibs story online, copy it onto looseleaf when you are done, make any changes necessary to make your story make sense, and submit.
Links
http://www.eduplace.com/tales/
http://madlibs.org/
http://www.funbrain.com/brain/ReadingBrain/ReadingBrain.html
Due Date for Extra Credit: Friday, October 17, 2008
Happy writing,
Ms. Walsh
Check out these awesome mad glib links. They used to be called Mad Libs. For Extra Credit, complete a mad glibs story online, copy it onto looseleaf when you are done, make any changes necessary to make your story make sense, and submit.
Links
http://www.eduplace.com/tales/
http://madlibs.org/
http://www.funbrain.com/brain/ReadingBrain/ReadingBrain.html
Due Date for Extra Credit: Friday, October 17, 2008
Happy writing,
Ms. Walsh
Saturday, September 20, 2008
New Link For Creative Writers
Hello Students,
I have created a blog site for the creative writers among us. It's set up as a link under "School Information." If you want to be able to post your own creative writing or comment on someone else's, send me an email and I will invite you as an author.
Ms. Walsh
I have created a blog site for the creative writers among us. It's set up as a link under "School Information." If you want to be able to post your own creative writing or comment on someone else's, send me an email and I will invite you as an author.
Ms. Walsh
Thursday, September 18, 2008
Interior Monologue for Sundjata Characters
Remember that some of the characteristics of the interior monologue we brainstormed in class included:
-self-affirmations
-I wish...
-I hope...
-facts about what happened
-ask questions about other characters
-ask questions about yourself
-state your immediate plans
-state your long-term plans
*Don't forget to write your real name, too!
Happy blogging,
Ms. Walsh
-self-affirmations
-I wish...
-I hope...
-facts about what happened
-ask questions about other characters
-ask questions about yourself
-state your immediate plans
-state your long-term plans
*Don't forget to write your real name, too!
Happy blogging,
Ms. Walsh
Saturday, September 6, 2008
Things Fall Apart
Literal, Interpretive, and Applied Questions
Directions: In your notebook, respond to the following questions for chapter one of Achebe’s Things Fall Apart. Write in complete sentences, and label each question with an (L) for literal, (I) for interpretive, and (A) for applied.
1. How might bringing honor to one’s family affect a character’s personality?
2. How long did the wrestling match last between Okonkwo and Amalinze the Cat?
3. Explain the metaphor found on the first page: “Okonkwo was as slippery as a fish in water.”
4. Why did Okonkwo have “little patience for his father”?
5. What was the purpose of Okoye’s visit to Unoka, Okonkwo’s father?
6. List three facts about Unoka’s background history.
7. Does a person’s family history determine the type of person he or she is, or will become?
8. A proverb is defined as a metaphorical phrase that is used to make a point. Write down the proverb found on page 8 of the text.
Evaluating Your Thinking Process
Now that you have thought about, answered, and labeled the questions, evaluate the thinking process you just used for the task. How does it help you to recognize the different types of questions you are being asked? What do you think is the benefit of stopping to ask your own questions while you are reading a text? How does answering questions about a text help you to develop a deeper meaning for a text? Write one paragraph to explore these questions and discuss your experience with this task. Do this part of the assignment as a post comment to this blog.
*Remember to sign your first name, last initial, and period number
(EX: MariF.p1 )
Literal, Interpretive, and Applied Questions
Directions: In your notebook, respond to the following questions for chapter one of Achebe’s Things Fall Apart. Write in complete sentences, and label each question with an (L) for literal, (I) for interpretive, and (A) for applied.
1. How might bringing honor to one’s family affect a character’s personality?
2. How long did the wrestling match last between Okonkwo and Amalinze the Cat?
3. Explain the metaphor found on the first page: “Okonkwo was as slippery as a fish in water.”
4. Why did Okonkwo have “little patience for his father”?
5. What was the purpose of Okoye’s visit to Unoka, Okonkwo’s father?
6. List three facts about Unoka’s background history.
7. Does a person’s family history determine the type of person he or she is, or will become?
8. A proverb is defined as a metaphorical phrase that is used to make a point. Write down the proverb found on page 8 of the text.
Evaluating Your Thinking Process
Now that you have thought about, answered, and labeled the questions, evaluate the thinking process you just used for the task. How does it help you to recognize the different types of questions you are being asked? What do you think is the benefit of stopping to ask your own questions while you are reading a text? How does answering questions about a text help you to develop a deeper meaning for a text? Write one paragraph to explore these questions and discuss your experience with this task. Do this part of the assignment as a post comment to this blog.
*Remember to sign your first name, last initial, and period number
(EX: MariF.p1 )
Wednesday, September 3, 2008
Our Reading Profiles
Dear Students,
Hooray! Harrah! Haroo! You made it! Below, you will see the Reading History Questionnaire we worked on in class. Only this time, you can see all of my answers!
Your Task:
1) Read through my responses
2) Highlight the Reading History Questionnaire
3) Press CTRL C or right click and select “copy”
4) Click on “comment” (located below the survey)
5) Place the cursor in the body of the blog and press CTRL P or right click and select “paste”
6) The survey should appear in the space. Delete my answers, but leave the questions.
7) Now it’s your turn to complete the survey! Use complete sentences, of course.
8) Add one question (to make 25 questions) and answer it.
9) Delete the original title and create a personalized title. Post your comment, and do not forget to select "name" and write your first name, last initial, and period.
10) Now it’s time to explore each other’s comments. Choose three of your peers to write five interesting reading facts about. Do this part in your notebook.
Happy blogging,
Ms. Walsh
P.S. While you’re on here, it wouldn’t hurt to vote on the polls I have on the right.
P.P.S. Don’t forget to familiarize yourself with the information contained in the links.
English Frogs Hop from Book to Book: Ms. Walsh’s Reading Profile
1. How old were you when you learned how to read?I am not sure how old I was when I learned how to read, but I do remember that the first sentence I read aloud was, “stand up to be tall and sit down to be small.” I was so proud!
2. Were you a big reader growing up?I was definitely a big reader growing up. I didn’t enjoy classics much, though, until I was a bit older. As a teenager, I was obsessed with the writer Lois Duncan, and I loved Francine Pascal’s Sweet Valley Twins and Sweet Valley High series. I also read the heck out of the Nancy Drew books.
3. Are there any books that left a big impression on you as a kid?In Cold Blood by Truman Capote gave me nightmares, Steven King’s Rose Madder inspired me to write, and J.R.R. Tolkien made me dream. As a really small child, I loved these books that had the best cartoon pigs dressed in uniforms- I don’t know who wrote them or what they were about, but I loved them so much!
4. Do you have favorite genres? (Example: Do you read mainly fiction or non-fiction? Do you have a soft spot for horror, science fiction, or romance?) I would have to say that I really love historical fiction books. I have a soft spot for fictitious novels that are set in ancient times.
7. Where do you prefer to read?I love to read in the park, under a tree. In the summer, I like to read at the beach. If it’s raining, or cold, I like to sit on my couch, near the window. I always read on the train.
8. Do you like to eat or drink something while you read? If so, what are your foods and beverages of choice?For me, the best reading snack is chips and guacamole.
10. On average, how many books do you read a month?At some times during the school year, I have read up to six books in a month. On average, I probably read two books per month.
11. How do you get hold of the books? Do you buy them at a bookstore, visit an online store, borrow from a friend or family member, or do you use the library?I love collecting books to share with students, friends, and family, so I often buy books.
12. Paperback or hardcover?I prefer paperback because it’s nice to be able to fold a soft book in half when you are in a crowded space and have to read with one hand holding onto a metal rail (the train).
13. At what point do you give up on a book? I try to get through all of the books I pick up, but if I get halfway through a book and I don’t care about the characters, I put the book down.
14. How do you find out about new books and authors?I like to read books based on recommendations, best. I also check out the New York Times bestselling list. My mom often tells me about good books she has read and then I read them so we can talk about them.
15. Best reading-related memory?Reading the final book in J.R. Rowling’s Harry Potter series gave me dreams of the Hogwarts Castle every night until I was done with the book.
16. Worst reading-related memory?One time, in college, I had to read three thick novels in one week. I procrastinated (teachers are human, too) and didn’t have time to finish one of the books. I had to go to the discussion group and admit to the class (when I got called on) that I didn’t finish the book. I was mortified.
17. What was the last book(s) you read?The last book I read was Jeanette Wall’s memoir, titled The Glass Castle. It was awesome.
18. What was the last book you checked out from the library?The last book I checked out from the library was Barbara Kingsolver’s The Poisonwood Bible.
19. On average, how many hours a week do you spend reading?Aside from reading at school with my students, I spend at least five hours a week reading.
20. Are you a fast or a slow reader?
I read at a fast pace only if I’m reading for pleasure. If I am reading a book with my students, I read at a slower pace, so that I can think about what the hidden messages are and figure out what is most important to teach about.
21. Do you sometimes read more than one book at a time?I often read more than one book at a time. Sometimes, I confuse the characters and the stories. I find that if I make a character list for each book, it makes it easier to keep the stories straight.
22. Are you what Stephen King refers to as a Constant Reader, or are there periods where you do not read at all?
I am a “Constant Reader.”
23. What is the longest you have gone without reading?The longest I have ever gone without reading was one week, when I stayed with my best friend at her parent’s lake house. I had forgotten to bring a book, and the town was so small, we would have had to drive an hour for the nearest bookstore or library!
24. Why do you read? (This is a tough one, I know)I read because it helps me to understand the world around me. This helps me to change, as a person, which I think is very important.
Hooray! Harrah! Haroo! You made it! Below, you will see the Reading History Questionnaire we worked on in class. Only this time, you can see all of my answers!
Your Task:
1) Read through my responses
2) Highlight the Reading History Questionnaire
3) Press CTRL C or right click and select “copy”
4) Click on “comment” (located below the survey)
5) Place the cursor in the body of the blog and press CTRL P or right click and select “paste”
6) The survey should appear in the space. Delete my answers, but leave the questions.
7) Now it’s your turn to complete the survey! Use complete sentences, of course.
8) Add one question (to make 25 questions) and answer it.
9) Delete the original title and create a personalized title. Post your comment, and do not forget to select "name" and write your first name, last initial, and period.
10) Now it’s time to explore each other’s comments. Choose three of your peers to write five interesting reading facts about. Do this part in your notebook.
Happy blogging,
Ms. Walsh
P.S. While you’re on here, it wouldn’t hurt to vote on the polls I have on the right.
P.P.S. Don’t forget to familiarize yourself with the information contained in the links.
English Frogs Hop from Book to Book: Ms. Walsh’s Reading Profile
1. How old were you when you learned how to read?I am not sure how old I was when I learned how to read, but I do remember that the first sentence I read aloud was, “stand up to be tall and sit down to be small.” I was so proud!
2. Were you a big reader growing up?I was definitely a big reader growing up. I didn’t enjoy classics much, though, until I was a bit older. As a teenager, I was obsessed with the writer Lois Duncan, and I loved Francine Pascal’s Sweet Valley Twins and Sweet Valley High series. I also read the heck out of the Nancy Drew books.
3. Are there any books that left a big impression on you as a kid?In Cold Blood by Truman Capote gave me nightmares, Steven King’s Rose Madder inspired me to write, and J.R.R. Tolkien made me dream. As a really small child, I loved these books that had the best cartoon pigs dressed in uniforms- I don’t know who wrote them or what they were about, but I loved them so much!
4. Do you have favorite genres? (Example: Do you read mainly fiction or non-fiction? Do you have a soft spot for horror, science fiction, or romance?) I would have to say that I really love historical fiction books. I have a soft spot for fictitious novels that are set in ancient times.
7. Where do you prefer to read?I love to read in the park, under a tree. In the summer, I like to read at the beach. If it’s raining, or cold, I like to sit on my couch, near the window. I always read on the train.
8. Do you like to eat or drink something while you read? If so, what are your foods and beverages of choice?For me, the best reading snack is chips and guacamole.
10. On average, how many books do you read a month?At some times during the school year, I have read up to six books in a month. On average, I probably read two books per month.
11. How do you get hold of the books? Do you buy them at a bookstore, visit an online store, borrow from a friend or family member, or do you use the library?I love collecting books to share with students, friends, and family, so I often buy books.
12. Paperback or hardcover?I prefer paperback because it’s nice to be able to fold a soft book in half when you are in a crowded space and have to read with one hand holding onto a metal rail (the train).
13. At what point do you give up on a book? I try to get through all of the books I pick up, but if I get halfway through a book and I don’t care about the characters, I put the book down.
14. How do you find out about new books and authors?I like to read books based on recommendations, best. I also check out the New York Times bestselling list. My mom often tells me about good books she has read and then I read them so we can talk about them.
15. Best reading-related memory?Reading the final book in J.R. Rowling’s Harry Potter series gave me dreams of the Hogwarts Castle every night until I was done with the book.
16. Worst reading-related memory?One time, in college, I had to read three thick novels in one week. I procrastinated (teachers are human, too) and didn’t have time to finish one of the books. I had to go to the discussion group and admit to the class (when I got called on) that I didn’t finish the book. I was mortified.
17. What was the last book(s) you read?The last book I read was Jeanette Wall’s memoir, titled The Glass Castle. It was awesome.
18. What was the last book you checked out from the library?The last book I checked out from the library was Barbara Kingsolver’s The Poisonwood Bible.
19. On average, how many hours a week do you spend reading?Aside from reading at school with my students, I spend at least five hours a week reading.
20. Are you a fast or a slow reader?
I read at a fast pace only if I’m reading for pleasure. If I am reading a book with my students, I read at a slower pace, so that I can think about what the hidden messages are and figure out what is most important to teach about.
21. Do you sometimes read more than one book at a time?I often read more than one book at a time. Sometimes, I confuse the characters and the stories. I find that if I make a character list for each book, it makes it easier to keep the stories straight.
22. Are you what Stephen King refers to as a Constant Reader, or are there periods where you do not read at all?
I am a “Constant Reader.”
23. What is the longest you have gone without reading?The longest I have ever gone without reading was one week, when I stayed with my best friend at her parent’s lake house. I had forgotten to bring a book, and the town was so small, we would have had to drive an hour for the nearest bookstore or library!
24. Why do you read? (This is a tough one, I know)I read because it helps me to understand the world around me. This helps me to change, as a person, which I think is very important.
Tuesday, August 26, 2008
Course Syllabus
English Literature: Grade 9
Ms. Walsh
Room 568
ewalsh.english@gmail.com
(212) 501-1234
Course Description: One primary goal for this yearlong course will be to develop students’ ability to think critically. To help students accomplish this goal, we will attempt to answer five essential questions:
What patterns of interaction do we see that have affected the development of the world?
What stories are told, why and by whom?
How can learning about another culture help us better understand our world?
How do literature and the arts represent culture and society over time?
How can I be an agent of change in society?
Another goal for this course will be to improve students’ ability to write analytically. As a result, students will be assigned to write at least six essays and compile a comprehensive writing portfolio to submit for review at the end of the course. Students will be required to submit at least two drafts with each of their essays (see additional guidelines for submitting essays below).
Course Outline:- To answer our essential questions, we will analyze literature from several civilizations and historical periods. Civilizations include Africa, the Middle East, India, China, and Latin America.
- We will read several genres of literature, including historical fiction, personal narrative, poetry, traditional literature, historical non-fiction, biography, poetry, and diary.
- We will learn to write in several of genres of writing, including, essay writing (expository, persuasive, analytical, interpretive), feature articles, editorials, literary criticism, personal analysis, poetry, personal narrative, journal writing, self-reflection writing, and free writing.
Forms of Assessment:
Group Work - Being able to work well with others in a group is a crucial skill for today’s citizens. The cliché - no person is an island - is a good illustration of this fact in that it can be quite difficult to survive without the help of others. In this same vein, much of students’ work will be done in groups. Students will quickly realize that individually they will not have all of the answers, but as they work with their fellow classmates, they will be better able to find all of the answers. After all major group assignments, students will be assessed on an individual basis (i.e. a reflection, journal response, short answer essay)
Homework – Homework is posted on the board each day, and students are responsible for writing it down in their agendas. Homework assignments will be checked for credit daily. If you are absent, it is your responsibility to complete the homework that you have missed. Homework will be accepted late only if you have a note from your parents, citing a valid excuse. Work handed in any time after the class is over is considered late. One day of absence affords one day of makeup opportunity (for homework, tests, quizzes, classwork, ect.). All homework must have full heading (see below for format).
Quizzes/Exams - All formal exams will be announced at least one week in advance. Quizzes will not always be announced beforehand. For this reason, you must review your notes on a daily basis to ensure success. Students should expect to receive no less than two quizzes during each unit and routine vocabulary and grammar quizzes. Students will also receive one exam at the end of each unit.
Essays - As mentioned above, all students will be required to submit at least two essay drafts for each essay written. The first draft will usually be reviewed by a fellow classmate. I will read and then return the second draft. All essays and drafts must follow the following format:
Typed
Heading: Your name, name of course, my name, class period, date- in upper-left hand corner
Title (centered under the heading and italicized)
Double-spaced
Font- size- 12 and Times Roman, black ink
One-inch margins
* Papers submitted out of format will be returned ungraded.
* All drafts should be proofread and edited before submission. Papers with two simple editing mistakes within the first two lines will be returned, ungraded.
Writing Portfolio
The final portfolio is a selection of a student’s work and the student’s own evaluation of that work, organized to show evidence of academic growth and progress. The portfolio is a culminating project, which is aimed at demonstrating the various genres of writing that students have learned throughout the year. Students will select various pieces of writing and they will have the opportunity to reflect on their growth as writers and thinkers. Due June 8.
Class Participation - One key element of class participation requires that students be in their seats and working before the late bell rings. Consequently, students who are frequently late and absent will be penalized. Students who are late without a valid excuse will be referred to the dean and will serve detention. Students will be expected to contribute to whole group discussions. Students will also be required to read their work (journal entries, homework, essays etc…) aloud in class. Failure to enter the classroom wearing full and proper uniform will result in your being sent to the office to borrow uniform items, which will make you late to class- and participation points will be deducted for that day. Students must carry their agendas with them at all times.
Grammar and Vocabulary- Students will receive one grammar packet and one vocabulary packet each month. Packets must be completed by the prescribed due date. We will review these packets as a class. Students will be tested regularly on grammar and vocabulary. I strongly encourage you to buy a grammar workbook and practice your grammar skills outside of class, as well. Dictionaries are available to students at all times during class, and students should always look up unfamiliar words. A thesaurus must be consulted for every written assignment.
Blogging- Our classroom blog account is located at http://ewalshenglish9.blogspot.com
Here, you will find a wealth of information that will support our units of study. Sometimes you will be required to post a response to a blog I have started, and this will count as an assignment for class. You are responsible for demonstrating knowledge of the information supplied on this blog and in its links, so make sure to log in daily.
Grading Information and Policies
Grading Policy, as per the MHSHS grading scale:
A: 90 – 100
B: 80 – 89
C: 70 – 79
D: 65-69
F: 64 and below
Your grade will be determined by a point system. Grades for each marking period will be based on the points you earn out of the total possible value of the graded assignments. The weight of the assignment is determined by its point value. For example, homework may be worth five points, quizzes worth ten points and tests worth one hundred points.
• Extra credit means extra work. If you are missing many assignments, therefore not keeping up with the work, then you will not be given additional work to compensate for your grade.
My Gradebook- I will be recording grades in a hardcopy gradebook and online at www.mygradebook.com
Each student and his/her parent(s) will receive a classword and a password. Simply log onto the gradebook link and enter the login information to access your/your child’s grades, any time.
Outbox / Classroom Folder System: Work handed in to me will be graded and placed in the Outbox in a timely fashion. All formal writing assignments are kept in the classroom, to be used for the writing portfolio in May. Students may take their work from the outbox for review, but must then place the work in his/her classroom folder.
Required Materials:- English Notebook (not to be shared with any other subject, as I periodically collect notebooks for review)
- Two English Folders (not to be shared with any other subject). One folder will be kept in the classroom and the other will be kept with the student.
- Blue or black pens (work done in another color will not be accepted)
- 1 highlighter (yellow, or light in color)
- Post-its (2 x 4)
- Loose-leaf (can be placed in English Folder). Work handed in with the spirals at the edges of the paper will not be accepted.
- White-Out is strongly encouraged, as we will not throw out paper just because we made a simple error.
- Pocket thesaurus
* Over the course of the year, students will be required to bring in index cards for novel projects. It would be a good idea to stock up on these and rubber bands at the beginning of the year, but students do not have to bring these items to class every day.
* In May, students will be required to have a three ring binder with five dividers. Plastic wraps for papers is not required, but recommended. The binder will be used for the final Writing Portfolio.
* Much of the work handed in for this course will be typed. There is a computer lab available for students to use during lunch and during S.O.S.
Classroom Expectations:- Always put forth your best effort. Be prepared with your notebook and a writing utensil. Come to class with questions about readings and assignments. Ask for help and you shall receive it.
- As William Shakespeare said, “thought is free.” You are free to express your opinions in this class, so long as you support these opinions with evidence, and respect others’ rights to their own, different opinions.
- Academic integrity is required for this course. It is expected that all work you do is your own, original work. See the MHSHS Student Handbook for more information regarding cheating / plagiarism.
- Be a self-starter. Find the inspiration within yourself to learn. Never sit around and wait for me to tell you to get started.
Academic Support:- Every Tuesday, Wednesday, and Thursday I am available at S.O.S. On these days of the week, you can come to my classroom for 45-90 minutes after school to get help for or work on assignments, work on English skills, or do your homework.
- Open communication is a major key to your personal success. I strongly encourage you to stop by the classroom to speak to me personally, drop a note in my mailbox, or email me regarding any concerns or confusion you may have. Often times, if you are confused, others are confused as well. Your asking questions could benefit the whole group!
- This classroom is yours as well as mine. All of the decisions each of us makes has a direct affect on everyone else in the room. Always be aware and conscious of yourself.
Ms. Walsh
Room 568
ewalsh.english@gmail.com
(212) 501-1234
Course Description: One primary goal for this yearlong course will be to develop students’ ability to think critically. To help students accomplish this goal, we will attempt to answer five essential questions:
What patterns of interaction do we see that have affected the development of the world?
What stories are told, why and by whom?
How can learning about another culture help us better understand our world?
How do literature and the arts represent culture and society over time?
How can I be an agent of change in society?
Another goal for this course will be to improve students’ ability to write analytically. As a result, students will be assigned to write at least six essays and compile a comprehensive writing portfolio to submit for review at the end of the course. Students will be required to submit at least two drafts with each of their essays (see additional guidelines for submitting essays below).
Course Outline:- To answer our essential questions, we will analyze literature from several civilizations and historical periods. Civilizations include Africa, the Middle East, India, China, and Latin America.
- We will read several genres of literature, including historical fiction, personal narrative, poetry, traditional literature, historical non-fiction, biography, poetry, and diary.
- We will learn to write in several of genres of writing, including, essay writing (expository, persuasive, analytical, interpretive), feature articles, editorials, literary criticism, personal analysis, poetry, personal narrative, journal writing, self-reflection writing, and free writing.
Forms of Assessment:
Group Work - Being able to work well with others in a group is a crucial skill for today’s citizens. The cliché - no person is an island - is a good illustration of this fact in that it can be quite difficult to survive without the help of others. In this same vein, much of students’ work will be done in groups. Students will quickly realize that individually they will not have all of the answers, but as they work with their fellow classmates, they will be better able to find all of the answers. After all major group assignments, students will be assessed on an individual basis (i.e. a reflection, journal response, short answer essay)
Homework – Homework is posted on the board each day, and students are responsible for writing it down in their agendas. Homework assignments will be checked for credit daily. If you are absent, it is your responsibility to complete the homework that you have missed. Homework will be accepted late only if you have a note from your parents, citing a valid excuse. Work handed in any time after the class is over is considered late. One day of absence affords one day of makeup opportunity (for homework, tests, quizzes, classwork, ect.). All homework must have full heading (see below for format).
Quizzes/Exams - All formal exams will be announced at least one week in advance. Quizzes will not always be announced beforehand. For this reason, you must review your notes on a daily basis to ensure success. Students should expect to receive no less than two quizzes during each unit and routine vocabulary and grammar quizzes. Students will also receive one exam at the end of each unit.
Essays - As mentioned above, all students will be required to submit at least two essay drafts for each essay written. The first draft will usually be reviewed by a fellow classmate. I will read and then return the second draft. All essays and drafts must follow the following format:
Typed
Heading: Your name, name of course, my name, class period, date- in upper-left hand corner
Title (centered under the heading and italicized)
Double-spaced
Font- size- 12 and Times Roman, black ink
One-inch margins
* Papers submitted out of format will be returned ungraded.
* All drafts should be proofread and edited before submission. Papers with two simple editing mistakes within the first two lines will be returned, ungraded.
Writing Portfolio
The final portfolio is a selection of a student’s work and the student’s own evaluation of that work, organized to show evidence of academic growth and progress. The portfolio is a culminating project, which is aimed at demonstrating the various genres of writing that students have learned throughout the year. Students will select various pieces of writing and they will have the opportunity to reflect on their growth as writers and thinkers. Due June 8.
Class Participation - One key element of class participation requires that students be in their seats and working before the late bell rings. Consequently, students who are frequently late and absent will be penalized. Students who are late without a valid excuse will be referred to the dean and will serve detention. Students will be expected to contribute to whole group discussions. Students will also be required to read their work (journal entries, homework, essays etc…) aloud in class. Failure to enter the classroom wearing full and proper uniform will result in your being sent to the office to borrow uniform items, which will make you late to class- and participation points will be deducted for that day. Students must carry their agendas with them at all times.
Grammar and Vocabulary- Students will receive one grammar packet and one vocabulary packet each month. Packets must be completed by the prescribed due date. We will review these packets as a class. Students will be tested regularly on grammar and vocabulary. I strongly encourage you to buy a grammar workbook and practice your grammar skills outside of class, as well. Dictionaries are available to students at all times during class, and students should always look up unfamiliar words. A thesaurus must be consulted for every written assignment.
Blogging- Our classroom blog account is located at http://ewalshenglish9.blogspot.com
Here, you will find a wealth of information that will support our units of study. Sometimes you will be required to post a response to a blog I have started, and this will count as an assignment for class. You are responsible for demonstrating knowledge of the information supplied on this blog and in its links, so make sure to log in daily.
Grading Information and Policies
Grading Policy, as per the MHSHS grading scale:
A: 90 – 100
B: 80 – 89
C: 70 – 79
D: 65-69
F: 64 and below
Your grade will be determined by a point system. Grades for each marking period will be based on the points you earn out of the total possible value of the graded assignments. The weight of the assignment is determined by its point value. For example, homework may be worth five points, quizzes worth ten points and tests worth one hundred points.
• Extra credit means extra work. If you are missing many assignments, therefore not keeping up with the work, then you will not be given additional work to compensate for your grade.
My Gradebook- I will be recording grades in a hardcopy gradebook and online at www.mygradebook.com
Each student and his/her parent(s) will receive a classword and a password. Simply log onto the gradebook link and enter the login information to access your/your child’s grades, any time.
Outbox / Classroom Folder System: Work handed in to me will be graded and placed in the Outbox in a timely fashion. All formal writing assignments are kept in the classroom, to be used for the writing portfolio in May. Students may take their work from the outbox for review, but must then place the work in his/her classroom folder.
Required Materials:- English Notebook (not to be shared with any other subject, as I periodically collect notebooks for review)
- Two English Folders (not to be shared with any other subject). One folder will be kept in the classroom and the other will be kept with the student.
- Blue or black pens (work done in another color will not be accepted)
- 1 highlighter (yellow, or light in color)
- Post-its (2 x 4)
- Loose-leaf (can be placed in English Folder). Work handed in with the spirals at the edges of the paper will not be accepted.
- White-Out is strongly encouraged, as we will not throw out paper just because we made a simple error.
- Pocket thesaurus
* Over the course of the year, students will be required to bring in index cards for novel projects. It would be a good idea to stock up on these and rubber bands at the beginning of the year, but students do not have to bring these items to class every day.
* In May, students will be required to have a three ring binder with five dividers. Plastic wraps for papers is not required, but recommended. The binder will be used for the final Writing Portfolio.
* Much of the work handed in for this course will be typed. There is a computer lab available for students to use during lunch and during S.O.S.
Classroom Expectations:- Always put forth your best effort. Be prepared with your notebook and a writing utensil. Come to class with questions about readings and assignments. Ask for help and you shall receive it.
- As William Shakespeare said, “thought is free.” You are free to express your opinions in this class, so long as you support these opinions with evidence, and respect others’ rights to their own, different opinions.
- Academic integrity is required for this course. It is expected that all work you do is your own, original work. See the MHSHS Student Handbook for more information regarding cheating / plagiarism.
- Be a self-starter. Find the inspiration within yourself to learn. Never sit around and wait for me to tell you to get started.
Academic Support:- Every Tuesday, Wednesday, and Thursday I am available at S.O.S. On these days of the week, you can come to my classroom for 45-90 minutes after school to get help for or work on assignments, work on English skills, or do your homework.
- Open communication is a major key to your personal success. I strongly encourage you to stop by the classroom to speak to me personally, drop a note in my mailbox, or email me regarding any concerns or confusion you may have. Often times, if you are confused, others are confused as well. Your asking questions could benefit the whole group!
- This classroom is yours as well as mine. All of the decisions each of us makes has a direct affect on everyone else in the room. Always be aware and conscious of yourself.
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