Monday, May 12, 2008
Saturday, May 10, 2008
Journal Entry- May 6, 2008
Aim: How can we compare and contrast college essays to brainstorm on what we think are the key components of a good college essay?
Do Now: Based on the research you have done on the college essay, list three things that you have noticed about the requirements for writing a college essay.
Do Now: Based on the research you have done on the college essay, list three things that you have noticed about the requirements for writing a college essay.
Response: The three things that i have noticed as requirements for writting a college essay are: 1. most college essays are about personal experiences, 2. the college essay should only be about one page long, 3. you must answer the question you are asked for the college essay.
Accommodations: handouts, technology, dictionaries, teacher will re-read any questions. For less proficient readers: To help these students through any difficulty vocabulary and syntax in this essay, encourage them to focus on one sentence at a time, make sure they understand it, then read on.
Customize for ELL (where necessary): may have difficulty understanding the Run On sentences in the passive voice. Model how to break them into shorter sentences and to rephrase them in the active voice to facilitate comprehension.
Teacher’s Model: Brief Recall of Yesterday’s lesson with Hugh Gallagher’s college essay 5 mins
Teacher’s Model of the Use of Venn Diagram: show all of the possible mathematical or logical relationships between sets (groups of things). In this case, a venn diagram will be used to illustrate how (A) Hugh Gallagher’s is both alike and different to (B) your researched college Give only 3 entries per column.. Form Groups of 4 and select the best annotated college essay for B column 2 people will work on Venn Diagram
Teacher’s Model: Brief Recall of Yesterday’s lesson with Hugh Gallagher’s college essay 5 mins
Teacher’s Model of the Use of Venn Diagram: show all of the possible mathematical or logical relationships between sets (groups of things). In this case, a venn diagram will be used to illustrate how (A) Hugh Gallagher’s is both alike and different to (B) your researched college Give only 3 entries per column.. Form Groups of 4 and select the best annotated college essay for B column 2 people will work on Venn Diagram
3.Essay B
The other two students will use the College Essay Scoring Rubric present a list of at least 10 key components of writing/presenting a college essay.
Share out.
The other two students will use the College Essay Scoring Rubric present a list of at least 10 key components of writing/presenting a college essay.
Share out.
Journal Entry- May 2-5, 2008
Aim: What topic do you think would make a good personal essay for a college admissions essay?
Do Now (5mins): If you were writing your autobiography right now, what is the first memorable event that would have to be included?
Response: I think that the most memorable moment that comes to mind would have to be when I entered High School. This is fresh in my memory, which means that I would not have a hard time remembering facts that are essential in my essay.
Read-Aloud and Analysis of Hugh Gallagher’s personal essay: (10 mins)
1. What does it mean to be a dynamic person (character)?
According to Dictionary.com, a dynamic character is one "who undergoes a permanent change in outlook or character during the story; also called [developing character]"
2. Is this essay rich in imagery? Identify them.
This essay has a lot of imagery and you could tell because when you read the essay, he makes you feel as if he was actually talking to you. For example, he explained how he once helped other witth great detail; "Using only a hoe and a large glass of water, I once single-handedly defended a small village in the Amazon Basin from a horde of ferocious army ants.".
3. Do you notice any alliteration?
Yes, alliteration is present with the letter w, "I woo women with my sensuous...".
4. Is the vocabulary extensive, eloquent (well expressed)?
Yes, there is a good use of vocabulary which makes the essay look professional but adequate.
5. What makes it memorable, fluent, or persuasive?
This essay stands out for its content. The author repeatedly uses "I am" to explain the things that are memorable to him. What makes him fluents, is the constant use of the phrase "I". And his persuassiveness is short but to the point when after explaining the many things he has done, he says, "But I have not yet gone to college.".
Accommodations: handouts, technology, dictionaries, teacher will re-read any questions. For less proficient readers: To help these students through any difficulty vocabulary and syntax in this essay, encourage them to focus on one sentence at a time, make sure they understand it, then read on.
Customize for ELL (where necessary): may have difficulty understanding the Run On sentences in the passive voice. Model how to break them into shorter sentences and to rephrase them in the active voice to facilitate comprehension.
Cooperative Learning: (10-15mins)
Locate an online Thesaurus or open MS Word, click on tools, then use the thesaurus to help you with vocabulary words that could describe your life changing experience.
Form groups of 4 and use the T Chart handout and do the following:
Left side: Make a list of 2 experiences that have changed you
Right side: Create a list that could describe that experience
Teacher’s T-Chart Model Example:
(significant experience)First Day Teaching
Estatic, scared, frustrating, exhilarating, fun, exciting, exhausting
Achievement (turning in my thesis to my adviser)
Felt relieved, what to do with myself now?
(significant experience)First crush
Shy, embarrassed, mature
Students will share out on their Cooperative Learning: (5mins)
Now Teacher will instruct students to write two additional experiences that have changed them, then stand. Teacher will instruct students to move in clockwise direction (around the desk) to the next open notebook or T-Chart and fill in the right side of the T-Chart with words that could also describe that experience. This will be a timed session and upon hearing the teacher say “switch” students will move to the next T-Chart….Almost like musical chairs.
(5 mins) Address the Aim question with exit journal entry and whole class discussion: Students will volunteer what they think would work for them if they were to write a personal essay.
Procedure: Teacher is usually welcoming students outside door and students would be instructed what to do such as: get assigned laptops and start the do now.
Materials:
Laptops, notebooks, pens, pencils
Overhead projector
Hyperlink to Hugh Gallagher’s college essay
Handouts (T-Charts) and Homework.
Dictionaries, Thesaurus (online or on laptops)
Works Cited:
Encarta® World English Dictionary © 1999 Microsoft Corporation. All rights reserved.
Developed for Microsoft by Bloomsbury Publishing Plc.
Hugh Gallagher’s college essay
Do Now (5mins): If you were writing your autobiography right now, what is the first memorable event that would have to be included?
Response: I think that the most memorable moment that comes to mind would have to be when I entered High School. This is fresh in my memory, which means that I would not have a hard time remembering facts that are essential in my essay.
Read-Aloud and Analysis of Hugh Gallagher’s personal essay: (10 mins)
1. What does it mean to be a dynamic person (character)?
According to Dictionary.com, a dynamic character is one "who undergoes a permanent change in outlook or character during the story; also called [developing character]"
2. Is this essay rich in imagery? Identify them.
This essay has a lot of imagery and you could tell because when you read the essay, he makes you feel as if he was actually talking to you. For example, he explained how he once helped other witth great detail; "Using only a hoe and a large glass of water, I once single-handedly defended a small village in the Amazon Basin from a horde of ferocious army ants.".
3. Do you notice any alliteration?
Yes, alliteration is present with the letter w, "I woo women with my sensuous...".
4. Is the vocabulary extensive, eloquent (well expressed)?
Yes, there is a good use of vocabulary which makes the essay look professional but adequate.
5. What makes it memorable, fluent, or persuasive?
This essay stands out for its content. The author repeatedly uses "I am" to explain the things that are memorable to him. What makes him fluents, is the constant use of the phrase "I". And his persuassiveness is short but to the point when after explaining the many things he has done, he says, "But I have not yet gone to college.".
Accommodations: handouts, technology, dictionaries, teacher will re-read any questions. For less proficient readers: To help these students through any difficulty vocabulary and syntax in this essay, encourage them to focus on one sentence at a time, make sure they understand it, then read on.
Customize for ELL (where necessary): may have difficulty understanding the Run On sentences in the passive voice. Model how to break them into shorter sentences and to rephrase them in the active voice to facilitate comprehension.
Cooperative Learning: (10-15mins)
Locate an online Thesaurus or open MS Word, click on tools, then use the thesaurus to help you with vocabulary words that could describe your life changing experience.
Form groups of 4 and use the T Chart handout and do the following:
Left side: Make a list of 2 experiences that have changed you
Right side: Create a list that could describe that experience
Teacher’s T-Chart Model Example:
(significant experience)First Day Teaching
Estatic, scared, frustrating, exhilarating, fun, exciting, exhausting
Achievement (turning in my thesis to my adviser)
Felt relieved, what to do with myself now?
(significant experience)First crush
Shy, embarrassed, mature
Students will share out on their Cooperative Learning: (5mins)
Now Teacher will instruct students to write two additional experiences that have changed them, then stand. Teacher will instruct students to move in clockwise direction (around the desk) to the next open notebook or T-Chart and fill in the right side of the T-Chart with words that could also describe that experience. This will be a timed session and upon hearing the teacher say “switch” students will move to the next T-Chart….Almost like musical chairs.
(5 mins) Address the Aim question with exit journal entry and whole class discussion: Students will volunteer what they think would work for them if they were to write a personal essay.
Procedure: Teacher is usually welcoming students outside door and students would be instructed what to do such as: get assigned laptops and start the do now.
Materials:
Laptops, notebooks, pens, pencils
Overhead projector
Hyperlink to Hugh Gallagher’s college essay
Handouts (T-Charts) and Homework.
Dictionaries, Thesaurus (online or on laptops)
Works Cited:
Encarta® World English Dictionary © 1999 Microsoft Corporation. All rights reserved.
Developed for Microsoft by Bloomsbury Publishing Plc.
Hugh Gallagher’s college essay
Journal Entry- April 30, 2008
Aim: This Lesson will assist students in writing a thorough and descriptive college essay. The skills learned will prepare students for both their senior thesis and college careers.
Do Now: What do you think is the objective(s) for College Essays? (write in your journals).
Volunteers will share their thoughts.
Response: I think that the objective of a college essay is for the college to know who you are. It could also be for the colleges to see you writing skills through telling a personal experiences. It is important to not lie or exaggerate because that would be a first bad impression.
Cooperative Learning and Brainstorming: You were asked to research, read, and bring in a sample essay. Please form groups of fours and exchange your essay with your peers and identify the following:
1. Title of Essay. If the essay does not have a title then create one based on the information given.
2. There are seven topic selections: assign your essay to one of the topics and give evidence/support based on your selection.
3. Did the applicant address the topic question?
4. Does the introduction engage the reader? Does the conclusion provide closure?
5. Does the applicant use concrete experiences as supporting details? Label with #5
6. Are transitions used appropriately? Circle them
7. What about the essay is memorable? Label with #7
8. What's the worst part of the essay? Label with #8 (if any)
9. What parts of the essay need elaboration or are unclear? Label with #9
10. What parts of the essay do not support the main argument? Label with #10
11. Is every single sentence crucial to the essay? This must be the case.
12. What does the essay reveal about my personality?
Return essay with notes to peers. Share out.
Do Now: What do you think is the objective(s) for College Essays? (write in your journals).
Volunteers will share their thoughts.
Response: I think that the objective of a college essay is for the college to know who you are. It could also be for the colleges to see you writing skills through telling a personal experiences. It is important to not lie or exaggerate because that would be a first bad impression.
Cooperative Learning and Brainstorming: You were asked to research, read, and bring in a sample essay. Please form groups of fours and exchange your essay with your peers and identify the following:
1. Title of Essay. If the essay does not have a title then create one based on the information given.
2. There are seven topic selections: assign your essay to one of the topics and give evidence/support based on your selection.
3. Did the applicant address the topic question?
4. Does the introduction engage the reader? Does the conclusion provide closure?
5. Does the applicant use concrete experiences as supporting details? Label with #5
6. Are transitions used appropriately? Circle them
7. What about the essay is memorable? Label with #7
8. What's the worst part of the essay? Label with #8 (if any)
9. What parts of the essay need elaboration or are unclear? Label with #9
10. What parts of the essay do not support the main argument? Label with #10
11. Is every single sentence crucial to the essay? This must be the case.
12. What does the essay reveal about my personality?
Return essay with notes to peers. Share out.
Journal Entry- April 28-29, 2008
Welcome Back. Hope you had a well rested and fun Spring Break.
Objective: Students will submit their final resumes to include in their binders.
Students will proof-read each other’s speech.
Do Now: Submit Resumes and include in bindersUse proof reading style sheet to proof read each other’s speech.
Objective: Students will submit their final resumes to include in their binders.
Students will proof-read each other’s speech.
Do Now: Submit Resumes and include in bindersUse proof reading style sheet to proof read each other’s speech.
Journal Entry- April 10, 2008
Aim: Students will use the internet to research the elemnets of writing an effective resume
Students will create their own resume. Students will review each others’ resume and critique them according to the Resume Assessment Table.
Do Now: Why write a resume?
The purpose of a resume is to give people a brief overview of who you are when you are applying for a job.
Students will create their own resume. Students will review each others’ resume and critique them according to the Resume Assessment Table.
Do Now: Why write a resume?
The purpose of a resume is to give people a brief overview of who you are when you are applying for a job.
Journal Entry- April 7-10, 2008
Aim: Students will begin their biography research and power point for their presentation.
Objectives:
1. To give a presentation that provides a clear understanding of the speaker’s life, ambitions, contribution to protest, objectives of protest, and their protest targeted (whom or what is being protested.)
2. To give a fully recited speech with minimum, if any, dependency on prompts that clearly defines the speaker’s contribution to protest, objectives of protest, & their protest targeted (whom or what is being protested.)
3. To have a clear understanding of the speaker’s style, attitude, and protest objective and to demonstrate this through the recited speech.
Task: To present, through public speaking, a biography and a 1 ½ minute speech from a selected speaker firmly noted & influential in the American historical & literary protest tradition.
Procedure:
1. To first present a biography that highlights the speaker’s ambitions, accomplishment, & contribution to protest. You have two options to do present this: Blog page or Power Point using 5 sections or 5 slides for each medium. Each section or slide must have the necessary headers Biography (included on cover page), ambitions, accomplishments, contribution to protest, works cited. Your presentation time limit is 1.5 mins.
2. To research, select, & recite a speech from the speaker that is at LEAST 1 ½ (one & a half) minutes in duration that involves specific protest of a specifc issue.
Rubric: 20 Pts
Demonstration of proper research & information. (4pts)
How well presentation and speech are organized and presented. (4pts)
Articulation: clarity of speech, voice projection, attention to the audience. (4pts)
Ability to capture the speaker’s persona, attitude, style, etc. (6pts)
Creativity. (2pts)
Any speech, which demonstrates a lack of memorization and a dependency on reading or prompt cards, will receive an immediate zero(0) grade.
Speeches that do not reach nor meet time criteria (1 ½ minutes) will receive a severe deduction and, or, risk an immediate zero (0) grade.
Objectives:
1. To give a presentation that provides a clear understanding of the speaker’s life, ambitions, contribution to protest, objectives of protest, and their protest targeted (whom or what is being protested.)
2. To give a fully recited speech with minimum, if any, dependency on prompts that clearly defines the speaker’s contribution to protest, objectives of protest, & their protest targeted (whom or what is being protested.)
3. To have a clear understanding of the speaker’s style, attitude, and protest objective and to demonstrate this through the recited speech.
Task: To present, through public speaking, a biography and a 1 ½ minute speech from a selected speaker firmly noted & influential in the American historical & literary protest tradition.
Procedure:
1. To first present a biography that highlights the speaker’s ambitions, accomplishment, & contribution to protest. You have two options to do present this: Blog page or Power Point using 5 sections or 5 slides for each medium. Each section or slide must have the necessary headers Biography (included on cover page), ambitions, accomplishments, contribution to protest, works cited. Your presentation time limit is 1.5 mins.
2. To research, select, & recite a speech from the speaker that is at LEAST 1 ½ (one & a half) minutes in duration that involves specific protest of a specifc issue.
Rubric: 20 Pts
Demonstration of proper research & information. (4pts)
How well presentation and speech are organized and presented. (4pts)
Articulation: clarity of speech, voice projection, attention to the audience. (4pts)
Ability to capture the speaker’s persona, attitude, style, etc. (6pts)
Creativity. (2pts)
Any speech, which demonstrates a lack of memorization and a dependency on reading or prompt cards, will receive an immediate zero(0) grade.
Speeches that do not reach nor meet time criteria (1 ½ minutes) will receive a severe deduction and, or, risk an immediate zero (0) grade.
Journal Entry- April 1-2, 2008
Aim: Students will complete a written and multimedia assignment at the end of this mini unit.
Teacher will assign numbers 1 through 4 to students
Cooperative Learning: Students will be assigned numbers 1-4
1=Slavery (1700s-1865)
2=War (WWI and Vietnam)
3=Treatment of Hispanics in America (1960s)
4=Treatment of Native Americans (earliest as possible to 1924)
Students will group themselves according to number and start talking about the importance of their assigned topic.
Students will become activists and research great speeches on their topic and list the speaker, cite source, what is the speech about, pros vs. cons, who, what, when, why, where, how, audience etc.
Take notes on what everyone else in your group has to say for your own purpose of writing a persuasive speech.
Share out.
Teacher will assign numbers 1 through 4 to students
Cooperative Learning: Students will be assigned numbers 1-4
1=Slavery (1700s-1865)
2=War (WWI and Vietnam)
3=Treatment of Hispanics in America (1960s)
4=Treatment of Native Americans (earliest as possible to 1924)
Students will group themselves according to number and start talking about the importance of their assigned topic.
Students will become activists and research great speeches on their topic and list the speaker, cite source, what is the speech about, pros vs. cons, who, what, when, why, where, how, audience etc.
Take notes on what everyone else in your group has to say for your own purpose of writing a persuasive speech.
Share out.
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