TED TALK of the Week

Most of us will do anything to avoid being wrong. But what if we're wrong about that? "Wrongologist" Kathryn Schulz makes a compelling case for not just admitting but embracing our fallibility.

EXPECTATIONS FOR THIS SITE:

Respect-

  • When you post, it is important to be respectful; be respectful of other people posting and respect yourself. This means that personal attacks, inappropriate language and content, insults and harassment of any kind are strictly forbidden. Consider this an online classroom and ask yourself if your comments would be acceptable in our physical classroom setting.

Rigor-

  • You will need to be sure that your comments and posts are adding to the discussion of the book or text. Before posting a comment, question, or blog entry, ask yourself, "will this forward the discussion we are having?" Your thoughts and ideas should be supported, and you should be using specific details to illustrate your ideas. Your posts should build on the discussion by responding to comments other students have made on a particular subject.

Grades-

  • Yes, you will be graded on some of your contributions to this site. What does this mean? Your blog entries and forum posts should be thoughtful reflections, interesting ideas, and discussion provoking comments related to our texts. You will be told in advance which posts will be graded and how they will be assessed. Be sure to proofread before you post.


Good luck, have fun, and happy posting!

 

EXTRA CREDIT!

There are a number of ways to earn extra credit in our English class. Let's start with grammar.

It is surprising just how many grammar mistakes we pass by every day. Signs that are missing their apostrophes (or have apostrophes when they shouldn't). Newspaper articles with obvious misspellings. Advertisements littered with dangling modifiers and prepositions left to fend for themselves at the end of sentences. So why not point out these mistakes and get some extra credit in the process!

 

See a sign with a grammar mistake? Take a picture, email Ms. Ward with an explanation of the mistake, and she will post your pic here. We're looking for local examples here, not pictures that you pull off of a Google search or random websites. Keep it local. 

Every day there will be a new word of the day posted on our board. Use it in a sentence, find it in song lyrics, find it in a book and you'll earn a point of extra credit. Write down the sentence where you found our used the words of the day and bring it for the next class period to earn a point of extra credit.

Finally, you can earn extra credit by using our unit vocabulary words outside of class.  So head into World Cultures and use our vocabulary words when you talk with Mr. McCauley. If you do, write down the sentence you said, have your teacher sign it, and you earn a point of extra credit. Find your vocabulary words in books or lyrics, and it is extra credit!

 

WELCOME HONORS STUDENTS!

This is our space to share ideas, collaborate on projects, and reflect on the themes of our 10th grade honors English course. Adding content and sharing has never been easier! We will build the knowledge on this site together by:

  • Reflecting on our learning using blogs,
  • Contributing to our online discussions by posting responses and questions, and
  • Customizing a personal page (My Page).

Overall, this site should help us reflect on the themes and goals of the 10th grade English course, celebrate our accomplishments, and streamline how we share and learn information.

Our SSR Projects

OUR #HavPassion Projects

#HavPassion Inquiry Projects

The basic premise of our #HavPassion project is that it is student-driven, passion-based inquiry research. The idea behind this project started with Daniel Pink’s book Drive.  Pink cites an idea that started with the 3M company and was expanded by Google. Google encourages its employees to spend one day each work week, 20 percent of their work time, focusing on their own projects. Why? It turns out that when people have autonomy over their work, time to master their skills, and a clear purpose, they are more motivated to learn. And scientific studies and research supports this claim. In fact, Google’s philosophy of 20 percent time is how we have Gmail!

 

DISCOVER    QUESTION   REFLECT    TRANSFORM

 

OUR PROJECT:

What do you want to learn? Each Friday during the second quarter, 20 percent of our class week, we will be using our time to research the topic of your choice, an idea you are passionate about. Your goal is to become an expert on that topic. But this project is not just about researching…it is about doing something with what you learn. To complete this project successfully you will:

  1. Pick a topic you are passionate about, something you want to learn. You may work alone or in small groups of no more than four students.

  2. Find a book on your topic to guide your learning. This will become your mentor text.

  3. Pitch your project idea in a project proposal to the class for topic approval. You will submit both a written proposal and produce a video proposal to be posted to our class site for our community of learners to vote on.

  4. Connect with an expert on your topic to interview.

  5. Blog each Friday reflecting on your progress. Each post should also incorporate reflections on how your selected book is guiding your research.

  6. Produce something – a presentation, a writing piece, a show, something tangible – that you share with people outside of our classroom.

  7. Reflect on what you have learned in a TED-style talk.

  8. Share all of your work on your online portfolio.

 

This is not simply a research project.  Once you’ve finished the research phase of this project, you must do something with your new found knowledge.  Students will be creating products and presentations (either individually or in small groups) that will extend beyond the classroom, such as documentary videos for H-Vision, web pages, pamphlets, newspaper or magazine editorials, an article for the Fordian, letters, public speaking presentations, fund raising, music, plays…or whatever you can think of to best make our community aware of your research topic.  The idea is to reach an audience outside the doors of our classroom in order to share your research.  Need some inspiration? Here you go!

Reading The Kite Runner

The Kite Runner

Throughout the month of April we will be reading, reflecting, and discussing the novel
The Kite Runner. Set in Afghanistan, this powerful story focuses on the friendship of two young boys and how betrayal can be devastating and life-change for both boys. We'll be connecting our reading with our previous discussions of themes from
 our SSR novels and our most recent reading of The Epic of Gilgamesh and the Holocaust memoir 
Night. And we'll also be using
 literary criticism to aid in our interpretation of the pivotal events of this story. Below are resources to supplement your reading of this amazing novel.

Resources for Reading:


Presenting The Kite Runner: Organizing our chapter presentations




























Speaker Series

Adapting Your Essay into a Speech

What makes a speech memorable? What makes for a dynamic and engaging presentation?  We'll be adapting your written essay into a digital presentation for an audience outside of our classroom. To do so, we'll be returning to our earlier conversation about rhetoric and style as we think about how those elements translate to a video presentation.

Your goal is to put together a video of you delivering your "This I Believe" essay as a speech. But you have quite a bit of creative input in how you put together your video. Some students may elect to set-up a camera and simply record themselves delivering their speech.  Other students may decide to combine a visual presentation with a smaller web cam image of themselves delivering the speech. Still other students may decide to use a green-screen app to combine both speech and images.  Whatever you choose, you will need to keep the following in mind:

  1. You must have video of you delivering the entire speech. Your image does not have to be the full screen, but you do video of you delivering the speech in your video presentation.
  2. You will use our presentation grading rubric to help guide how you prepare and present your speech. Keep in mind the elements on which your video will be graded.
  3. If you do combine visual presentation elements in your video, limit the amount of text in your video. The focus must be on your spoken words, not on a written text.

Digital Presentation Tools

You don't need anything fancy to make a video. You can easily grab your phone or one of our Chromebooks and record a video. But more than likely, you'll want to edit that video, so here are some tools and ideas to get you started.

  • There are lots of video editing tools that are free. Unfortunately, your Chromebook doesn't come with a program that records and saves videos, which means you will need to download an app. You can use the free app Screencastify to simply video record yourself or to record anything on your screen. This is useful if you want images or slides in your video. Find the app in the Chrome store.
  • There are quite a few cool green screen apps to play with, too. We'll have a makeshift green screen in class to help you play with this presentation style.  Or, pick up an inexpensive plastic green table cloth and download a green screen app like Do Ink (for iOS only) or WeVideo which works with Google Drive (click on Add-Ons).
  • Or, you could download the Explain Everything app (works best on iOS) and have some fun.

Updating Your Online Portfolio:

Check out all the speakers and authors who have visited with our classes during the 2014-2015 school year:

Click on the images below to watch each presentation.

Donna Nordmark Aviles visits with 2nd block students on Monday, March 2nd. 

  • On a Monday morning, Donna Nordmark Aviles came to speak with our tenth grade class about the history of the orphan train movement in the United States. Ms. Aviles shared the story of her grandfather, sent to ride the orphan train to Kansas in 1919 along with his brother. Inspired by her grandfather's story, Ms. Aviles spent a number of years researching the history of the orphan train movement, one of the first social welfare programs introduced in the United States. Orphans from the large east coast cities, like New York City and Philadelphia where immigration populations exploded, were taken from orphanages and placed onto trains headed west where Midwestern families would either adopt the children or use them as extra labor on farms.

Christopher McDougall,  journalist and author of the best-selling author of Born to Run visited students on Thursday, February 26th.

  • What an amazing experience hearing writer Christopher McDougall speak on his experiences as a journalist in Angola and Rwanda in addition to his time spent with the Tarahumara Indians of Mexico's Copper Canyons. These experiences lead to his research on barefoot running and what can make run pleasurably rather than painful.

Zachariah OHora, author and illustrator, visited with students on February 10, 2015.

  • Students learned more about the inspiration for Zach OHora's illustrations and children's book. From music to daily experiences, Mr. OHora taught students to keep their eyes open for the inspiration around them.

Elise Juska, author of the recent fiction novel The Blessings, visited on January 15, 2015

  • The Philadelipia Inquirer described Ms. Juska's book, The Blessings as a "bighearted novel... Juska's moving, multifaceted portrait of the Blessing family." Join our creative writing class as we listen to the author and question her about her process.

Cameron Conaway, mixed martial arts fighter and poet, spoke with students on January 13, 2015

  • Cameron Conaway, author of The Malaria Poems, shares his experiences and process, including mindfulness, with students from our creative writing and 10th grade English classes.

Dave Patten, singer/song writer, novelist, actor, and Haverford High alum, met with students on December 22, 2014.

  • Dave Patten, author of the recently published Run of the Mill, spoke with creative writing and 10th grade English students about what it takes to succeed in creative fields and shared some advice for aspiring creative types.

Three young adult novelists speak with students on November 6, 2014.

  • Young adult (YA) genre authors, E.C. Myers, Ellen Jensen Abbott and Marie Lamba introduce their new work, discuss their writing process and answer questions from high school creative writing classes.

Holocaust survivor Mr. Michael Herskovitz speaks with students about his experiences in three death camps on September 29, 2014.

  • Michael Herskovitz was born in Czechoslovakia in 1929 to hard working parents and a happy family. In March 1944 he noticed German soldiers in the village and learned that Germany had invaded his country. Mr. Herskovitz shares experiences inside Auschwitz and other "work camps", through to liberation and finally realizing a successful family life and business in the USA. An earlier recording of his presentation can be found here.

 
 
 

STAY CONNECTED!

Our Daily Agenda:

Please use the arrows in the lower left corner to scroll through our daily schedule. You can enlarge this presentation to full-screen making it easier to read by clicking on the X with arrows.

Birthdays

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Rhetorical Element of the Week:

Example of Rhetorical Analysis

WEEKLY WORD ROOTS

Each week our "Words of the Day" will all come from the same Latin or Greek root. This week's words all share a common root from the Latin pan meaning "all."

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