My Two Cents

The American Dream Today

2011-04-14T09:28:00.001-07:00

Respond to the articles below.
1. Summarize article.
2. Provide personal reactions to information.

The American Dream Today:
1. “Who wants to Be a Millionaire: Changing Conceptions of the American Dream” by Matthew Warshauer
a. http://www.americansc.org.uk/Online/American_Dream.htm
2. “Save a Middle Class Dream” Robert Schwab
a. http://www.huffingtonpost.com/robert-schwab/denver-union-rally_b_828703.html
3. “Kentuckians support Wisconsin at Rally for the American Dream” by Christopher Hignite
a. http://www.examiner.com/courts-in-lexington/kentuckians-support-wisconsin-at-rally-to-save-the-american-dream
4. “They have a Dream” by Mariacarmen Godoy-Andino
a. http://www.newhavenindependent.org/index.php/archives/entry/they_have_a_dream/id_34153
5. The 2010 MetLife Study of the American Dream
a. http://www.metlife.com/business/insights-and-tools/industry-knowledge/metlife-study-of-the-american-dream/index.html?WT.mc_id=vu1234
6. “Two Thirds Feel American Dream Harder to Achieve: Americans not sure Government can Help” by Robert Longley
a. http://usgovinfo.about.com/od/moneymatters/a/baddream.htm
7. “Should undocumented immigrants have ‘a shot at the American dream’?” by Alan Shapiro
a. http://www.teachablemoment.org/high/immigration2.html

The Kite Runner Introductory Project

2011-04-13T11:56:00.000-07:00

Assignment:
Your uncle, who is being deployed to Afghanistan, must refresh his knowledge of that country. You volunteer to help him by creating a pamphlet that contains pertinent information of the following categories:

1. Stated Mission:
• Name and define the stated mission of United States’ involvement in Afghanistan.

2. Mission’s Deadline
• What is the deadline for our Afghanistan mission? What was the original deadline? Why has it been pushed back?

3. Modern history:
• Provide a brief history of the region by outlining the 5 most important events in Afghanistan history since 1978. Must include one fact about its war against the Soviet Union, the Taliban emergence, and USA involvement in country post 9/11.

4. Afghanistan People:
• Define a Pashtun and Hazara. Include religion and ethnicity in your definition.
• Provide 3 examples of conflict between these groups.
• Name and define one problem a soldier may encounter because of this conflict.

5. Geography:
• Provide a map with 3 major cities, including the capitol, 2 military zones, and its border with Pakistan labeled.
• Name, describe, and provide a picture of 3 different types of terrain. Describe one potential problem soldiers may encounter with each of them.

6. Weapons:
• Describe the Kalashnikovs, the gun used by the Taliban. Include one advantage and one weakness of using that gun. Provide a picture of it.

Brochure Rubric

CATEGORY (4=A) Excellent; (3=B) Good; (2=C) Almost; (1=D) Not Yet

Attractiveness & Organization
4: The brochure has attractive formatting, is in point form and has very well organized information. 3: The brochure has attractive formatting, is in point form and has organized information.
2: The brochure has adequate formatting, is in point form and is somewhat organized.
1: The brochure's formatting and organization of material are confusing to the reader. Information is not in point form.

Content - Accuracy
4: The brochure has all of the required information and some additional information.
3: The brochure has all of the required information.
2: The brochure has half of the required information.
1: The brochure has little of the required information.

Writing – Mechanics:
4: All of the writing is in complete sentences. Capitalization, punctuation and spelling are correct throughout the brochure.
3: Most of the writing is in complete sentences. Most of the capitalization, punctuation and spelling are correct throughout the brochure.
2: Half of the writing is in complete sentences. Some of the capitalization, punctuation and spelling are correct throughout the brochure.
1: Much of the writing is not in complete sentences. Much of the capitalization, punctuation and spelling is not correct throughout the brochure.

Graphics/Pictures
4: More than five effective graphics are included and go well with the text.
3: Five relatively effective graphics are included and go well with the text.
2: Three-four graphics are included but do not always go well with the text.
1. Less than two graphics are used and may or may not go with the text.

How to Make a Brochure Using Microsoft Word

Microsoft word already has a template prepared for you to make a brochure. All you have to do is cut and paste your own text into the brochure and print it!

How to Pick Brochure Template
1. To access this template, go to FILE and select NEW on the top of the screen.
2. On left side of page, under the heading Microsoft Office Online, click “Brochures and Booklets.”
3. In middle of page, click “Brochures.”
4. In center pane, look through the brochure templates. Click a template thumbnail to view details in the right pane.

5. Select the tri-fold brochure template you want, and click Download. The template is applied to a new document.

5. The template will be on your screen. It is already filled with words (garbage mostly). All you have to do its cut those words out and paste with your own

You can modify any of the placeholder objects, such as Text Boxes, Pictures, and Shapes, to create your layout.

How to Add Your Content

1. Dive in, and type your brochure. Here are some tips:

· In a template, type information in a text box.

· Try using large font sizes for titles, and center them using the Center button on the Home tab.

· WordArt works nicely for the front (title) page. To insert WordArt, on the Insert tab, click WordArt, and then select a style.

· To prevent text from flowing from the bottom of one column to the top of the next column, you can use text boxes. Draw a text box over a column. When you type in the text box, all text will remain inside the container. If you want text to flow from one text box to another, select the first text box, and then, on the Text Box Tools Format tab, click Create Link. Then, click the empty text box that you want the text to flow into.

2. Add pictures, shapes, SmartArt, and any other object to go with your text. Here are some tips:

· On the Insert tab in the Illustrations group, click an object, such as a Picture or SmartArt graphic, to add it to your brochure. You can also drag a picture file from a folder.

· Select an object, click the object Format tab, and then click Text Wrapping to align the object to the column (In Line with Text) or click one of the other options to move the object freely.

· Try the other options on the object Format tab, such as Outline, Effects, and Fill. For example, you could add a light fill color to a text box or a drop shadow to a picture.

3. Remember to save your document regularly. When you're finished with your brochure, print it. Fold it into thirds, and see how it looks. You might need to move things away from the edges a bit so you don't cut off text or pictures.

Senior Final: Choose one of the following and submit June 1.

2011-04-13T11:47:00.000-07:00

1. Senior Video Final Exam
IntroductionAs promised, here is your long awaited senior video final exam. This is designed to give you a chance to make a final, lasting impression on AHS and get a grade in the process. This project caters to you and your family as you prepare to start the next phase of your life. The following is a list of criteria and objectives. Good luck and have fun!

Objectives
As a result of participating in this project, the student will be able to…
1. Purposefully reflect on his/her high school experience
2. Effectively use technology to create a video retrospective
3. Reflect on his/her growth and maturation using interviews with parents, friends, loved ones, teachers, etc.
4. Create a tangible final product
5. Illustrate the different phases of life from which he/she has “graduated”

Criteria and Scoring
1. The video should be 10 minutes for an individual project, 16 minutes for a group of two, and 20 minutes for a group of three. Should you choose a group project, your stories need to complement each other in some way.
2. What most interests me about the video is you. I want to know as much about you as possible. Include references to your beginnings, struggles, triumphs, maturation, future plans, etc.
3. You MUST include at least one parent or guardian.
4. You MUST have a unified purpose and/or narrative, much like any of the papers you’ve written this year.
5. You MUST include clips from every phase of your life.
6. You MUST include yourself actually doing something (sports, working, acting, drawing, etc.)
7. You MUST include interviews with at least three other people (non-family) who have made an impression on you.
8. You MUST include some sort of order represented through chronology or theme.
9. You MUST include smooth transitions. Please don’t walk around aimlessly and film everything. Like a paper, move from one part of your video to the next with transitions (fades, music, announcements, etc.)
10. You MUST include between 4-6 different locations that are relevant and reflective as well as explained.
11. Provide me with a final product compatible with my VCR or DVD player
12. Hand in the film and this packet on the due date
13. As is the case with any project of this sort, my biggest concern is crossing the line into indecency. If you plan on bringing your camera to a party, prom weekend, etc. you need only to exercise this rule: If your parents wouldn’t want to see it, neither would I. Understand that including alcohol, drugs, violence, or other inappropriate action in the video will result in failure and a referral to the administration and to your parents. I reserve the right to fail any video I deem inappropriate, disrespectful, or in direct violation of the aforementioned rules. We’ve built a mutual respect during the course of the year, so consider that before putting us both in a situation from which there is only way to extricate ourselves.

Suggestions
1. Make your parent interview meaningful. It doesn’t have to be scripted but it should be something on which you look back with pride in the years to come.
2. Make the video a documentary. In other words, tell stories of your youth, visit people you care about, go back to places you haven’t been in years, allow yourself to enjoy making the video as well as watching it. Edit the film in such a way that it includes sit down interviews and live-action shots.
3. Consider candid conversations, rehearsed bits, parties, vacations, the workplace, first loves, last loves, true confessions, athletics, drama, anything school related, etc.
4. Consider using pictures to create a storyboard of your life.
5. We aren’t interested in your house, your room, your car, etc.
6. Don’t overact or put on a show using some character who is not the person I’ve come to know. This is a reality show!
7. Sacrifice a little embarrassment and laugh at yourself.
8. Please give each group member equal time. It’s immediately obvious when one or more members aren’t working as hard as the others.
9. Don’t spend too much time on any one part of the video (i.e. your boyfriend/girlfriend, your work, a party, etc.)

The Camera
1. Be as steady as possible
2. Have the subject of the shot move….not the camera
3. Avoid excessive zooming and unzooming
4. SPEAK UP!! Especially when you’re outside
5. Charge your batteries so you don’t cut yourself off in the middle of a profound moment
6. Avoid walking while the camera is running. If you want to move, pause the recording and move
7. USE A FRESH TAPE!! I don’t want to see twenty minutes of your dance recital or Little League game in the middle!

And Finally…
This is your final exam!! Failure to turn in your video on the due date will result in a grade of 0%. Any finals handed to me after the due date will be returned to you immediately.

Videos are due June 1.

2. Autobiography Final Exam
For this option, I’d like you to put together a high school autobiography. The narrative should only include your four years of high school and should be based on your growth, maturation, and self-reflection. In other words, I do not want a dissertation on everything that happened to you during your high school career; instead, I’d ask that you consider your story as part of a larger whole, as based on a predetermined thematic connection, or as a written “mirror image” of your time in high school.

Tips for getting started:
1. Feel free to include dialogue even if it’s only loosely based on actual conversations.
2. Much like the senior video, I’d like you to weave in those people who served as your greatest mentors (parents, teachers, etc.), your friends and confidants, and even your enemies.
3. Your struggles should be as catalogued as your triumphs. You can approach this from a purely academic perspective, but I think a truer account of your life should include a more personal perspective as well.
4. Because this exam is based on self-reflection, you’re going to have to really sit down and think about your life, which, for some people, isn’t easy. It may be useful to talk to other people whose time with you can better represent your growth than your time spent alone.
5. If you feel compelled to get creative, I’ll allow this to be written in such fashion. For instance, maybe you’d consider writing your own autobiography as a ghost writer, so the narrative would be in the third person even though we both know you wrote it. Maybe you’d consider writing it like an epistolary novel (The Perks of Being A Wallflower) in the form of letters, diary entries, or blogs. Such decisions need to be cleared by me.

Logistics
1. The paper needs to be at least six pages long, double spaced, in 12 pt. Times New Roman font.
2. The paper needs an effective title (not “My Story” or some other uninventive title) which should be centered and underlined on the first page.
3. Writers should observe common writing conventions, grammar rules, and mechanical nuances that were taught during the course of the year.

The Perversion of the American Dream

2011-03-28T11:06:00.000-07:00

Background: The American Dream, a recurring theme in American literature, was established in early colonial writings, later explored by philosophers like Thomas Jefferson and Benjamin Franklin, and finally mythologized by writers like Walt Whitman and Ralph Waldo Emerson.

Yet, the twentieth century, with its World Wars, financial recessions and depressions, and multiple genocides, ushered in an unprecedented cultural cynicism that questioned the idealism and optimism present in the original American dream, ultimately perverting and changing it.

Assignment:

1. Write about dreams or wishes that you once had that you now think are unrealistic or foolish. (At least 4 sentences.)

2. Why do you think those dream are unrealistic now? In your response, consider what lessons, experiences, and people have diminished your original idealism or optimism? Explain. (At least 5 sentences.)

3. Read other responses to question 1 and 2. Write a paragraph that considers the similarities and differences between students' various responses. Describe any common lessons, experiences, or people that have been a discouraging influence to initial dreams. Are there any trends apparent? Explain. (At least 5 sentences.)

Winthrop and Franklin's Influence

2011-03-25T05:00:00.000-07:00

In “A Model of Christian Charity,” John Winthrop describes a covenant that he believes exist between God and immigrants on the Arabella . He states that the colonists must create “a city upon a hill,” a Godly, Christian, Puritan city whose blueprint would redeem and reform English society. Winthrop ultimately hoped to establish in New England a pure church that would offer a model for the churches in England. American presidents like John F. Kennedy and Ronald Reagan have borrowed Winthrop’s phrase, claiming their presidential goals/dreams are quintessential “American” because they continue in the tradition established by John Winthrop’s “a city upon a hill.” Yet, JFK and Reagan transform its original meaning, using the symbol differently to present their version of the American Dream as defined by Franklin.

JFK:

1. JFK wrote this speech after elected in order to present his American Dream for his presidency. In his speech, he promises to remember his Massachusetts roots in the White House. According to JFK, what Massachusetts groups exhibit important qualities that he hopes to uphold as president-elect? What qualities do you think these groups symbolize? What parts of JFK’s vision uphold and reject Ben Franklin’s version of the American Dream? Explain your answer. (5 sentences)

2. JFK stated that his presidency will be guided and judged by standards established by John Winthrop. According to JFK, what are those standards? How do JFK’s standards expand and change Winthrop’s original standards?

3. What does JFK specifically mean when he stated that America is “a city upon a hill?” How did JFK expand and change Winthrop’s original meaning?

Reagan

4. In his farewell speech, Reagan described his vision of and dream for America. Name 2 aspects of that dream that Reagan believed are inherently “American.” What parts of this vision uphold and reject Ben Franklin’s version of the American Dream? Explain your answer. (5 sentences)

5. What does Reagan specifically mean when he stated that America is “a city upon a hill?” How did Reagan expand and change Winthrop’s original meaning?

7. Access http://en.wikipedia.org/wiki/American_exceptionalism to read the definition of American Exceptionalism. Write a one sentence definition of that term. Then provide 2 phrases/sentences from Winthrop’s speech that express this sentiment and explain how they establish the idea that this country is special. Provide 2 phrases/sentences from JFK and Reagan’s speech that express this sentiment and explain how they express this similar idea. Finally, why do you think American presidents express American Exceptionalism in speeches? Explain you answer. (8 sentences)

Homework:

Reread Blog posts that explore each students' American dreams under the section titled "The Great Gatsby: The American Dream-Introduction."
1. How do your personal American Dreams compare to JFK and Reagan’s dreams for this country? Provide 1 similarity and one difference between your dreams and JFK and Reagan’s visions.
2. Do you think that your dreams have been influenced by the idea of American Exceptionalism? Explain your answer. (5 sentences)

The Great Gatsby: The American Dream-Introduction

2011-03-15T04:14:00.000-07:00

In "Dreams," the poem presented below, Langston Hughes promotes dreams.

Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.

1. Summarize the poem meanings. Do you agree with it? Why or why not?
2. What literary devices does Langston Hughes use? How do these devices uphold the poem's meaning, form, mood, or tone? Must analyze at least 2 devices.
3. What are you personal reactions to the poem? Why would Hughes provoke those emotions in a reader? Does he critique, warn, or celebrate something? Explain.
4. Describe your personal dreams, including professional, personal, and financial goals. Consider immediate goals (like college) and future goals (like career and marriage). Be as specific as you can. (At least 3 paragraphs)
5. What steps will you take now and in the future to accomplish these goals? (3 paragraphs)

Homework: Read other responses to question 3 and 4. Write a paragraph that considers the similarities and differences between students' various responses. Describe any common goals found and analyze why they seem universal. Describe differences found. Are there any trends apparent? Consider gender, creed, and age. (2 paragraphs)

The Kite Runner: Afghanistan

2011-02-15T04:09:00.000-08:00

It is time to reflect on what you learned now that you have completed brochures that explore Afghanistan, its culture, geography, politics, history, and American involvement. Answer the following questions fully-at least a paragraph for each.

1. Choose two of the research topics (culture, geography, politics, history, and American involvement) and write a paragraph for each describing what you learned about them. Include in your answer personal reactions to this research.
2. Name and explore one new fact you learned from Commander Fitzpatrick, whether it be about America's strategic plan for Afghanistan, problems with counterinsurgency strategies, or modern military weapons. Include in your answer personal reactions to this research.

Scarlet Letter

2011-01-04T10:31:00.000-08:00

Unfortunately, I have a family emergency and will not be in the next two days. But that does not mean I cannot help you. We will use the blog to communicate so you can keep analyzing the novel.

Please independently read chapter 20 and 21. Must take 6 marginal notes on the chapter and post them here.

Stories are due Thursday, January 7th.

Othello Outlines and Rough Drafts

2011-01-04T10:25:00.000-08:00

Unfortunately, I have a family emergency and will not be class for the next two days. But that does not mean I cannot help you. We will use the blog to communicate so you can keep working on your papers.

You must submit completed outlines and one body paragraph by the completion of Wednesday’s class. I will help you during the writing process, commenting on your work, so check back for advice on your papers.

Toulmin's Model of Argumentation

2010-11-17T07:36:00.000-08:00

Toulmin's model is an effective tool to help you question your sources.

Assignment: Choose 3 articles. Provide MLA information for each. Then identify the specific parts of each argument: claim, data, warrants, backing given to warrant, qualifiers, and rebuttals. Evaluate the strength/weakness of each part.

Identify any logos, pathos, or ethos used in argument. Evaluate the strength/weakness of the argument's logic, emotional appeal, and credibility.

Judge the validity of the overall argument. Is this a persuasive argument? Explain.

Summer Reading Essays: A Time of Reflection

2010-11-10T08:30:00.000-08:00

Wow! What a journey you all went on. Many of you edited draft after draft, reworking your ideas and revising your stories, writing a creative, logical, interesting, and consequently powerful paper. I feel privileged to have been a part of your process.

But you are not done yet. It is time to think about your journeys, consider what you have learned through the Summer Reading Essay. Answer the following questions below. Also respond to any questions asking for clarification of ideas.
1. What was your favorite aspect of this assignment? Your least favorite part? Explain.
2. What academic or writing strengths do you have that allowed you to write the paper? Explain.
3. What were the greatest obstacles to finishing this paper? Thinking of something to write? Organizing paper? Starting writing? What techniques did you use to overcome them? Free writing? Outlining? Conferencing? How were they helpful? How will you use them the next time you write? Explain.

4. What is something that you still need to imrpove in your writing? Grammar, logic, organization, structure? How will you plan on improving it personally? Is this a weakness that we should address as a class? If so, what sort of instruction will you need? Explain.

Rogerian Essay Information

2010-11-10T07:15:00.000-08:00

We can learn more if we work collaboratively. We will use this blog for the next month to gather information. So, if you find a good article, help everyone out and post it. Write a summary of the article and your reactions to it. Also, provide correct MLA citations. You must post 10 articles that are interesting, provocative, relevent, and helpful. Due November 24th.

Vocabulary Lesson 6

2010-10-28T04:50:00.000-07:00

This week, instead of writing individual sentences, you will write logical, cohesive, and interesting paragraphs. Each paragraph must contain four sentences, at least 3 lesson six vocabulary words, and a vocabulary word from a previous chapter. Please consider your conjunction usage in your paragraph's creation.

Vocabulary Lesson 5

2010-10-21T05:04:00.000-07:00

It’s that time of the week again: time to write fascinating, thoughtful sentences using your vocabulary words. This week, I want you to work on using different types of conjunctions. Most of you only rely on “and” and “or,” limiting your ability to write compound, complex, and compound-complex sentences. In essence, you limit your ability to express logic in your sentences, preventing yourself from illustrating how your ideas are connected.

Instructions:

Access the following website and read about conjunctions: http://grammar.ccc.commnet.edu/grammar/conjunctions.htm

Write 5 sentences using a different vocabulary word and conjunction for each.

"The Use of Force"

2010-10-21T04:57:00.000-07:00

I know you understand it by now: there is no such thing as one interpretation to a great story. Now you have to prove it. "The Use of Force" on the literal level is about a doctor on a house call who encounters an uncooperative young girl. He must use violence to conduct a throat examination to confirm that she has diphtheria. But, we know that there is more to the story because there are figurative levels to this story.

What are they? In this blog, explain what the characters represent? Provide details from the story to defend your view. Explain how these groups are in conflict? Provide details from the story that reveal the presence of that conflict within the story.

Confusion Involved in the College Application Process

2010-10-18T04:11:00.000-07:00

You have settled on a few colleges of interests, have finished your college application essays and résumés, and are currently obtaining letters of recommendations. You probably still have some questions about this often confusing ordeal doing this extremely hectic time in your life. You may even still be apprehensive about this whole college process, uncertainty concerning applications, admissions, and financial aid. To address your bewilderment and hopefully alleviate some of your fears, you have the opportunity to talk to Mr. Kevin Owens, who has been the Assistant Director of Admission at Rutgers, The State University of NJ in Camden, since May 2005. He, wishing to demystify the admission’s process, will blog with you to clarify any confusion you may still have about the college application process, answering question on a variety of topics from documentation involved in the financial aid process to relevant questions to ask tour guides when visiting schools to even mistakes which can potential damage your chances of acceptance that you need to avoid.

During this week, you must ask two questions about this very important process in your life. Mr. Owens will be checking the site periodically to answer all your questions. Please check back to read his answer and let him know that he has answered your questions fully.

Koban's "Allegory and the Death of the Heart in the Rocking Horse Winner"

2010-10-15T10:59:00.000-07:00

Our previous analysis of "The Rocking Horse Winner" assumed that Paul was the protagonist of the story. But, what if he wasn't? What if it is Hester, Paul's mother? After all, the story begins by exploring her past, her life, and her problems. If Hester is the main character, how does this affect the story's meaning?
Charles Koban explores this question in his essay. Read his essay, taking marginal notes. Then post 6 of your notes that analyze his argument. Address in your posts if you find his argument valid or even relevant.

Quotations in papers

2010-10-14T04:52:00.000-07:00

Quotations and references to book provide evidence for you argument. For introductory information, access the site below. Read all information, paying special attention to "How to Introduce Quotations in your discussion."

http://people.hsc.edu/drjclassics/syllabi/IH/writingGuidelines.shtm

How do I incoporate quotations into my paper?
Quotations should fit into your argument, not appear out of thin air.

Always integrate quotations into your text. NEVER DROP A QUOTATION IN YOUR ESSAY! In other words, you must use your own words to introduce a quotation.
          Must provide context of quotation (who said it and why) in order for the quotation to make sense to the reader.
          To integrate a quotation properly within a paragraph, a good writer usually writes one sentence to introduce the quotation, a second sentence that includes the quotation, and a third sentence to comment on the significance of the quotation.
          Need to explicitly explain how the quotation is proving your argument.

Now you will try it. Using your rough draft of paper, rework any "drop in quotation", any parts of your paper that are confusing because you do not fully explain context of quotation or its relevance.

Senior Essays: A Time for Reflection

2010-10-12T04:54:00.000-07:00

Wow! What a journey you all went on. Many of you edited draft after draft, reworking your ideas and revising your stories, writing a creative, logical, interesting, and consequently powerful paper. I feel privileged to have been a part of your process.

But you are not done yet. It is time to think about your journeys, consider what you have learned through the Senior Essay. Answer the following questions below. Also respond to any questions asking for clarification of ideas.

1. What was your favorite aspect of this assignment? Your least favorite part? Explain.

2. What academic or writing strengths do you have that allowed you to write the paper? Explain.

3. What were the greatest obstacles to finishing this paper? Thinking of something to write? Organizing paper? Starting writing? What techniques did you use to overcome them? Free writing? Outlining? Conferencing? How were they helpful? How will you use them the next time you write? Explain.

4. What is something that you still need to imrpove in your writing? Grammar, logic, organization, structure? How will you plan on improving it personally? Is this a weakness that we should address as a class? If so, what sort of instruction will you need? Explain.

Effective Writing

2010-10-06T20:50:00.000-07:00

In its most basic form, a sentence is proposition: a statement about reality that can be accepted or rejected. We build sentences by putting propositions together. Our writing style emerges from HOW we put those propositions together.

When you write a sentence, you must consider three things:

1. what to write about and what we want to accomplish by writing about it

2. which words to use

3. what order to put them in

Effective writing anticipates, shapes, and satisfies a reader's need for information. Consequently, sentences that convey more information are generally more effective than those that convey less.

We will now practice writing sentences, focusing on the logical order of your details presented. Access "Vocabulary Two" sentences on the blog. Rewrite any sentences to make it clearer, more logical, and more informative. Incorporate lesson three vocabulary words into new sentences.

Short Story Metacognitive Analysis

2010-10-04T05:05:00.000-07:00

Writing about something you have already learned teaches metacognition by promoting problem solving and critical analysis. Metacognition is the monitoring and controlling of thought, a repertoire of thinking processes that can be applied to solve any problem. Metacognitive abilities enable people to act in new situations where habitual or learned responses do not work. Simply put, metacognition teaches students how to learn for themselves. Metacognition, already linked to academic and professional success, is crucial in an ever increasingly changing world. Understandably, college professors believe teaching metacognitive thought should be the most important educational goal in any classroom.

It is now time to access our metacognitive abilities to actually think about the short stories we have read so far in class. Pick one of the stories: "Ms. Brill," "Hills Like White Elephants," "Story of an Hour," or "Use of Force."
Answer the following questions:

1. What new close reading strategy did I learn that helped me analyze this story? Possible answers may include interpreting what characters look at to learn character's thoughts and emotions and questioning the narrator’s views and opinions because narrator may be untrustworthy. Please state 3 new close reading strategies that you have learned and show an example of use within a story.
2. There is no one “official” interpretation of the story. Pick a story and show how this story’s plot or message can be interpreted in 2 different ways. Defend each interpretation by using details from the story.
3. Have you asked a good question today? Start now. Ask 2 questions that you still have on how to interpret literature. I will answer all questions to the best of my ability.
4. Finally, it is your education and your input is valuable. Judge the short story unit so far. Did you find it useful? Why or why not? Did you learn anything? What? What did you like about the unit? Why/ what would you change? Explain.
Show students how to transfer knowledge, attitudes, values, skills to other situations or tasks

"The Rocking Horse Winner"

2010-10-03T20:28:00.000-07:00

It is false for English teachers to present one "established" reading of a story. That does not exist. Academics continuously argue about perceived literary devices within a story and central messages of even established canonical literature. We hope this ongoing debate, where arguments are continually scrutinized, either rejected for weaknesses and logical fallacies or discussed for innovative and strong ideas, will establish a collaborative collection of creative ideas which will help us understand literature through many different lens, ultimately enabling us to analyze culture and society through these multi-facted viewpoints.

We have analyzed "The Rocking-Horse Winner" through a typical Marxist reading (which means that we used economic theory to interpret the story). The story is a critique of Capitalism, an economic system that upholds greed and money. According to the story, this greed poisons everything, perverting all human relationships. The mother cannot love her husband or her children.This story critiques capitalistic greed because it cripples a sense of satisfaction in people's lives. In a capitalistic system, people can never have enough money. The house is constantly haunted by whispers, showing the constant worries people endure because their greed encourages them to live outside their means. Paul tries to assuage these fears through work that raises money. He furiously rides his rocking horse, which mysteriously gives him the knowledge of upcoming horse race winners, which enables him to gamble and win money. Even though Paul wins lots of money, his mother can foolishly squander it faster than he can make it. So Paul must continue to ride his horse in order to bet, and this ultimately leads to his death. The story shows the plight of oppressed workers who literally are forced to work themselves to death to created wealth for big business who are never satisfied with their outputs.

But that is not the only valid interpretation. I have provided John Humma's essay titled "Pan and the Rocking-Horse Winner." Read his essay and see how he builds upon the previously mentioned interpretation to create a new idea. Analyze his argument and see if it is good.

Once you finish an argument, you must always:

1. Accurately summarize the argument in 1-3 sentences. Be fair and do not color summary with any biases.

2. Acknowledge good points. What points are strong, and why are they convincing? How do they support the argument's claim?

3. Discover any weak points to argument. Does essay use any faulty logical conclusions, fail to explain a connection between ideas, or not provide enough evidence to argue claim?

4. Decide if this is a valid argument. Why or why not?

Vocabulary Words: Lesson Two

2010-09-29T05:01:00.000-07:00

Write logoical, creative and grammatically correct sentences using the following words. There will be some lesson one words listed. Come on, you guys didn't think those words were going to disappear did you? You may talk to each other via blog, but comments will only be approved if they contain a vocabulary word from either lesson 1 or 2.

1. impotent, antithesis, gloat, impediment, bestial
2. perspicacity, nihilism, emandation, factious
3. aegis, maelstrom, chagrin, gloat
4. erotic, diaphanous, ephemeral
5. shard, bauble, altrusim
6. effete, enervate, fervent, rectify
7. bland, ignoble, boor
8. emendation, antithesis, labryrinth
9. amorphous, opulent, emendation, chargrin
10. Write 1-3 sentences using all vocabulary words as possible.

Welcome 12th CP

2010-09-20T05:10:00.000-07:00

Today, you guys will get to blog. I will provide the initial topic, but feel free to go off on tangents, bring up issues, and ask questions.

So, the topic is sports. We can talk about this weekend's football games, the Phillies bid for the playoffs, your sports teams, or the irrelevancy of sports. So, read articles that interest you, write comments, and let's debate in a friendly manner!

Best Movies

2010-09-15T04:48:00.000-07:00

I have enjoyed the conversations we have had thus far; many of you have made thought-provoking comments, provided clever insights, started interesting tangents, or have inserted humor. Bravo, keep it up!

Next topic: movies. They have the ability to move us, enlighten us, or simply humor us. Whatever the reason we watch them constantly, but we all have favorites. Access the follow sight which lists its top 100 movies of all time:

http://www.filmsite.org/mrshowbz.html.

Do you agree with this list? Why or why not? What would your top 3 movies be of all time? Why? What do you love about movies? Do you prefer comedy, action, or thriller? Are movies better than books? In all cases? Explain.

The Lighter Side

2010-09-14T03:56:00.000-07:00

The world is amazingly interesting. Politicians debate policies that will mold our civil liberties, businessmen enact decisions that affect our finances, and businesses create products that affect our environment. But sometimes, its just fun to sit back and laugh at the oddity of this world.

So today, search the news, read whats going on, and post and comment on people and events that seem incredulous, ridiculous, or just plain crazy!

http://skunkpost.com/news.sp?newsId=3177

http://www.reuters.com/article/idUSTRE68C46220100913?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+reuters%2FoddlyEnoughNews+%28News+%2F+US+%2F+Oddly+Enough%29

VMAs

2010-09-13T05:01:00.000-07:00

Yesterday was 2010 MTV music Video Awards. http://www.mtv.com/ontv/vma/2010/. Did you watch it? Why or why not? What did you think of this anniversary show? Do you like its format and performances? Why or why not? Do you agree with the nominees and winners? If not, who should have been picked for each category? Should there be other musical categories? If so, which ones?

Welcome to Blogging

2010-09-13T03:58:00.000-07:00

http://www.blogger.com/goog_868045083

Today's Assignment:

1. Go to google.com and select the gmail tab.

2. Create a new account with an appropriate pseudonym. Must supply Ms. Rotter with the email address, pseudonym, and password to the account.

3. Go to kimberlyrotter.blogspot.com and read the articles on blogging below.

Here is an article that outlines what blogging is:

http://codex.wordpress.org/Introduction_to_Blogging

Here are some articles about writing appropriate blog content to preview before you start writing today:

http://www.blogger.com/goog_868045083

http://www.problogger.net/archives/2006/02/18/writing-good-content/

4. Relax and enjoy surfing the web, reading articles that interest you about the topic below, synthesizing and analyzing information from your reading in order that you may write about the topic, and responding to fellow classmates' opinions.
****Remember: A blog post consists of links with analysis and synthesis that articulate a deeper understanding or relationship to the content being linked and written with potential audience in mind!

Ed-tech innovators share their vision for education

2010-08-04T14:01:00.000-07:00

Ed-tech innovators share their vision for education

Educational Focus

2010-08-01T19:01:00.001-07:00

Welcome Audubon High School to the 21st century, the age of environmental disasters, international conflicts, and economic recessions. As I type, two major oil spills gush millions of barrels into American waters ravaging coastline, endangering wildlife, and destroying two major job industries, fishing and tourism. A heat wave descends on the North East, ushering in one of the hottest summers on record, while torrential rains flood Pakistan and Afghanistan. Many forgotten international feuds erupted again, revealing ancient, deep-seated hatreds. North Korea sank a South Korean ship, uncovering uneasy tensions in Asia. Israel attacked a peacekeeping flotilla filled with humanitarian aid headed toward Gaza Strip, highlighting the continual Israel/Palestinian conflict. Domestically, America faces a joblessness crisis that threatens to create a long period of low economic growth, creating a “lost” generation, a cohort of young graduates who cannot find jobs, do not qualify to buy homes, and consequently cannot start families. No wonder high school students are disillusioned. But, you are not powerless.

While many critical problems have arisen in this current century, there have also been many technological advances and cultural innovations. Today is the age of digital media and the information highway; a world where websites like Wiki encourage thousands of strangers to engage in the purposeful work of negotiating and creating truth; and a place where technology has transformed every professional field, from business to medicine, by focusing on shared knowledge and collaboration. Students everywhere can connect to the international community to access information and engage in critical discussions to solve global problems. Consequently, in this class students will learn how to synthesize vast amounts of information on a topic; analyze that information, uncover hidden biases, manipulated facts, logical leaps and fallacies; judge the validity of differing opinions; integrate relevant information to create informed viewpoints; so that students may enter and contribute to global discussions and international collaborations.