How have you changed from the beginning of the school year till right now? Name three ways.
What is the one thing you want to accomplish next year? Describe it.

Ask the “interviewee” your question and let them ask you theirs’. Write your answer in at least 3-5 sentences on the paper provided for you while they write theirs’.

Now that you have written four separate paragraphs (just like everyone else has), please use the scissors we provide and cut out your information. Now you have four pieces of information to give to your biographer.

The writing will be graded on TRANSITIONS, CONVENTIONS, and ORGANIZATION. Good luck as you write.

If you miss any of the days of this assignment you are to write your own autobiography featuring two of the class questions and the two from MUST ASK list.

Music Review Guidelines

As you begin to write your music review, choose one of the following 3 approaches. Your review should be about 1 page and does not have to be typed. The guidelines for these approaches can be found in your Writer’s Inc. Handbooks on pages 155-166. Use the scoring rubric on page 166 of the handbook.

Eye-Witness Account(page 158): Jessica’s Review of “Floater” for example

Who, What , When, Where, Why, and How and event(concert) was worth reviewing.

Descriptive Writing(page 156): Ron’s Review of “Selkie” for example

Use vivid sensory and memory details to bring to life what about the song, album, or musical style was worth reviewing.

Profile of a Person(page 163): Heather’s Review of “Jimmy Buffet” for example

Gather information about the musician, musical group you are reviewing through research, listening, and most importantly, through your personal reflection on your “subject.”

Dear Parents,

We are beginning a unit on music at The 21^st Century Community Schoolhouse. Our plan is to have students select a style of music, an individual artist or a group, or a particular song and write a review about their choice. Students will read a part of the review to the class and then play a song to the class from a CD or cassette.

We realize musical styles and tastes vary greatly in a class of 45 students. However, the music a student selects must be within the context of our stated educational goals. My teaching partner and I will screen all questionable music prior to the activity taking place in class to insure the appropriateness of the selections.

I encourage you to discuss musical tastes with your children and verify their educational value in this exercise.

Thank you,

Ron Burkhart

English Teacher

Research Guide

As you begin writing your paper, please use the following instructions to make sure your paper meets the standards set up by the MLA (Modern Language Association).

Your name here

Mr. Burkhart

English

17 May 2001

Drug Addiction

Drug addiction is one of the biggest concerns facing our country today………

IMPORTANT POINTS:

1. Please remember to use in-source documentation when you are writing your paper. This means the use of parentheses and page numbers. (See the sample paper on page 277).

2. Put your name and the page number in the upper right hand corner of each page.

3. Use a Works Cited page as your last page. “Center” the words WORKS CITED on the top of this last page.

4. Don’t forget to reverse indent all of your entries. If you forget how to cite your sources please use pages 265-274 to give yourself help.

MLA and Citing Sources

Police Alert

Please read this citation carefully!

Here is a quick rundown of the ways to make a works-cited entry on your notecards or papers as you find information:

Signed Article in a Magazine:

Stierna, Kenny. “The Life and Times of AC/DC.” Newsweek 12 Feb.

2001: 40-42.

(So it’s author, title, magazine name and date, and pages).

Video:

Life at the 21^st Century Schoolhouse. Videocassette. Attainment

Company, Inc., 1996.

(That’s the title, what it is, who made it, and the year).

Article Within a Website:

Leshner, Alan I., Ph.D. “Oops: How Casual Drug Use Leads to Addiction.”

25 Jan. 2001. National Institute on Drug Abuse.

http://165.112.78.61./Published_Articles/Oops.html.

(Author, title, date written, who gave the info, and the website so we can check for information.

Book:

Sanchez, George. The Fine Art of Haircutting. New York: Clipper Press, 2001.

(Author, title, where it was published, the publisher, year published).

Any other possible sources you cite can be found on pages 265-274 in the Writer’s Inc. Student handbook.

MLA

(Modern Language Association)

There once was a group of men and women in the academic world who met and decided on the rules of research paper writing. They made these rules not to make your life miserable, but to help every writer and reader work in a consistent way.

Please use the Citing Sources pages (260-263) as a help to document your work. Also remember these very important points:

1. YOU MUST document (give credit to the real author) if you borrow an idea for your paper.

2. YOU MUST document if you use the exact words from a source. I(n that case you must use quote marks as well.

3. YOU DO NOT HAVE TO document if the information you are using is common knowledge to most people.

WHEN IN DOUBT……DOCUMENT. Failure to document could be plagiarism and could get you into a heap of trouble.

Requirements:

GROUP ONE: A typed 5-7 page paper with at least 5 sources.

GROUP TWO: A typed 3-4 page paper with at least 4 sources.

GROUP THREE: A typed 1-2 page paper with at least 2 sources.

DUE DATE is May 15, 2001.

Creative Writing

Putting Fact and Fiction Together

IF YOU ARE WRITING A CREATIVE STORY, CHECK THIS OUT!

Trouble getting started? Look at Patterns of Fiction in your Writers Inc. handbook.

If you already know what you want to write about you can follow this order:

Prewriting – organize your thoughts first and jot down any other notes you want before you start.
Writing and Revising – Start right in the middle of your story if you need to. Remember that this is not your typical writing assignment. You can do whatever you want.
Editing and Proofreading – Check, check, check your work. Ask someone to read over your work and check what you might have problems with.

Want to know how you did on the assignment? Check the assessment guide on page 178; it’s what your teacher is using as a guide.

IF YOU ARE FEELING LIKE A PLAYWRITE OR OTHER FORM OF CREATIVE WRITING, THIS IS FOR YOU!

Two things that may be helpful to get started are found in the handbook on page 175:

Related Forms
Playwriting Tips

Once you have the idea all you have to do is follow these guidelines to writing:

Prewriting – Develop a conflict or describe the situation and put in your main characters.
Writing and Revising – Introduce the characters and the situation and write.

Read what you have written out loud to yourself or with someone else….does it sound good to you?

Editing and Proofreading – Does the voice and what the character says fit the character?

Want to know how you did on the assignment? Check the assessment guide on page 178; it’s what your teacher is using as a guide.

IF YOU ARE FEELING LIKE A POET, THIS IS FOR YOU!

Starting points for poems on page 180 may help you get started. Then, all you have to do is write the poem. (One good-sized poem or two or three medium length poems are required).

Here is the order of work for the poets:

Prewriting – Jot down words or phrases that come to mind……What is the form of your poem (what does it look like?). You might check out the other SILVER English text we have or other books on poetry from the library.
Writing and Revising – You will want to give the reader a surprise ending, neat twist, insight, or deeper meaning.
Editing and Proofreading – Make sure each word fits (use a thesaurus) and check spelling and grammar; there should be no mistakes.

DUE TUESDAY - THURSDAY OF NEXT WEEK: APRIL 27-29.

Journaling and SSR (Sustained Silent Reading) Guidelines

From now until the 28^th of June you will be using journaling to express feelings and give opinions on many different subjects. Your sustained silent reading will help you become a better reader and writer. Here are the requirements:

1. You will journal or SSR 4 times a week – usually Monday – Thursday.

2. You will journal 2 days a week – choose your days.

3. You will SSR 2 days a week – choose your days.

4. It is recommended that SSR time be used for the reading of novels or other books to be used for the exposition you will write .

5. Magazines and other materials from the new school library are ok.

6. Other journal ideas from quotes will be given to you on a daily basis.

Novel Reading with Typed Exposition

1. Choosing a book to read for your exposition is your responsibility.

2. Deadline for Exposition: June 28, 2001

3. An Exposition is a description of a book using the following:

a. A one paragraph review of the plot (what happened in the book?)

b. A choice of one of the following for the body:

1. Characterization – what character can you relate to and why you liked them? OR

2. Conflict – Describe a struggle between two opposing forces or characters. OR

3. Moral – Describe the lesson the story teaches. OR

4. Theme - Describe a message about human nature or life.

c. A paragraph telling what you thought of the book.

ALL WRITTEN WORK SHOULD BE SAVED TO :

--- the “u” drive.

Name of book: __________________

Author: ______________________

Number of Pages: _______________

Teacher Signature: ___________________

Conversation Marks

As you begin to work on your conversation within your book, check out these convention rules and make sure you are doing your work correctly.

1. Indent each new paragraph.

2. Don’t put those darn spaces between your paragraphs.

3. Use quotation marks whenever someone says something.

(“Clean up the room,” George yelled to Tom.)

4. Use a single quotation mark when you are thinking

something.

(‘Man am I hungry,’ thought Steve.)

4. Put all punctuation marks inside your quotes.

5. Use commas when appropriate.

6. Use a new paragraph for every quote and after every quote.

ACTION WORDS:

ADJECTIVES – words that describe exactly.

SOUNDS AND NOISES – wham, bang, whoosh! Use words that truly tell about your characters.

*What does the character say or do or act like?

Can you think of a word for it?

More to know about character development

Develop your book characters around a 3^rd person omniscient author. That means you are “the God” of the story and know everything about the characters.

Develop your characters through speech and thought. What are they thinking and what are they saying.

Develop your characters through actions and appearances. What do they do and what do they look like.

CIM Writing Scoring Guide
Level 4

CIM WRITING EVALUATION

I. Ideas/Content 1 – 2 – 3 – 4 – 5

II. Organization 1 – 2 – 3 – 4 – 5

III. Voice 1 – 2 – 3 – 4 – 5

IV. Word Choice 1 – 2 – 3 – 4 – 5

V. Sentence Fluency 1 – 2 – 3 – 4 – 5

VI. Conventions 1 – 2 – 3 – 4 – 5

(spelling, punctuation, grammar)

Writing and Speaking Checklist

____ Book develops an original and lively character

____ Book uses a third person (omniscient author) point of view.

____ Book shows proper use of quotes.

____ Book stays in the past tense or the present tense.

____ Book uses adjectives that highlight the action.

____ Your book meets the Oregon state writing and speaking standards at Level 4 or

better.

Level 4

Writing:

Solid conventions (periods, commas, paragraphs).
Appropriate audience level.
Appropriate language that may include humor.
Liveliness, sincerity, and humor when appropriate.

Speaking:

Mostly clear enunciation.
Mostly clear pronunciation.
Effective rate and pace.
Generally fluent delivery

The Descriptive Essay

Time: March 5^th – March 8^th

Due: Any time during the week of March 12^th.

Assignment: To write a descriptive essay of the events of Thursday, March 1^st.

Requirements: 1. Thought summary

2. Rough draft in pen or pencil

3. Peer editor written check

4. Peer editor simile/metaphor check

5. Final draft

Graded On: Clarity, Organization, Simile/Metaphor Use

THOUGHT SUMMARY

1. The walk to the bus….or the walk to school…..or your morning at home.

2. The bus ride to Grant….or the Learning Team experience…..or your morning events.

3. The school building….or your school activity….or your afternoon events.

4. The kids…..or what happened when the students returned…or your evening events.

Thought summary

Rrough Draft

Peer Editor (Written)

Peer Editor (simile/metaphor)

Final Draft

SIMILE: A direct comparison using the words “like” or “as” when you are describing something.

(Ex.) It’s raining like cats and dogs outside.

She’s as mad as a hornet!

METAPHOR: One thing is spoken of as something else.

(Ex.) Kenny is a tornado today, so full of energy.

Death is a long sleep we never wake from.

Signed:

X-Student ___________________

X-Staff ___________________

Cheapo Outline

*Start with the subject (EX: SUBJECT: Name of the Disease)

I, II, III: Main Headings - These would be things such as symptoms, definitions, descriptions, etc. of the subject disease.

A, B, C: Subheadings – These are comments you make about the main headings.

1, 2, 3: Details – These are smaller details about what your subheadings are saying.

**Remember that your outline goes from the general to the specific.

EPIDEMIOLOGICAL SENTENCE OUTLINE (stuff from your or Heather’s pamphlet)

SUBJECT:

II.

III.

YOUR VERY OWN SCORING GUIDE

IDEAS & CONTENT = clear…good detail…..solid information.

ORGANIZATION = easy to follow….you were never lost.

LANGUAGE = words are understandable and appropriate.

DELIVERY = eye contact…enunciation…pace….hand gestures.

(1,2,3,4,5,6) Remember that 1 is not so good and 6 is tremendous; 4 meets standard.

CDC Pamphlet

Your task is to select an infectious or noninfectious disease or disorder and create an educational pamphlet designed for a fourth or fifth grade student’s reading ability. You pamphlet really needs to be colorful and eye-catching so a younger student wants to look at it. Go online to www.yahoo.com and click on health, from that link click on diseases and you will find over 7,000 sites to choose from! As you create your pamphlet, use the checklist below to make sure that you are covering the necessary points, this is the checklist I will grade them with.

Checklist for my CDC Pamphlet

I have:

_____ A cover complete with a title and illustration directly relevant to my topic

_____ A complete description of the disease I am researching

_____ The symptoms of the disease or condition I am researching

_____ An explanation of the agent that causes the disease or disorder

_____ Detailed description of both the treatment and PREVENTION of this condition

Address the chain of infection here if it is an infectious disease
Address lifestyle choices that impact the occurrence/transmission of this condition

_____ There are three detailed resources on the back of my pamphlet letting the reader know where I found my information

_____ My spelling and grammar are correct

_____ My content is accurate

IMPORTANT!

Make sure that you are using your own words to write this pamphlet. If you directly quote a source, be sure to note that you did and give the real author credit. This should only be done to support information you are sharing.

Narrative Essay #1 - Death and Loss

Due Date: January 17, 2001

Graded On: Writing Conventions

Writing Conventions: Punctuation, spelling, capitalization, paragraphing, and grammar usage.

Paper length: Just write it and see what happens.

Included in the paper: Introduction – A hook for the reader.

Body – The details of the story.

Conclusion – 3 emotions from the story.

What the paper is about: You have 2 options:

A story about how you have experienced the death or loss of a loved one or someone you know. This could also include a pet. (FACTUAL)
A story about a character you invent from your imagination. The idea for the narrative may come from the cemetery you visit. Make up a story of how this person passed away. (FICTION)

SEE RON 2 for any questions or problems.

CEMETERY VISITATION ASSIGNMENT

Due January 16, 2001

Visiting a cemetery can be a valuable experience in increasing our own awareness of the life cycle, putting various aspects of the life cycle into perspective, and giving us an indication historically and otherwise of our life and times.

Select a cemetery of your choice.

Name:__________________________________________________________________

Address:________________________________________________________________

Now gather the following information:

Select several older headstones (at least 5) and note:

date of birth and death of that person

approximate life span

patterns i.e. did men live longer than women?

Did any of the headstones give the cause of death? List some.

Did you note any epitaphs? List some.

Did any headstones designate occupations? List some.

How have the headstones and markers changed over the years?

6. Were children’s graves different from adult graves? How?

Was there a prevalence of any particular group in this cemetery?

If you can, visit the cemetery office:

When was this cemetery established?______________________________

What are current plot costs? ____________________________________

Note any historical information you received from the office.

Journaling and SSR (Sustained Silent Reading) Guidelines

From now until the 28^th of June you will be using journaling to express feelings and give opinions on many different subjects. Your sustained silent reading will help you become a better reader and writer. Here are the requirements:

1. You will journal or SSR 4 times a week – usually Monday – Thursday.

2. You will journal 2 days a week – choose your days.

3. You will SSR 2 days a week – choose your days.

4. It is recommended that SSR time be used for the reading of novels or other books to be used for the 4 expositions you will write in the school year.

5. Magazines and newspapers may be used only after teacher permission.

6. UPFRONT magazine will be available for use as journal topics.

7. Other journal ideas and topics will be given to you on a daily basis.

Novel Reading with Typed Expositions

Choosing a book to read for your exposition is your responsibility. With the exception of Tuesday’s With Morrie all of your selections must be approved be either Ron 2 or Heather. Here are the deadlines for your expositions and a few other things:

1. Deadline for Book 1: Feb. 3, 2001

2. Deadline for Book 2: March 15, 2001

3. Deadline for Book 3: May 17, 2001

4. Deadline for Book 4: June 28, 2001 **Please remember that Tuesday’s With Morrie can be used as one of your books.

5. An Exposition is a description of a book using the following:

a. A one paragraph review of the plot (what happened in the book?)

b. A choice of one of the following for the body:

1. Characterization – what character can you relate to and why you liked them?

2. Conflict – Describe a struggle between two opposing forces.

3. Moral – Describe the lesson the story teaches.

4. Theme - Describe a message about human nature or life.

c. A paragraph telling what you thought of the book.

For an idea of what an exposition might look like, turn this page over.

Ron 2

Group A/B

Exposition

January 9, 2001

“Tuesday’s With Morrie” by sports writer Mitch Albom, is a 190 page true story about the life and death of Morrie Swartz. Swartz was an English professor at Brandeis University who was well respected and loved by his students because he could relate to them on many levels. A student, Mitch, who fell out of touch with his favorite professor, finds him again while watching Nightline on ABC, and discovers his professor is struggling with ALS and has a short time to live. The book covers a period of 16 weeks where Mitch learns about love, life, forgiveness, and a great deal about himself.

Mitch had a serious conflict with himself: How could he live in his busy world of writing and making money while taking t heart the advice he got from his best and favorite teacher? Somehow he would have to learn how to slow his life down to find meaning and also realize some of his professional dreams.

Eventually Mitch began to realize that there was more to life than just himself. It became clear that working with others and appreciating them as persons was as important as being selfish.

Mitch did not find all of the answers, but he did begin to see another side of himself. Near the end of his time with Morrie and even found the time to cry – a big step for him.

I enjoyed the book. It was easy to read and made me think of the life I’m leading now? Do I give enough time for other things and other people, or am I too wrapped up in my own world? Maybe another reading of the book in a year or two could give me some more insights.

(This is only a quick example – notice I picked conflict as my “body” topic). Let us know if you have any questions as you go for your first exposition).

ALL WRITTEN WORK SHOULD BE SAVED TO :

--- the “u” drive

GRIEFLINK ASSIGNMENT

The answers to the following questions can be found at www.grieflink.asn.au

Directions: Take a few minutes to simply sit and read the information on this website. Start first with the section titled About Grief. After you have read that section, answer the questions below.

1. Based on your reading, how would you define grief? (Please put this in your own words, I read the article too and don’t need you to copy their definition for me to read again!)

2. Describe a time when you have experienced some form of grief that was not related to a death. Tell briefly about the loss and maybe give a list of words that described how you felt about that loss. (We’ll discuss later how all of us have learned to cope with these kinds of feelings, but you don’t have to talk about any of it that you don’t want to.)

3. How can secondary losses affect a family? Do you think people grieve secondary losses too? Give reasons for your answer, not just a yes/no.

4. Everyone grieves in his or her own way. However, research has shown that there is a general pattern that is often noticeable. It includes the biology of how the body copes with loss, also thoughts people have, and some issues around time and learning to cope with the loss. List 10 things you read about that often happen as part of this pattern. (Be ready to discuss these in class)

Directions: (You’ll need a piece of notebook paper for this portion. Put your name, group date, and Grieflink for the assignment title on it) read the next section titled Coping with grief. Just read through the whole section to kind of get a feeling for the variety of ways people cope with grief. Pick five of the strategies that you think might work best for you if you had to cope with a death or loss of some other type. Describe how you would use these techniques to help you cope with your loss. Also explain why you think these strategies would work best for you. Each strategy should be a paragraph long. As I read these I am looking for five separate paragraphs! This part of the assignment should be stapled to the back of the worksheet.

Remember the second section is on notebook paper!

Directions: Read the section titled Helping the bereaved. After you have read this material, think about what your top five suggestions would be for helping someone cope with a loss. Write them down along with one sentence about why you believe it to be one of the 5 most useful ways to support a grieving person. Do the same thing for a top five list of things NOT to do!

DO’s

DON’T’S!!!

10.

Go back to the Grieflink home page, click on the Quiz page, (look in the menu on the left hand side of the page) and go ahead and take the quiz. You’ll be seeing some of these questions again soon. Just check it out and see how you do.

Narrative Essay

Due: January 10, 2000

Must provide rough draft and finish draft

Approximate 1 page long

Intro: Provide a “hook to make the reader want to read on.

Body: Details . . . Details . . . Details

Conclusion: Feelings (How you felt)

Options for a Topic

An important person in your life

An unforgettable event

Where I’ve been

Service Learning Article Summary

A 1/2 page summary written on one of the articles found at www.grass-roots.org. This summary is to be either typed, double space, size 12 font in times roman or hand written in black or blue ink. The articles are organized by region, click on The Far West and choose an article from California, Oregon or Washington.

Health Research Assignment - Teen Suicide

Name:______________________ Date:______ Group:____

This assignment will be done independently. Credit will be issued for Health and English.

STEP 1: go to teachhealth.com

STEP 2: click on links

STEP 3: go to link health A to Z

STEP 4: type in ‘teen suicide’ and complete search

Once you have typed in your teen suicide search you will have 10 pages of different links to choose from. Pick whichever one works for you and complete the following questions on at least 5 links.

List 10 causes of teen suicide:

Find 3 local support services for teens who are suicidal:

Find 3 national support services for teens who are suicidal:

Write a plan of action for both of the following scenarios:

A friend tells you that they are depressed and are not sure what to do.

A friend tells you that they are going to hurt themselves and no longer want to go on.

List the common signs/symptoms of a person at risk of suicide:

Where does Oregon rank nationally in the statistics of teen suicide:

Review statistics and provide a breakdown on male/female, age group and cultural group.

Goal Sheet

Name:

Goal Setting

What is your goal…be specific. Include what you want to do, the time frame within which you intend to do it, and how you will measure your progress.

What are two or three barriers that might get in the way of you reaching your goal?

Name two or three strengths or skills you have that will help you achieve your goal.

Describe the plan you have designed that will allow you to reach your goal and overcome any barriers that may be placed in your path.

Mental Health Issue Presentation

As a class, we will be researching and studying mental health issues. Find below the expectations for this project. You will be working on this project in small groups.

Group members are:

You will receive a scoring guide that will explain the criteria for performance. Remember that a 4, 5 or 6 is a score that meets standards.

Mental Health issues that we will be studying include:

Depression

SuicideBi-polar

Addictions

Multiple Personalities

Phobias

Dementia

Violence

Post Trauma Stress

Alzheimers Anxieties

Turrets Syndrome

Obsessive Compulsive

Schizophrenia

Once your group has been given a topic, each group will need to complete a 5 – 10 minute presentation. Use the following guidelines:

1. Each group member must present equally.

2. Each presentation must include a visual. Examples of visuals include a poster, a handout and/or a power point presentation.

3. Visuals will be graded on accuracy of information, content, conventions and documenting source of information.

4. Presentations must include how to practically address your mental health issue. For example, if you pick bi-polar you will need to present how a family and/or a community will address the needs of the individual who is facing the mental health issue.

DISCOVERING THE SELF

THE ULTIMATE ADVENTURE!

Definition of Stress: Stress can be divided into two types. Eustress is viewed as a good kind of stress and Distress is defined as a bad type of stress. In general stress is defined as any type of change your body is experiencing. More interestingly, regardless of what the source of the stress is, your body tends to react with the same biological response.

General Adaptation Syndrome (GAS)

There are three basic phases of the General Adaptation Syndrome

· Alarm Stage…The body prepares for fight or flight. This is as old a response as we are, we view the stress as something that is life threatening and biologically react accordingly. The adrenal glands secrete adrenalin and this cause a few changes in our body that prepare us to fight the threat or run away. They are the following: dilated pupils, constricted blood vessels, increased blood sugar, increased heart rate and respiration. (Explain how these changes help the body to fight or run)

· Resistance Stage… The body attempts during this time to return to homoeostasis or normal. All the changes that happened during the alarm stage begin to recede or return to normal.

· Exhaustion Stage…People who cannot successfully pass through the resistance stage (think war victims, domestic violence, work stress without coping skills etc.) eventually can enter this stage. Wear and tear on vital organs takes place, problems sleeping, anxiety are all markers. Eventually this condition can cause severe health problems and even death.

Discussion of times when kids have had life threatening distress or good eustress experiences. Look at the similarities in biological response.

Basic Brain Physiology (See Linda’s diagram…remember to include the four functions of the brain stem)

Maslow’s Hierarchy

The base of the pyramid is Physiological Needs like food water and shelter. Talk about how humans are not very tough and need shelter to survive. The other two are obvious.

The second level is safety and security. Talk about how people’s perceived idea that they are in danger can influence their decisions about a variety of things. This constant feeling of threat can have negative (exhaustion phase) consequences.

Love and Affection is the third level. Talk about the fact that we make decisions sometimes looking for love and affection that can be sources of great distress.

Self Esteem is the fourth level. Our need to feel good about ourselves can also cause us to engage is distressing behaviors. It also can motivate us to do very positive things.

Self-Actualization is the top level. This is the best possible you.

This is a framework from within which we can consider why we choose the behaviors we do. Most every choice we make is at some level meeting a need on this hierarchy.

Philosophy of Life

Objective: To reflect upon and analyze your own internal environment. (Making an addition to the toolbox by the way) This paper will be turned in and we teachers will keep it. Be sure to make two copies if you want one for your records.

Instructions:

Choose the five values that you believe are most important in your life.

For each value, write a few sentences explaining exactly why you think this value is so important, followed by a real life example of a time when you have used this value to guide your behavior or make a decision. This is where you see if you actually practice what you preach! Each value gets it’s own paragraph, so this section turns out to be 5 paragraphs long.

Describe what a role model should be…what do they look, sound, act like? Follow this description up with an example of someone in your life you admire or respect and explain why you view him or her in this regard. (No sports or entertainment people for this assignment please) This section of your paper makes up one paragraph.

Describe in the last portion of this essay how each of your five values will help you successfully make it through the next 3-4 years of your life. How will these values serve as resources, guides or help for you when you face tough decisions?

Grading Criteria: We will grade this essay based on it’s content and your following the order explained above as you write it. We will also base it on conventions. Each section will be worth 25 points for a total of 100 points.

_____ paper covers, in order the five values, their relevance to the student and an example of their using these values to guide their behavior and choices

_____ role model is described in detail and is not a professional athlete or entertainer

_____ student has explained how each value will help them through the next 3 or 4 years of their lives, serving as a resource or guide in decision making

_____ conventions (spelling and grammar) and format

Format and Due Date: This paper is due on Thursday at the end of class. We will type this paper in size 12, Times New Roman font and double space between lines. Your paper will have a title page containing your first and last name, the date, your integrated learning team, and the title Philosophy of Life. In addition, you will choose a quote to place at the bottom of your title page that sums up your Philosophy. Site the source of your quote.

Intolerance in America – The Shadow of Hate

September 18, 2000

Today we watched a video that tells the story of intolerance in America. It shows a historical perspective on intolerance and persecution. We discussed the video as we went along and completed an assignment based on the video in class. Please see Joe or Heather and tell them you need to make up “The Shadow of Hate-Intolerance in America Assignment.”

We handed back your goal sheets and the short essay you wrote on risks. Students were given the option of rewriting their essay for additional credit, due Thursday.

The Shadow of Hate – Intolerance in America

Worksheet

Name:_____________________________________ Date:________

Today we will watch a video that tells the story of intolerance in America. As you watch the video, complete the following questions. We will stop the video before it ends for classroom discussions.

I. How has intolerance been expressed in our society (the social environment):

II. List some of the underlying causes of intolerance:

III. What examples of intolerance can you think of in your own community or school today? What can be done to improve these situations?

The Shadow of Hate – Follow-up Discussion

1. Article – Blankets for the Dead

Risk Taking Writing Assignment

Name:___________________________ Date:_______

1. Provide your own definition of RISK:

2. Write an essay on one of the following topics:

· Beginning a school year at a new school, discuss the positives and negatives.

· Risks that teenagers face in today’s society.

3. Homework Assignment:

What do you expect from this school year?

SURVIVING THE MOON

You have just been stranded on the moon. Your ship has been destroyed, but you were able to salvage the below equipment. NASA does not provide search and rescue missions on the moon. In order to survive, you will need to hike back to the space station. It is a two day hike and you will need to pack enough supplies to survive.

From the list below, pick the items you will be taking with you. NASA requires that you limited yourself to 15 items when hiking for a period of 24 hours or more.

.compass .water (4 – 3 gallon jugs) .map

.water proof jacket .two-way radio .flashlights

.heat sensitive tent .emergency locator .flares

.nutrition bars .food canisters (1/2 lb each) .blankets

.space suits .ten oxygen canisters (5 lbs each)

.first aid kits .pager communicator .laser gun

.portable shower kit .research data collected prior to accident

.laptop computer .space suit repair kit .rope

.climbing equip .portable heat unit .portable cool unit

SURVIVING THE MOON – PART 2

You have just problem solved your way back to the space station. If you are reading this, you have survived! Part 2 of this assignment involves working independently. Answer the following questions:

1. What were barriers that prevented your group from working as a team?

2. What were some positive aspects of working with your team?

3. What are some positives suggestions you have for your fellow team members that would help the team work better?

When you are finished with your list have a teacher check it off. When the teacher is done, add your list to the appropriate poster.

contact: school@communityschoolhouse.org

Music Review Guidelines

Who, What , When, Where, Why, and How and event(concert) was worth reviewing.

Research Guide

As you begin writing your paper, please use the following instructions to make sure your paper meets the standards set up by the MLA (Modern Language Association).

MLA and Citing Sources

Police Alert

Please read this citation carefully!

MLA

CIM WRITING EVALUATION

From now until the 28th of June you will be using journaling to express feelings and give opinions on many different subjects. Your sustained silent reading will help you become a better reader and writer. Here are the requirements:

Novel Reading with Typed Expositions

Ron 2

SURVIVING THE MOON – PART 2

From now until the 28^th of June you will be using journaling to express feelings and give opinions on many different subjects. Your sustained silent reading will help you become a better reader and writer. Here are the requirements: