Tuesday, November 22, 2011
Wednesday, November 16, 2011
Web Activity: November 17, 2011
Step one:
We are using "Wall Wisher" - an online board (it's easy)
Click on your period, double click, and answer the question "Who is the worst criminal in The Crucible?"
Period 1
Period 2
Period 6
After that: Click on two of the following Walls below. For each Wall, post a picture that represents the word. Explain why your picture is a good representation. I have examples for each.
Fraught Anachronistic Opulent Provocative Benevolent
Finally: Log onto your Posterous account.
Update with 3 goals for the semester. Explain each.
If you don't have a Posterous, or forgot your password, you must fix this TODAY.
We are using "Wall Wisher" - an online board (it's easy)
Click on your period, double click, and answer the question "Who is the worst criminal in The Crucible?"
Period 1
Period 2
Period 6
After that: Click on two of the following Walls below. For each Wall, post a picture that represents the word. Explain why your picture is a good representation. I have examples for each.
Fraught Anachronistic Opulent Provocative Benevolent
Finally: Log onto your Posterous account.
Update with 3 goals for the semester. Explain each.
If you don't have a Posterous, or forgot your password, you must fix this TODAY.
Tuesday, November 8, 2011
Wednesday, October 26, 2011
Assignment - 10/27/11
1. Click here. Read the comments at the bottom.
Answer the questions here:
2. Below this are two chatrooms. Please answer the question in both, or you may respond to another's post.
Period 1 #1
Period 1 #2
Period 2 #1
Period 2 #2
Period 6 #1
Period 6 #2
3. Now click here. This is the assignment from #2. Read your classmate's comments.
After 10 minutes of class, we will have a brief presentation. Please pay attention.
4. In a group or by yourself, please generate up to 5 rules for being a good Digital Citizen. Please submit these rules HERE.
5. I will hopefully have graded your Posterous accounts. Check there. If you edit it, please let me know.
Have your homework ready. Tonight, study your words and prepare for next week's test.
If you are a "techno-geek" and are good with computers, I have extra credit for you. See me!
Vocabulary extra credit: Use one of our words in a Tweet! Use the word correctly and add "#Vocab" to the end. I will add +1% for each one (assuming you use the word correctly). You can do one a day - that's up to 8 points of extra credit. (There will be another assignment if you do not use Twitter)
Answer the questions here:
2. Below this are two chatrooms. Please answer the question in both, or you may respond to another's post.
Period 1 #1
Period 1 #2
Period 2 #1
Period 2 #2
Period 6 #1
Period 6 #2
3. Now click here. This is the assignment from #2. Read your classmate's comments.
After 10 minutes of class, we will have a brief presentation. Please pay attention.
4. In a group or by yourself, please generate up to 5 rules for being a good Digital Citizen. Please submit these rules HERE.
5. I will hopefully have graded your Posterous accounts. Check there. If you edit it, please let me know.
Have your homework ready. Tonight, study your words and prepare for next week's test.
If you are a "techno-geek" and are good with computers, I have extra credit for you. See me!
Vocabulary extra credit: Use one of our words in a Tweet! Use the word correctly and add "#Vocab" to the end. I will add +1% for each one (assuming you use the word correctly). You can do one a day - that's up to 8 points of extra credit. (There will be another assignment if you do not use Twitter)
Tuesday, October 18, 2011
Extra Credit
Extra Credit: English
Read p. 33
On p. 34, complete the "Writing". Worth HW extra credit
Want more?
After you submit it, consult with Mr. Saltz. Turn your chart into a compare/contrast essay.
Due Monday.
Extra Credit: Literature and Public Policy
Find another food that seems healthy but has "hidden" ingredients or understated downsides. Bring in a picture of the food and a written explanation of why it is really unhealthy.
Read p. 33
On p. 34, complete the "Writing". Worth HW extra credit
Want more?
After you submit it, consult with Mr. Saltz. Turn your chart into a compare/contrast essay.
Due Monday.
Extra Credit: Literature and Public Policy
Find another food that seems healthy but has "hidden" ingredients or understated downsides. Bring in a picture of the food and a written explanation of why it is really unhealthy.
Saturday, October 15, 2011
I've been a terrible classroom blogger
At the beginning of the year, I planned on using this space in order to communicate and reflect. I would share grades, lessons, results, highs and lows.
And then the school year started.
Suffice to say, blogging has not gone well so far. Here's to a new beginning.
Some great stuff from English III:
We've started basic writing goals. Our Juniors have great ideas, but terrible writing habits. Instead of changing all of them at once, we're working on one goal at a time. This week: Perfect Capitalization.
We researched and peer-taught on our first group, The Puritans.
Our vocabulary program, into its third week, had a big boost: 3 of our words were on the PSAT test!
We're about 2 weeks away from our first novel (The Crucible)
From Literature and Social Policy:
Corn corn corn. Ask your student how corn affects everything we eat. We've read, watched, researched, and documented the government's role in producing cheap corn. Our final project: How do we educate others?
And then the school year started.
Suffice to say, blogging has not gone well so far. Here's to a new beginning.
Some great stuff from English III:
We've started basic writing goals. Our Juniors have great ideas, but terrible writing habits. Instead of changing all of them at once, we're working on one goal at a time. This week: Perfect Capitalization.
We researched and peer-taught on our first group, The Puritans.
Our vocabulary program, into its third week, had a big boost: 3 of our words were on the PSAT test!
We're about 2 weeks away from our first novel (The Crucible)
From Literature and Social Policy:
Corn corn corn. Ask your student how corn affects everything we eat. We've read, watched, researched, and documented the government's role in producing cheap corn. Our final project: How do we educate others?
Online tools
We used www.posterous.com to track student writing. And wordstash.com for vocabulary.
2nd period gets the award for best blog posts, but 6th period wins for figuring out Profiles on posterous. Make sure you are updated!
2nd period gets the award for best blog posts, but 6th period wins for figuring out Profiles on posterous. Make sure you are updated!
Thursday, October 13, 2011
Classwork, October 13
Vocabulary games for List #3: Click here
If you didn't get a paper:
Vocabulary games: Here
If you didn't get a paper:
1. Go to www.posterous.com
2. Sign up in the left-side of the screen.
3. Type in your username, password, name, and e-mail account.
4. Put your user name and password on the index card
5. Click to accept terms of service, and then click Next.
6. Type an entry: “My first entry” or something easy.
7. Choose different formatting if you wish (to bold, italic, etc.).
8. Hit Post and Publish.
9. Wait a few seconds and then hit View Web Page.
Vocabulary games: Here
Thursday, September 22, 2011
Seniors! (Period 4)
We are creating a college survey. Click here and enter your data from last week.
When you are finished: Check out the Common Application: https://www.commonapp.org/CommonApp/default.aspx
Register today!
Show me your annotations tomorrow.
When you are finished: Check out the Common Application: https://www.commonapp.org/CommonApp/default.aspx
Register today!
Show me your annotations tomorrow.
Wednesday, September 21, 2011
Classwork: 9/22
Directions. For each link, please hold CONTROL and then click. Open a new tab - this will make things much easier.
1. Read this poem here. Be sure to read carefully.
2. Click here. Answer all questions - you can switch tabs in order to read the poem and check your answer.
3. Click here. Try some vocabulary games to get ready for tomorrow.
4. Stop by and check your grade. If I am not running around fixing things, this is a good time to talk.
Make sure you get your homework! And study for that test tomorrow.
1. Read this poem here. Be sure to read carefully.
2. Click here. Answer all questions - you can switch tabs in order to read the poem and check your answer.
3. Click here. Try some vocabulary games to get ready for tomorrow.
4. Stop by and check your grade. If I am not running around fixing things, this is a good time to talk.
Make sure you get your homework! And study for that test tomorrow.
Thursday, September 15, 2011
More letters!
Briana , Antoinette , Moniquetta , Antoine & Kamira: http://robeson6.pen.io/
Kyjae Moore, Terri Patrick, M. Gainey: http://robeson7.pen.io/
Raymond's Group: http://robeson8.pen.io/
Ms. Poole, Ms. Palmer, Mr. Bolen: Dear Mayor Michael Nutter,
Lately you have been informing people in Philadelphia about the huge affects flash mobs
have taken in our community today. Recently you have talked about having police patrol
certain neighborhoods and having volunteers monitor the streets, you also talked about
moving curfew up for minors but my question is for you do you really think this will stop
flash mobs or better yet try to? I personally don’t think it will work because teens my age
didn’t stop before so what makes you think they will stop now over something a black man
said or better yet a black mayor said. I feel this way because you’re basically telling me with
this curfew for minors flash mobs will stop but flash mobs can happen at any given time in
any area of Philadelphia. Did you ever stop to think that maybe the 50 percent of the kids
who are going out in flash mobs hurting people and putting them in the hospitals are
showing you a sign that maybe you should come up with more clubs to join, and help the
youth voice their opinions did you ever stop and think about that? NO, you didn’t stop to
think about that you just saw your 5min time to shine and ran with it you never asked kids
what they liked to do and what you can do to keep them off the streets, you just saw a gang
of African Americans kids hanging out and getting bored, looking for fun in hurting people.
No I honestly don’t agree with hurting people but maybe there ability to hurt and kill
people is there only ability to show you a sign that this negative energy can be turned to
positive energy. I know you were young once and felt like you had to do something to prove
you was the man while maybe they were in the same category just in another generation
and time. So yes I do think the curfew is worth a try and could work if Philadelphia works
as a team to keep the youth off the streets.
Sincerely,
The youth of Philadelphia
Kyjae Moore, Terri Patrick, M. Gainey: http://robeson7.pen.io/
Raymond's Group: http://robeson8.pen.io/
Ms. Poole, Ms. Palmer, Mr. Bolen: Dear Mayor Michael Nutter,
Lately you have been informing people in Philadelphia about the huge affects flash mobs
have taken in our community today. Recently you have talked about having police patrol
certain neighborhoods and having volunteers monitor the streets, you also talked about
moving curfew up for minors but my question is for you do you really think this will stop
flash mobs or better yet try to? I personally don’t think it will work because teens my age
didn’t stop before so what makes you think they will stop now over something a black man
said or better yet a black mayor said. I feel this way because you’re basically telling me with
this curfew for minors flash mobs will stop but flash mobs can happen at any given time in
any area of Philadelphia. Did you ever stop to think that maybe the 50 percent of the kids
who are going out in flash mobs hurting people and putting them in the hospitals are
showing you a sign that maybe you should come up with more clubs to join, and help the
youth voice their opinions did you ever stop and think about that? NO, you didn’t stop to
think about that you just saw your 5min time to shine and ran with it you never asked kids
what they liked to do and what you can do to keep them off the streets, you just saw a gang
of African Americans kids hanging out and getting bored, looking for fun in hurting people.
No I honestly don’t agree with hurting people but maybe there ability to hurt and kill
people is there only ability to show you a sign that this negative energy can be turned to
positive energy. I know you were young once and felt like you had to do something to prove
you was the man while maybe they were in the same category just in another generation
and time. So yes I do think the curfew is worth a try and could work if Philadelphia works
as a team to keep the youth off the streets.
Sincerely,
The youth of Philadelphia
Wednesday, September 14, 2011
Letters from Students
Ms. Anyae Dudley and Group: http://robeson1.pen.io/
Aysia, Ayinde, Quadir, Gary, and Tiera: http://robeson2.pen.io/
Aliyah McClary and Group; http://robeson3.pen.io/
Aliah Evans and Group: http://robeson4.pen.io/
Mr. Bolen: http://robeson5.pen.io/
Tuesday, September 13, 2011
Homework! (September 13-15)
Due Wednesday:
Your good copy of your two paragraphs on Flash Mobs (we started Friday, peer edited Monday)
Your speech regarding your group Flash Mob proposal
Due Thursday:
Typed Flash Mob proposal, emailed to me (amsaltz@gmail.com)
Due Friday:
10 Word Webs
Your good copy of your two paragraphs on Flash Mobs (we started Friday, peer edited Monday)
Your speech regarding your group Flash Mob proposal
Due Thursday:
Typed Flash Mob proposal, emailed to me (amsaltz@gmail.com)
Due Friday:
10 Word Webs
Sunday, September 11, 2011
What did we do this week? (September 6)
The first week, in both English and Social Policy, is a type of boot camp. The goal is to refresh-remind-remeadiate students' skills. Three skills we worked on were annotating (what you agree with, disagree with, and have questions about) in the text, stop-and-summarize (reading strategy), and professional language. We did this through readings on a potential soda tax, slang in school, and the mayor's response to "flash mobs"
Ms. Wallace, Ms. McClary, Ms. Ward, and Mr. Barnes work on their professional language. Ms. Wallace with the quote of the day: "There's no right way to talk." (They were also examining the article on slang)
Ms. Brown working on her first-day survey.
Ms. Wallace, Ms. McClary, Ms. Ward, and Mr. Barnes work on their professional language. Ms. Wallace with the quote of the day: "There's no right way to talk." (They were also examining the article on slang)
 | |
| Period 8 Literature and Social Policy, practicing annotations. |
Ms. Brown working on her first-day survey.
 |
| Period 4 Literature and Social Policy, formulating their response to the flash mobs. |
Friday, September 9, 2011
Week One Participation
Period 1
Question 1
"What are the causes of the Flash Mobs?"
Question 2
"What effect will the 9pm curfew have?"
Period 2
Question 1
Should the police be able to "stop and frisk" people in certain neighborhoods without a warrant?
Question 2
Why should parents have to pay fines for their kids actions? Will this actually help the situation?
Period 3
Question 1
How would this have been different if the mayor was white?
Question 2
Who is more to blame: The Adults or the Teenagers?
Question 1
"What are the causes of the Flash Mobs?"
Question 2
"What effect will the 9pm curfew have?"
Period 2
Question 1
Should the police be able to "stop and frisk" people in certain neighborhoods without a warrant?
Question 2
Why should parents have to pay fines for their kids actions? Will this actually help the situation?
Period 3
Question 1
How would this have been different if the mayor was white?
Question 2
Who is more to blame: The Adults or the Teenagers?
Tuesday, August 2, 2011
What will my child be able to do when the year is over?
Isn't that the questions all parties (students, teachers, and parents) should be asking?
Parents often want to know "How will my child perform?" or "Will they receive good grade?" or "Does the teacher care about them?" Teachers are interested in how the children will affect their room: Their strengths, weaknesses, likes, and dislikes. Just like the teacher wants to know more about the student, the student wants to know the inner workings of the class. "How can I get an A?", "Will the class be boring?","Will the teacher like me?".
Are they all important? Yes. But if the answer to the very first questions "They'll be a year older", we're doing something very, very, wrong.
So what will they be able to do in English III? We're working on 5 specific skills.
Reading: Understanding what is being read, understanding how it is created, and the ability to read things that might not be the most interesting.
Writing: To inform, to persuade, to reflect. We will do a lot of writing for audiences.
Listening: What are people saying? Do I agree or disagree? Are they reliable?
Speaking: Students expressing their ideas in "professional" or "academic" language.
Questioning: The penultimate skills. Being able to generate and work-through difficult, open-ended questions to text.
All of these are related. A student cannot question a text they do not understand the text, they cannot respond to a piece if they do not have ability to question what it is about. Speaking and listening are clearly linked.
A very smart person once told me that I should never say "I teach English". I teach children, and the subject is English. By the end of the year, my goal is that your child will be better at these five skills - a better student for life.
Parents often want to know "How will my child perform?" or "Will they receive good grade?" or "Does the teacher care about them?" Teachers are interested in how the children will affect their room: Their strengths, weaknesses, likes, and dislikes. Just like the teacher wants to know more about the student, the student wants to know the inner workings of the class. "How can I get an A?", "Will the class be boring?","Will the teacher like me?".
Are they all important? Yes. But if the answer to the very first questions "They'll be a year older", we're doing something very, very, wrong.
So what will they be able to do in English III? We're working on 5 specific skills.
Reading: Understanding what is being read, understanding how it is created, and the ability to read things that might not be the most interesting.
Writing: To inform, to persuade, to reflect. We will do a lot of writing for audiences.
Listening: What are people saying? Do I agree or disagree? Are they reliable?
Speaking: Students expressing their ideas in "professional" or "academic" language.
Questioning: The penultimate skills. Being able to generate and work-through difficult, open-ended questions to text.
All of these are related. A student cannot question a text they do not understand the text, they cannot respond to a piece if they do not have ability to question what it is about. Speaking and listening are clearly linked.
A very smart person once told me that I should never say "I teach English". I teach children, and the subject is English. By the end of the year, my goal is that your child will be better at these five skills - a better student for life.
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