TeacherTalk

Winter Break Assignments-- All Classes

2011-12-28T14:37:00.000-08:00

Dear Students,
I hope that all of you enjoyed your first week of vacation and are now back on track. By now, all of you (except period 5) should have created a blog and at least four posts and responses to those in your group. Please look for your class title below for more information:

1. AP English Literature- You should be reading your independent novel, making your posts, and responding to the questions of your group members.
2. You should have selected your vocabulary words to memorize. You also must purchase or check out The Oedipus Plays of Sophocles--but translated by Paul Roche.
3. Don't forget your practice AP Exam.
4. When we return, if you have started using your three ring spiral for other classes, you will need to clean it out. We will now begin having daily 10-15 minute routines. One some days we will do Voice Lessons, other days sentence combining; other days grammar, and possibly the fourth day will be a reading quiz of some sort, or silent reading.

Great Books period 2
1 You should also be blogging on your independent reading novel.
2. Additionally, you also need to check out or purchase The Oedipus Plays of Sophocles translated by Paul Roche ISBN 978-0-452-01167-0

English ten period 4 and 6
1.You should be reading your independent reading novel in your reading groups. Each student should have their own blog and should be making their blog posts and responding to the questions of your team members. If you are doing extra credit, be sure to create complete journal entries for your extra credit novel.

American Literature Period 5
1. Be sure to finish your Crucible Writing Questions that were distributed. Do not wait until the last minute to answer these questions. Each response should be at least three to four paragraphs.
2. Our next text is The Narrative of the Life of Frederick Douglass. To help prepare you for this text, please complete each of the following activities. Under the section of my blog, entitled "Websites of Interest" visit the links Frederick Douglass biography. Listen to the brief biography of Frederick Douglass. 2. Visit the link to the Introduction to Slave Narratives and read about the written narrative form. 3. Also visit the link for the short written biography of Frederick Douglass. Following this, complete the reflective journal (it is a google doc). Include a total of ten facts learned about Frederick Douglass/slavery Two questions; two ways you can apply or connect; two surprises you had.

The Kite Runner

2011-11-17T16:45:00.000-08:00

Directions, Read The Kite Runner up to page 100 as stated in your reading journal. Underline thought provoking and character revealing statements or those you find significant. Then, be sure to also answer the following: 1. Who is Assef? Describe him. Why do you think his physical description is so important? Do you think it contributes to his behavior? How?
2. Explain what happened in the tournament. How does Hassan again demonstrate his superiority over Amir?
3. What Biblical connection comes to mind when Hassan hits Assef with his slingshot?
4. Even in spite of a grumesome act, how does Amir describe Hassan?
5. Explain the significance of a lamb in two religions: Islam and Christianity. How does Hassan fit this description?
6. How is Baba's affection for Amir shortlived? What disrupts it?
Be prepared to discuss the Assef, the incident, irony and sacrifices.

AP English Literature Close Reading Questions The Kite Runner

2011-11-08T16:01:00.000-08:00

Directions: Read The Kite Runner up to page 35. Answer the following Close Reading Questions. You may answer as a narrative or each question individually. Be prepared to discuss your insights in class on Thursday.
1. What can one infer (guess) about the amount of narrative space (10 lines) on page 3 to describe Hassan and his features?
2. What condition disfigured Hassan? Why do you think the narrator states, "where the Chinese doll maker's instrument may have slipped, or perhaps he had simply grown tired and careless."
3. What details from pages 2-3 imply that Hassan and the narrator are not equals although they enjoy each others company and are wonderful friends?
4. Why do you think the narrator recollects the pictures he sees in the living room in the following order: (1) the photo of his grandfather and King Nadir Shah taken in 1931; (2) a picture of his parents' wedding night and finally, (3) a picture of the narrator's father, and Rahim Kham standing outside the house, neither one of them smiling, with Rahim Khan holding the narrator's pinky finger? What is significant about the ordering of these pictures knowing what we know about the narrator's mother?
5. What might Rahim Khan holding the narrator's pinky foreshadow or indicate? Who actually calls the narrator as the story begins in Chapter 1?
6. How does one group, the Pashtun's maintain superiority over the Hasaras?
7. Why is it significant that the narrator's first word is "Baba"?
8. Why is it significant that Hassan's first word is "Amir"?
9. Look up the name "Amir" online. What does it mean?
10. What does the story about what Amir learns in school from Mullah Fatiullah Khan (about drinking) conflict with Baba's behavior? What does Baba say about it?
11. Baba tells Amir that"every sin is a variation of theft". What other sins/crimes are a variation of theft? Consider the following: fraud; embezzlement; cheating; adultery; identity theft, speculatating/betting. Are each of those "Crimes" variations of theft? How so?
12. What details let you know that Amir is closer to Rahim Kham than his baba?
13. Why is Baba's stature significant?
14. How does the relationship between Ali and Baba mirror somewhat that relationship between Amir and Hassan?
15. How did Ali come to know Baba?
16. Why did Amir stop reading riddles to Hassan? What might this predict?
17. What question does Hassan ask of Amir in reference to his story?
18. How does Amir react to Hassan's question? Why is this significant?

American Literature Period 5- Introduction to the Salem Witch Trials

2011-11-08T14:30:00.000-08:00

Next week, we will begin reading our first play of the year, The Crucible, by Arthur Miller. Our play is set during the Salem Witchcraft Trials that rocked Salem Massachesetts in 1692. To help you learn more about the Salem Witchcraft Trials and life in Salem, complete each of the following activities. You will need a computer in order to view the interactive activities. The assignment is due Monday, November 14, 2011.

1. Scroll to the right hand of the screen to view "Websites of General Interest". Visit all three links, choose from National Geographic, Discovery and the Salem Witch Trials Link. Read the information about the Salem Witch Trials, you can also play an interactive game at the National Geographic Site. When you are finished browsing all three sites, record what you learned about the Salem With Trials in your Reflective Journal. Click on the link to the right that states Reflective Journal. If the link does not work, create your own reflective journal with 6 facts that you learned, 3 Surprises Encountered; 3 questions you have about the Witch Trials; 4 vocabulary words; and 2 ways you can apply the information.

Reaction Response- Great Books Period 2

2011-09-29T12:32:00.000-07:00

Take time to re-read previously assigned sections of the Academic Literacy Report. Brainstorm your ideas, thoughts, and reactions to the information contained in the document. Then, in a two page typed paper, respond to the following questions. Your response should be in paragraph form, and not read as a laundry list. You may quote the document or include your feelings and concerns.

What did you read? What did it say, and what are the consequences of the information contained in the document. Does it impact you? How or how not? Does it change or will it possibly change any of your established behaviors? With what ideas contained in the document (Academic Literacy) do you especially agree?

You must use the following words somewhere in your response: competency(ies); disposition, discipline, explicit.

AP English Literature Homework

2011-09-26T09:10:00.000-07:00

1. In preparation to answer the question:
In retrospect, the reader often discovers that the first chapter of a novel or the opening scene of a drama introduces some of the major themes of the work. Write an essay about the opening scene of a drama or the first chapter of a novel in which you explain how it functions in this way.
Be sure to re-read Chapter 1 of your independent novel. Write out answers to the following: (1) Fully identify the setting: time, place and social circumstances that are identified in Chapter 1 of your Independent Reading Novel

2. Identify at least three (things) details that are unique, important. Hint...notice the way the author describes something in chapter 1-- the way the author takes his or her time and uses adjectives, or adverbs or precise nouns.
3. From what point of view is the novel or play told? Is it from a character? If so , what is the character's name? Describe that character? Is that character a participant or a reporter? Why do you think the author chose this form of narration? If needed, you may consult your perrine text for assistance.
4. Finally, once you have thoroughly answered each of these questions, respond to the following: Why is the setting an appropriate for a conflict to take place.
5. What themes emanate from Chapter 1 based on your re-reading and analysis of it?

AP Lit

2011-09-21T15:08:00.001-07:00

No paragraphs to write: simply read the new article- What is Critical Reading. Tomorrow in class you will write paragraphs on excerpt taken from "The Street" Ms. G

Dear TeAchEr.... (all periods, due Wednesday 9/8/11)

2011-09-07T09:47:00.000-07:00

Dear Student,
Please write a letter of introduction to me, your English Teacher. At the top left hand corner of your letter, include a thought-provoking quote, lyric from a song, or excerpt from one of your favorite stories. In your letter, tell me about yourself, your summer, (did you travel, read, take a class over the summer, meet new friends, visit a college--what did you do?)DO you have brothers or sisters? Are you an only child?
What did you read your last year's English class? Who was your teacher? What are your goals academically, in terms of higher education? Anything else that you feel I should know? Tell me in your letter, and be sure to sign it at the bottom!
Ms. G

AP English Liteature TH eFall of Rome Response

2011-06-17T14:50:00.001-07:00

As a reminder, on Monday, you must have written responses for any two questions from the Readers/Discussion Guide from The Fall of Rome. You may not respond to quesitons 1 or 13. Additionally, be sure your response demonstrates full reading of the novel. Do not forget to bring the novel to class on Monday.

Great Books "Joe Turner's Come and Gone" Reflection

2011-06-17T14:49:00.000-07:00

Reminder: This reflection is DUE on Monday at 8:00 a.m. Also on Monday Remember to bring your literature circle text and any snacks for the class. We will have one last literature circle meeting. You will also write one last literature circle response.
Joe Turner's Come and Gone Reflection
Directions: Think about answers to each of the following questions and combine your responses into a well written reflection. The reflection still needs an introductory paragraph; transitional words and phrases. Questions should not necessarily be answered in the order in which they are written. Suggested length at least two full pages. Must show evidence of brainstorming. It might be helpdful to re-read the section called "The Play" before the actual play begins.

1. What obstacles and opportunies do African-Americans face at the turn of the century (1900's) and how are these conflicts reflected in the lives of Seth, Bertha, Bynum, Loomis, Jeremy, Molly, Mattie and even Zonia?
2. With which character's struggle do you most admire and why? Identify that character and why you connect or understand that character's struggle.
3. What do you feel to be a major theme of "Joe Turner's Come and Gone"? Why
4. Did you enjoy reading the play? Why? Which part was the most important or significant or meaningul to you? Why?

English 10B Fahrenheit 451 Questions

2011-05-27T12:46:00.000-07:00

Re-read the Sieve and the Sand pages 71-110
1. When was the last liberal arts college closed and why?
2. Why did Faber's fear disappear when Montag stood outside his door?
3. How did Montag finally get Faber to agree to help him?
4. What item did Faber create to help him hear conversations?
5. When Faber says, "Those that don't build, burn". What do you think he means? How might this apply to our world?

The Past is Prologue

2011-05-23T14:48:00.000-07:00

In Chapter 4, entitled Past is Prologue, we learn an important lesson that is paradoxically true: the past influences our future--not just events that happened in our past, also the past of of family. For this writing assignment you are to create a timeline of events, both large and small, monumental and mudane that you feel in some ways currently does influence you OR Might influence your behavior, your disposition, your personality, your career choices, etc. First start with you: identify ten likes/dislikes/habits you have. Then identify 5-10 goals you have for your immediate future and perhaps the next 8 years.
Then, write down basic information about your parents/household. Do you live with one or two parents? granparents? foster care? other relative? What work does each of your parents do? Did they emigrate to Los Angeles from another country? city? state? what is your income, roughly? have your parents obtained higher education in the US or home country? Do your parents have good credit? HOw do you know? Do your parents own or rent?
Take several minutes and compile answers to these questions to form a narrative that you will construct outlining your Past.

AP English Literature The Fall of Rome Chapter 4-7

2011-05-20T15:17:00.001-07:00

The Fall of Rome Response and Discussion Questions

Directions: the Following reading questions assess your understanding of events from Chapter 4-7. Be sure to also complete two entries in your Race, Class, Gender journal.

1. Explain the concept—The Past is Prologue? What does it mean literally and symbolically? How is this true, even if we don’t acknowledge it?
2. What in Mr. Washington’s family life, his upbringing, suggest his outlook on education? Relationships? Why was the relationship between Washington’s mother and father strained? What happened to Mr. Washington’s brother? How do these events affect Washington?
3. Why do you think Mr. Washington only focuses on Rashid’s running ability? Which of the “dozen demons” is this connected to?
4. Explain the different reactions that Ms. Hansen and Mr. Washington have when learning of Kofi’s death.
5. How do you explain Mr. Washington’s mother’s reaction to Isaiah’s? Why do you think Mr. Washington never thought about Isaiah until he met Rashid?
6. Carefully re-read the bottom of page 91, beginning at “Fox had been with the Chelsea school for only ten years..” Do you think that Mr. Washington had been unfairly overlooked for the position of headmaster? Why or why not? Why did he remain at Chelsea?
7. On pages 94-95, Mr. Washington gives questions that speak to his beliefs about race, and privilege. He also questions Mr. Fox’s sincerity when asking him to go on a recruiting trip. Why does Mr. Washington object to going on the trip? What do his thoughts on pages 95 reveal about his beliefs of acceptance to Chelsea?
8. What “complex of problems” do many inner city kids arrive to school with that, in the words of Mr. Fox (pg96) we (the Chelsea staff) are not equipped to deal with? Do you think the staff was not equipped to deal with these problems, or simply unwilling? Why do schools prefer the likes of Gerald Davis and not Rashid?
9. Why is Mr. Washington so resistant to recruiting African-American students? What flaws does it reveal in his character?
10. What two events suggest that Mr. Washington has been the victim of racism and discrimination himself?

AP English Literature

2011-05-13T14:21:00.000-07:00

1. Be sure you have read, and re-read the Introduction packet to Race, Class, Gender studies and answered questions on the board.
2. Homework: Finish reading Chapter 1 and read Chapter 2 of The Fall of Rome. Questions:
1. Why is it significant that chapter 1 is written from the point of view of a participant of the story (Mr. Washington the Latin teacher?) What can we predict about this? List at two concepts about first person narration and how it may inform the novel.
2. What evidence is there in Chapter 1 of "institutionalized racism"?
3. What has happened to Rashid Bryson before he comes to Chelsea school? (paragraph answer)
4. Chapter two is told from the point of view of an omniscent narrator? Why do you think the author chooses this switch?
5. Gerald and Rashid are two African-American male students both attending Chelsea. What differences do you perceive between Rashid and Gerald? Explain the role social class plays in the "invisible differences" between them.
6. What evidence of educational inequlity is found in chapter 2? Explain, then, the (ironic)link/s between race, social class and education.

Be prepared to write in your Race, Class, Gender journal about a time you were misperceived or misperceived.

GReat Books/Expos Comp.

2011-05-06T16:02:00.000-07:00

Directions: Finish Reading Chapter 10- The Narrative of Frederick Douglass and respond to the questions that follow:
Why and where does Frederick begin a Sabbath school? Why is it essential that the slaves tell no one about it?
Why does Frederick decide to include the slaves in his Sabbath school in his plans to obtain his freedom? Why is this dangerous?
Frederick makes the point that many slaves would “rather bear those ills we had, than fly to others, that we knew not of ”
(p. 93). How does this help explain why so few slaves escaped?
How do the slaves plan to run away?
What is the purpose of the “protections” written by Frederick?
What happens to their plan, and how do the “protections” nearly cause their deaths?
What happens to each of the slaves who attempted to run away?
When Frederick returns to Baltimore, what does he do?
Frederick again decides to fight when he is attacked. What happens to him? What does Master Hugh attempt to do for Frederick?
What must Frederick do with the wages he earns each week as a caulker? Why?

AP English Literature Saturday Review

2011-04-29T19:34:00.000-07:00

For all interested students of all AP classes, I will conduct a Saturday Review April 30th in room 114 from 9:45-11:45ish. We will review poetry, Things Fall Apart and Candide. All those students in attendance for the full two hours will receive 16 points of extra credit to be distributed over two lowest assignments. Otherwise homework is as follows:
Complete Major Data Works Sheet for Things Fall Apart. Review Tone Words. Additionally, review blog listing for independent reading novel. Review Candide and concepts associated with it:
Optimism/Theodicy; the Engligtement; the goals of satire; how tragedy and comedy differ.

Additionally, another AP English Literature Study session will be held on Monday afterschool.

AP English Literature Homework Spring Break

2011-04-19T11:34:00.001-07:00

1. All students must be finished reading Things Fall Apart. Reading/Discussion Questions will be posted. You will complete a Major Data Works Sheet with a TBD due date. I will post questions later today.

AP Literature TFA Discussion and Test Prep Session

2011-04-17T18:00:00.000-07:00

Dear AP English Lit Class-- I have to reschedule our planning session. I have a dental appointment Monday that I forgot to cancel :(. Please let me know if Tuesday at 9 works well for you all? You may simply email me at mslrguy@gmail.com In the meantime, please do the following:

1. Read all of Things Fall Apart. Be sure you understand the method the missionaries "slipped" into the Ibo village of Umuofia.
2. Understand why Nwoye joins the Christians. Also be able to describe the other groups who join the Christians: the osu and the efulefu.
3. By now, you should be thinking about the social ramifications of having an "intruder" enter a society. Also thin about the words: outcast; hierarchy; division; weakest link.
4.Be sure you have read both the Open Response (orange) and Prose Response handouts. Mark these.

I hope to see all those registered students on Tuesday, April 19, 2011 at from 9-11 a.m. Please let me know via email if this works for you. If you know you and another student will be there, include that in the email. If this does not work for at least 10 students I will reschedule. Please be sure to check back Monday after 6:30 or text (310) 945-8670.

AP ENGLISH LITERATURE FOCUS

2011-04-09T23:19:00.000-07:00

Carefully read Chapters 13-16 of Things Fall Apart. Be sure to review the funeral scene Ezeudus funeral, and what it reveals about the community. Also consider the multiple sources of iront found throughout these chapters. Consider also the sense of balance resored to the female. Be sure to bring "The Whipping" to class.

AP English Literature Homework

2011-04-06T15:30:00.000-07:00

Great job on your effort and the work you produced today in class as you wrote four short Character Analysis Paragraphs ( 1 for each character analyzed) while being limited to three or less forms of the verb "to be". For homework please do the following: Type each of your character analysis paragraphs. Please do not change anything unless an egregious error! You may single space your paragraphs to fit two on one page. PLease do not use a font smaller than 12.

2. Write a reflections in which you respond to the following: What did you do syntactically and in terms of word selection and arrangement in order to avoid using more than three forms of the verb "to be" in each character analysis paragraph? Feel free to use examples from your paragraphs to support your commentary. Please also use the correct syntactical names discussed/identified today as a result of sharing: using active verbs; writing in present tense; indicative mood; combining sentences-using compound or complex sentences; inverting sentences; using apposition (appositive phrases); using transitional phrases; using the verb form of words commonly used as nouns. Select those syntactical structures that APPLY TO YOUR WRITING. Be ready to submit on Friday.

3. Read and re-read "The Whipping" by Robert Hayden. Identify the literary (narrative) techniques used in the poem and answer the responses at the bottom.
4. RE-read Things Fall Apart Chapter 12/13. Be ready to share/question/discuss!

AP English Literature

2011-03-30T20:56:00.000-07:00

1. Read The Worlds of Fiction Packet on Character and on Setting. Really get familar with these two sections.
The analysis continues: Please consider, think about, answer and be ready to discuss the following:
1. Why must there be a character in Things Fall Apart who FOILS Okonkwo?
2. Why must Obierika have a son who "has the right spirit?"
3. Why must OKonkwo wish his daughter Ezinma was a boy? Why do you think Achebe includes details about Enzinma's illness and Ekeki's courtship of Okonkwo?
4. Read Chapters 8-12. Pay attention to each of the stories told including the story about the Tortoise. What is the purpose of each of the stories?
5. Fina an element of irony; imagey; euphony (pleasing sounds); cacophony; metaphor all from Chapters 7-12 of Things Fall Apart. You only need one example of each.

AP English Literature Things Fall Apart

2011-03-28T11:36:00.000-07:00

Homework: Wonderful job today! Many themes, conflicts and sources of irnoy were expcised from our discussion of Things Fall Apart. I hope we continue to read the text and take the literal events and actions that happen in the novel and discuss their symbolism. Be sure to re-read and add post it notes to imporatnt sections highglighted in class today.

1. Write a reflection of todays discussion of Things Fall Apart in light the quiz questions presented you. In your reflection, allow the following to guide you: What idea or theme that came up in class discussion or your own pair shairing do you feel is most insightful, evocative, significant or meaningful? Who made the comment that sparked your thinking this way? What specific connections did you make from onvel to theme as a result of your particiaption (listening and/or speaking and writing) in today's class discussion? What new insight have you gained about Okonkwo or the society or parental relationships as a result of reading and discussion today?

2. Brainstorm and then construct two paragraphs in which you answer the 1977 prompt (recuring events). Be sure to use the words parrallel or recurring in your introduction. After your two paragraphs, you may use bullets to provide support and examples of events that prove your claim/theisis or use bullets to highlight other parallel events in the novel thus far.

AP English Literature Homework--Things Fall Apart Chapters 2-4

2011-03-25T11:27:00.001-07:00

Directions: Answer the following in a notebook or composition book or section or your spiral entitled Things Fall Apart. I will not collect your responses, rather I will either stamp them or quickly peruse them.
Chapter 2
1. How does Okonkwo display his fierce and warlike nature at important occasions in the village?
2. Give examples illustrating the Igbo people’s vague terror of darkness.
3. Why would the people of Umuofia be beaten in the war with Mbaino if they disobeyed the Oracles of the
Hills and Caves?
4. Why is Ikemefuna selected by the people of Mbaino to serve as the peace sacrifice for Umuofia?
5. Okonkwo is very strong and rarely feels tired. How would you describe Okonkwo’s three wives and
children?
6. Why is Nwoye developing into a sad-faced youth?
7. Which one of Okonkwo’s wives is the most afraid of him and why?
8. Why does Okonkwo rule his household with a heavy hand?
9. How is Unoka regarded by many members of the village?
10. Why is Okonkwo asked to become Ikemefuna’s guardian?
11. What narrative technique/s predominate in this chapter

Chapter 3 Questions
Study Questions
1. Why is Unoka, who dies of swelling in the stomach, abandoned and left to die in the Evil Forest?
2. Why is Nwakibie considered a successful man in Igbo society?
3. Nwakibie says, “You will have what is good for you and I will have what is good for me. Let the kite perch
and let the eagle perch too. If one says no to the other, let his wing break.”
(p. 14) What is the meaning of Nwakibie’s words?
4. What is the meaning of the proverb “A toad does not run in the daytime for nothing”? (p. 15)
5. Why does Okonkwo laugh uneasily at the story of Obiako and the oracle?
6. What is the meaning of the proverb “The lizard that jumped from the high iroko tree to the ground said he
would praise himself if no one else did”? (p. 16)
7. Why is sharecropping a slow way to build up a barn?
8. Give two examples of how Okonkwo tries to save his yams during the drought.
9. Why is the poor harvest like a sad funeral for the Igbo people?
10. What narrative technique/s predominate in this chapter

Chapter 4 Questions and Answers
Study Questions
1. An old man refers to Okonkwo saying, “Looking at a king’s mouth, one would think he never sucked at
his mother’s breast.” (p. 19) What does he mean?
2. How does Okonkwo demonstrate his fondness for Ikemefuna? How is demonstration both ironic and acceptable?
3. Why does Nwoye’s mother claim that Ojiugo has asked her to feed her children?
4. Why is Okonkwo’s first wife always called “Nwoye’s mother”?
5. What does the kola nut symbolize, and why does Ezeani refuse to accept it from Okonkwo during the Week
of Peace?
6. Why do Okonkwo’s enemies called him the little bird nza?
7. In the past, a man who broke the sacred peace was dragged around the village until he died. Why was the
custom stopped? What narrative technique/s predominate in this chapter

Great Books/Expository Composition Homework

2011-03-25T11:25:00.000-07:00

1. Write or type a one or more page reflection or letter to another classmate in which you explain the purpose of a narrative, identify techniques used in narratives, and discuss the patterns and structures common to slave narratives.
2. Read The Narrative of Frederick Douglass Chapters 2-3. Respond to the following questions. You may respond to each question individually, or you may group your answer together in EACH in a narrative response.
Who were the family members of Frederick’s master Colonel Edward Lloyd?
What is the relationship of Colonel Lloyd to Frederick’s master?
Explain the pecking order among slaves.
Why would a slave whose life on a plantation was very bad fear being sold to a slave-trader?
Why was Severe an appropriate name for the overseer?
QUESTIONS- Chapter 3
How did Colonel Lloyd keep the slave boys from taking his fruit?
Why was it particularly difficult to be the slaves in charge of Colonel Lloyd’s horses?
What is ironic about Colonel Lloyd’s treatment of his horses compared to the treatment of his slaves? (English) *
What happened to the slave who told Colonel Lloyd the truth about his master?

Read The Character Analysis essay. Your Character Analysis Essay is not due on Monday, but bring your rough draft on Monday.

AP ENGLISH LITERATURE

2011-03-22T17:13:00.000-07:00

Read Chapters Two and Three of Things Fall Apart. Respond to the following: Know what happens in each chapter. What details indicate that the novel is not during contemporary times? What values of Umofia are illustrated in a chapter 2. In what ways is Okonkwo's behavior "normal" considering his background? Why is the third person omniscient narrator appropriate in chapter 2. Also know the setting of the novel. What conflicts emerge from chapter 2 and 3? Construct four of your own questions, two for chapter 3 and two for chapter 3. Your questions may be abouy anything anything theme, motivation or a question about the culture of the Ibo people during this time
Be ready to discuss.

Candide Major Data Works Sheet

2011-03-16T15:28:00.000-07:00

Begin completing the Major Data Works Sheet. You may use the powerpoint on Candide plus all of the handouts on the Enlightenment, and Comedic and Satirical Techniques. The following sections must be fully completed and filled to capacity: Biographical Information (refer to powerpoint); Historical Information about the Period (refer to lecture notes about the Engligtenment); Characteristics of the Genre (refer to notes on satire/comedy handouts).

Page 2- Describe the Author's style: Be sure to include the following terms: satire; black humor; understatement and how they are used by Voltaire. Be sure to provide specific examples from the novel. You will start/do the Plot Summary and Structure Analysis in class

Candide Chapters 1-3

2011-01-21T11:59:00.000-08:00

Re-read Candide (the photocpied version) Chapters 1-3 and respond to the following study guide questions:
Chapter 1:
1. What does the word Candide mean? Give three or four definitions, synonyms.
2. Whose castle does Candide live in? Under what circumstances was he born?
3. Who is Cunegonde and how old is she?
4. Fill in the blank/spaces that following using Dr. Panglosses optimistic philosophy: "It is demonstrated," [Pangloss] said, that things cannot be otherwise: for, since was made for a
is necessary for the ."
5. Why do we have spectable and breeches?
6. Why is the baron the greatest in the province?
7. Why does Candide get kicked out of the baron's castle?
8. Name two techniques or ways the uniformed men use to get Candide to join the Bulgar army.
9. How was Candide punished when he tried to go for a "walk without permission?"
10. Identify two of the the "glories of war".

AP English Literature Assignments

2011-01-14T11:20:00.000-08:00

AP Lit Students: If you did not finish your complete precis on "Remarks Concerning the Savages of North America". Do so, and be ready to submit on Tuesday. Additionally, you will need to carefully view the uploaded powerpoint presentation on Voltaie, author of Candide. The powerpoint, although lengthy, contains information vital to understanding the Engligtenment Period, Voltaire, as well as the social context that produced Candide. Scroll down to the link Candide Powerpoint. Click on thie link to view the powerpoint. Be sure that you read and re-read the powerpoint, especially information about the Lisbon earthquake, Pangloss anf the philosophy of Lebinitz.

AP English Literature Practice Exam Reflection

2010-12-15T11:18:00.000-08:00

Directions: Take some time to think about your first practice exam and respond in a thoughtful narrative:

1. How many questions were you able to answer in a one hour period? Divide this number by 60 minutes to find out the number of questions you answered per minute. What does this number tell you about your reading pace, if anything?

2. Which questions were the easiest for you to answer? Questions about poetry? Prose (everyhing other than poetry)? Questions about an author's style? Syntax? Diction? Figurative Langauge? Main idea or argument?

3. Which questions were the most difficult for you to answer? Questions about poetry? Prose (everyhing other than poetry)? Questions about an author's style? Syntax? Diction? Figurative Langauge? Main idea or argument?

4. Which reading strategies did you use? Did you annotate the text? Re-read? Read the questions first? Use process of elimination to find best answer?

5. What skills would you like your instructor to focus or include in her instruction upon return from break, based on taking this practice exam?

We will continue the exam on Friday, if needed and will go over the correct answers. You will write responses in which you discuss why you make the answer selections you did.

AP English Lit Homework/Great Books

2010-11-30T13:59:00.000-08:00

1. Read the Packet: Revise for Evidence-- mark it, annotate it; sleep with it! (Great Books, you have not gotten the packet yet)
2. All classes: Read over your returned essay. Reflect on the comments I made and construct a response that answers the following: With which aspect do I agree (in terms of comments from my teacher)? With which, if any do I disagree? With with aspects of the reading (Revise for Evidence) are most important for my paper?
3. AP Lit: Be sure you can identify the types of evidence that are listed in the packet and understand how they serve the purpose of being evidence.
4. Both classes: next writing: Song Comparisons

English 10 & American Literature Assignments

2010-11-25T15:31:00.000-08:00

English Ten: Complete Antigone Corssword; We will review for Antigone Exam upon return. Independent Reading Assignment Options:
1. Create a T-Shirt or Bag for you book. Decorate A T-Shirt or Bag with theme words, images and symbols from your novel. Remember, a symbol is something that has value aside from its inheirent value. Your T-Shirt or Bag must have an original summary of at least 100 words written on the back. You must have images that reflect the conflict, major characters and setting of the story.
2.Create a soundtrack for your novel. Create an artistic CD or cassette cover that highlights the conflicts, major characters and resolution of your novel. Then, create a CD of no fewer than two songs per chapter that are appropriate for the conflict, a major event, or turning point for that chapter in the novel. You must use a total of three distinct genres of music-- rap and hip-hop count as the same genre. R&B counts as rap and hip-hop if a rapper does a guest appearance.
Option 3. Write a chapter of your novel-- this might be the prologue (chapter before chapter 1); chapter after the final chapter; or a a chapter in between. Your chapter must be at least four pages handwritten and be original. It must have a creative title, and feature the name of at least two of the characters in the text.
Option 4. Create a series of paintings of drawings of the most signficiant points in the story. You must have at least five drawings. You must use either pastel, marker, or paint. Do not attempt if you are not an artist.
Option 5. Create a dramatic monologue based on one of the most intense, moving or signigificant scenes of your novel. Memorize or perform dramatically. Must be at least 15 lines.
Option 6. Dont see an option for you? Respond to my blog your idea. If approved, I will contact you.

Period 2, 3, 6 American Literature & English Ten
1. Remember to continue writing in your journals
2. Period 2-- Read Shame MAy Not Be So Bad After and answer the questions as assignmed
Period 2&5 Read Puritan Punishments
3. Per 2- Create the letter of the person you would shame.
4. Period 5- Remember to read about the Salem Witch Trials and complete the assignment on your half sheet.

AP English Lit/Great Books Thanksgiving Break Assignments

2010-11-25T15:14:00.000-08:00

I apologize for the delay in uploading the study questions for Oedipus at Colonus. BE sure you have read the entire short play,and have answered the following study questions. The first two sets are due Monday and will be stamped; the second set is due Tuesday. YOu will have a quiz on the reading up to the end of the second set of questions. Be ready to engage in discussion and writing about the play.
Great Books and AP English Lit Answer the questions that follow:
1. What has Oedipus learned from his years of begging and wandering in exile?
2. Where do Oedipus and Antigone tread at the beginning of the play?
3. How does the Citizen react to the strangers in the sacred grove?
4. What prayer does Oedipus offer after the Citizen leaves?
5. How does the Chorus react at first to the news that someone has trespassed on the sacred grove?
6. How does the Chorus react when Oedipus, haggard and blind, reveals himself?
7. How does the Chorus react when Oedipus gives his name?
8. How does Oedipus shame the Chorus into accepting him?
9. What news does Ismene bring?
10. How does Oedipus react to Ismene’s news?

1. What ceremony does the Leader of the Chorus explain to Oedipus?
2. How does Oedipus react when the Leader finishes explaining the ceremony?
3. What do Ismene and Antigone say after their father speaks to the Leader about the ceremony?
4. Why does the Chorus want Oedipus to recite the details of his life?
5. Why does Oedipus yield to the curiosity of the Chorus when the men press him for the details of his life?
6. Why does Theseus offer protection and the full rights of citizenship to Oedipus?
7. What gift does Oedipus promise to Theseus?
8. Why is Creon searching for Oedipus?
9. Why does Creon seize Ismene and Antigone?
10. Why will Creon be Theseus’ prisoner until the women are returned?

1. How does Theseus win back Ismene and Antigone?
2. How does Oedipus react when he is reunited with his daughters?
3. What promise does Theseus reaffirm to the family after the reunion?
4. Why does Polynices want to see his father?
5. How does Polynices begin the dialogue with his father?
6. How does Antigone feel about the visit from Polynices?
7. Oedipus reacts to Polynices how?
8. What happens between Oedipus and Polynices as their conversation continues?
9. What curse does Oedipus repeat to Polynices?
10. What promise does Polynices wrest from Antigone?

AP English Lit: (1) Download both songs to your MPS player or CD Player. You will write about in class. (2) Have your independent reading novel. You will begin reading this week, to have first literature circle meeting.

Great Books: Be sure to have your text on MOnday for the Discovering Great Books Assignment

Back on The Grind...Anyway The Wind Blows

2010-10-04T16:30:00.000-07:00

Welcome back to Teacher Talk! The 2010-2011 school year is under sway, and I am swept off my feet by myself, my students, my colleagues and the school year! I am so ready to read, write, think, connect, teach; teach reading, writing, thinking, connecting! I am overwhelemed and exhilerated all at the same time. I ponder aligning this blog to its title--teacher talk, making entries about what makes me tick as an educator, and creating another blog for my students. In any case I am excited about the new year--especially the chance to teach Great Books. More on that later!

The Stranger

2010-04-16T16:23:00.000-07:00

The Stranger Comprehension Questions
Read The Stranger-- I mean it this time!!! Be sure to answer each.
1. What infleunces Meursault to think that he could possibly be married?
2. What do Meursault's neighbor's say about him?
Part 1 Chapter 6 through the end of the novel.
3. Where do Meursault, Raymond and Masson go after lunch?
4. Describe the scene when Meursault confronts the Arabs? That is, describe the weather and Meursault's reaction to it.
5. What charge is Meursault's counsel (lawyer) concerned with? What does his lawyer feel about his (Meursault's case)?
6. What goes through Meursault's mind as he speaks with the magistrate? What might we expect or want a criminal to do or think?
7. When does Meursault's trial begin? What types of questions does the judge sask Meursault?
9. What does the doorkeeper say about Meursault during the trial?
10. How many times does Meursault refuse to see the chaplain? Is this in line with his character?
11. HOw does Meursault spend his nights in his cell?
12. What happens when the chaplain touches Meursault's shoulder?

The Stranger Finale

2010-04-15T08:26:00.000-07:00

Finish Reading The Stranger and prepare ten questions that you have for the novel, the author, Meursault as a character, the setting. Be prepared for a reading quiz on the entire novel. REad and annotate carefully and now what happens in the novel.

The Stranger

2010-04-11T13:54:00.000-07:00

AP English Literature Homework:
(1) Read The Stranger Chapters two and three answer the following:
Chapter 2
1. Find another incident, event, thought or action that reveals Mersualt's detachment from his mother's death.
2. Who is Marie Cardona?
3. What type of movie do Marie and Mersault see? How is this choice odd, considering what has happened to Mersault?
4. What "routine" do Sundays interrupt for Mersualt?
5. Why does Mersualt no eat at Celeste's?
Chapter 3
6. What does Monday represent for Meursault? and does Mersault's employer treat him upon his return back to work?
7. How is Meursault's reaction to Celeste awkward for us, but in line with Meursault's character?
8. Describe the other tenants in Meursault's building including Emmanuel; Raymond Sintes; and Old Man Salamano.
Read: The Myth of Sisphysus (google it--read the actual myth; not the essay.
Read "The Myth of Sisphysus" by Alber Camus (The essay given you in class on Thursday). Be prepared for reading quiz on the actual myth of Sisyphus and connections to the essay by Camus and Chapters 2-3 of The Stranger.

Journal Reflection

2010-04-05T14:23:00.000-07:00

Part of being a good student and strong writer is demonstrating the ability to self-analyze and judge the work of peers. You were asked to keep a reading journal of your reading of The Kite Runner. For this assignment, do the following:
Select any three of your best journal entries. Highlight the date or Chapters for the three entries so that they are visible when I look into your journal. Then, for each, write a one to two paragraph reflection answering the following: This journal is one of my best because of the way I.....
Be sure that you select journals that are considered your best because they are well-written or poignant or funny, or lengthy or... Do Not simply select a journal because you like the quote or passage excerpted from The Kite Runner. Bring your three to six paragraphs tomorrow.

AP English Language Spring Break Assignments

2010-03-30T12:57:00.000-07:00

1. Read your novel- be sure to respond in your journal for approximately every twenty pages of reading.
2. Complete your annotated bibliography. Due on Tuesday, April 6, 2010. Be ready.

The Kite Runner Questions and AP English Lit Assignment for SpRinG BreAk!!

2010-03-30T12:09:00.000-07:00

I hope that you all have had some time to rest! And Now, the questions and assignments as promised:
Poetry Assignemt: Using your Perrine literature text, find one poem that you really like or find challenging. Type this poem out, include the poet's name, the title of the poem, and the page number from the text. Your poem must come from the Perrine's literature text, not online, not from another book. Bring to class on Tuesday, April 6th. Be sure you have read it.
The Kite Runner Assignment:
1. Finish reading and responding to The Kite Runner and writing in your journals. Answer the following on a separate sheet (or sheets of paper):
1. Explain how Baba's handling of his diagnosis was typical for him (how was his behavior in line with what you know about his character? Be sure to include adjectives or decriptive words to remind me that you know about his character).
2. Chapters 15 and 16 are in many ways expository an fill in details of what happens in Afghanistan with the fall of the Northern Alliance and teh rise of the Taliban. Why were many Afghans initially happy that the Taliban took control? What soon happened afterwards?
3. What does Amir learn when he goes back to Afghanistan from Rahim Khan? That is summarize Chapter 16.
4. Why is Amir's conflict with Assef significant? Why does Hosseini have Amir find Sohrab in the way and place that he did?
Preparation for Return:
We will discuss overarching themes found in The Kite Runner by way of Whole Class Discussion. You will write about The Kite Runner. You will prepare the Literary Archetype Essay Discussed before Break as a culminiating task. You will taste poetry and learn some of the terms associated with it. You will read a non-fiction article that relates to The Kite Runner. You will take more practice AP Exams in class. We will begin our next novel, probably The Stranger or The Song of Solomon or Chronicle of A Death Foretold during April 12th.

Things Fall Apart AP English Literature

2010-01-29T08:40:00.000-08:00

Carefully read Things Fall Apart up till the end of Part One (Chapter 14) Answer the study questions below to help you make sense of the many cultural events described in these chapters. Remember they are included for a specific purpose. Additionally, write one other character analysis-- give yourself no more than 35 minutes to write. Bring to class Monday. Additionally, begin to review the following terms: tragedy (all the lecture notes), freytag's pyramid, literary terms: metaphor, allusion, simlie, rhetorical question, apostrophe, the conventions of fiction, personification, the plot graph. Start reviewing the stories from The Bible, Job, for your final exam.
Chapter 11
1. Why don’t the birds want Tortoise to join them at the feast in the sky?
2. How does Tortoise convince the birds to allow him to join them at the feast?
3. How is Tortoise able to fly with the birds of the sky?
4. What are some of the hard things Tortoise’s wife takes out of the house to prepare for Tortoise’s fall?
Chapter 12
5. The members of Obierika’s extended family sit in a half-moon. When his in-laws arrive, they complete thecircle. What is the significance of the seating arrangement?
6. What purpose is served by involving the reader in a traditional Nigerian wedding?
Chapter 13-14
7. What is the name of Okonkwo’s village?
8. Why does Okonkwo shudder when he learns of Ezedu's death?
9. What does the one-handed spirit mean when he asks Ezeudu to come again the way he came before?
10. What horrible accident happens at Ezedu's funeral and why is it significant to Okonkwo?
11. Why does Obierika begin to wonder about the justice of the Earth goddess?
12. What do the elders mean when they say “If one finger brought oil it soiled the others”?

The Fall of Rome (AP English Language)

2010-01-22T13:39:00.000-08:00

Carefully read Chapters 1-3 of The Fall of Rome. Answer the following questions either as you read, or following your reading. The questions require depth and understanding; most require multiple sentence responses:
1. Articulate Mr. Washington's philosophy of being an African-American teacher in a predominately Caucasian, elite private school.
2. What impression do you get of Mr. Washington by the comments and remarks he makes of his only African-American student, Rashid?
3. Summarize Mr. WAshingtons comments on page 12
4. Is it important that on page 13, Mr. Washington is surprised when Mr. Bryson raises his hand?
5. Describe Kofi and the impact that he has on his younger brother, Rashid. What happens to Kofi?
6. How then is Rashid additionally burdened and set apart from his peers at Chelsea?
7. Why had Ms. Hansen come to Chelsea to teach?
8. Explain the author's choice of having the novel told directly by Mr. Washington (Chapter 1; an all knowing narrator for Rashid- Chapter 2; and from Ms. Hansen in Chapter 3?) (What purpose does it serve to have the novel told this way instead of from an all-knowing narrator?

AP English Literature- Things Fall Apart

2010-01-22T08:38:00.000-08:00

#1 Reflection- On which of the three essay choices do you think you did your best? (Meaning, your felt beest prepared in terms of your reading, discussion, etc.)? Which one of the questions posed challenged you most to think of the text Things Fall Apart (characters, situations, etc.) differently?
Continue reading Chapters 6-8 of Things Fall Apart, carefully reading and underlining in pencil each proverb from each chater. Although I have begun to shy away from many study questions, I would like you to note the significance of several events, hence study questions:
1. How does Okonkwo demonstrate fondness for Ikemefuna (this was from Chapter 5)?
2. How does Okonkwo display his temper in Chapter 5?
3. Why is Okonkwo so fond of Enzima, and what does his relationship between her show about him?
4. For how long had Ikemefuna lived in Okonkwo's household? Identfy at least two ways that he postiviely impacts Nwoye's behavior (even, if only outwardly).
5. Were you surprised by Okonkwo's particpation in the acts at the end of the Chapter? Why or why not?
6. How had Ikemefuna come to stay in Umuofia in the first place?

Things Fall Apart

2010-01-18T05:11:00.000-08:00

Be Sure you have carefully read Chapters 1-4 of Chinua Achebe's Things Fall Apart. Since Tuesday is a 90 minute block period, we will have time to review/quiz your reading and understanding of why the events and characterizations matter. Answer the following in addition to the questions given you on Friday. I will not accept one, two, or three sentence answers. Answers require thought---they can not be found in one section of the text:
1. In what ways is Okonkwo a respected leader of his village? Give three examples.
2. Describe the homestead of Okonkwo (with his three wives and childen) What does it illustrate about Igo culture? Do not write--it illustrates that a man may have more than one wife.
3. Explain the Ibo concept of "chi" and how this concept relates to Okonkwo's desire for success (remember there is a glossary in the back of your novel. Also it is mentioned in your reading).
4. Discuss the symbolic meaning of The Week of Peace for the Igbo people and how Okonkwo violates it.

Oedipus at Colonus

2009-12-14T12:01:00.001-08:00

Directions: Re-read Oedipus at Colouns and answer the following comprehension questions based on your reading (note, if questions 11-16 are unrelated, then do not answer them.
Study Questions
1. What has Oedipus learned from his years of begging and wandering in exile?
2. Where do Oedipus and Antigone tread at the beginning of the play?
3. How does the Citizen react to the strangers in the sacred grove?
4. What prayer does Oedipus offer after the Citizen leaves?
5. How does the Chorus react at first to the news that someone has trespassed on the sacred grove?
6. How does the Chorus react when Oedipus, haggard and blind, reveals himself?
7. How does the Chorus react when Oedipus gives his name?
8. How does Oedipus shame the Chorus into accepting him?
9. What news does Ismene bring?
10. How does Oedipus react to Ismene’s news?Study Questions
11. What ceremony does the Leader of the Chorus explain to Oedipus?
12. How does Oedipus react when the Leader finishes explaining the ceremony?
13. What do Ismene and Antigone say after their father speaks to the Leader about the ceremony?
14. Why does the Chorus want Oedipus to recite the details of his life?
15. Why does Oedipus yield to the curiosity of the Chorus when the men press him for the details of his life?
16. Why does Theseus offer protection and the full rights of citizenship to Oedipus?

AP English Literature

2009-12-08T07:07:00.000-08:00

I placed the study questions on my blog to acquaint you with blogs. Click on some of the links below to visit student blogs. Then return to my blog to obtain your study questions and homework assignment.
Homework: Read Oedipus up to the end of the second episode (And honor to Apollo) are last words. Answer study questions that follow. Study your notes on tragedy, and the function of the chorus/outline. Complete your independent reading journals and your literature circle role sheet. Remember-- extra credit Job assignments are due on Monday. Quiz on Thursday after Literature Circle Meetings. 1. What similarities do you notice between Oedipus and the character Job in terms of behavior or disposition thus far in your reading?
2. In the first Episode beginning with the words--You Pray! Then listen: and ending with the words "the whole of heaven help." Oedipus lays out a plan to stop the plague gripping Thebes. Summarize his statement/plan presented here.
3. Of what does Oedipus accuse the blind seer Tiresias? Why does Tiresias not speak?
4. Of what does Oedipus accuse his brother in law, Creon (Kreon)?
5. Of what does Oedipus intend to do? What does his wife, Jocaste (Iocaste) tell him?
6. The oracle had prophesied that Oedipus would kill his father and beget children by his mother. Is Oedipus therefore made to do these things? Is Oedipus bound or free--the puppet of fate, or the creator of his own fate? Of some of each?
7. When in the play was Oedipus a braggart? arrogant? insolent? presumptuous?

Blogging Over Break!

2009-12-07T16:31:00.000-08:00

Social networking sites and blogging can revolutionize classroom teaching by providing students yet another vehicle for communication and thinking richly about the texts they read. This semester, I intend to make use of blogging as a way for students to yet again engage in literature circles (AP English Literature) and Non-fiction circles (AP English Language). Students will have the opportunity to post journal entries, pose and respond to questions, and engage in their independent reading texts with an online peer group. I will also ask them to explore other blogs and to follow those of their artistic and academic interests. Get ready for break (but not from reading and writing)!
Guy

Boys and Blogging

2008-12-30T10:06:00.000-08:00

To use a colloquialism- my boys blogs' are "off the chain"! It is interesting to see the creativity that has gone into their blog designs and layouts, even if their posts have not fully fulfilled the written requirements, I am very excited about the possibilities of using blogging as a teaching tool in my all male AP English Language Class as well as all of my courses. I would like to arrange a large blogging session in which students in my fifth period class can blog with their peers in sixth period AP Language on the same text... I am sure that I will make this happen upon return to King/Drew...

The Fruits of Your Labor!

2008-06-25T09:08:00.001-07:00

In terms of teaching, this year has been a wonderful year in seeing the fruits of my hard work as a teacher, and the hard work of parents reap numerous benefits! I was wonderfully pleased to graduate with a Master's Degree in Education this June, along side a former student I taught who graduated from King/Drew Magnet High School in 2003! Talk about being pleased. This year I witnessed another former student, Justin, class of 2003 King/Drew Magnet High School, and UC Berkeley grad, launch his own business, destined for success. Another former student, Mr. Morton, graduate of King/Drew, and Stanford University, returned to join the ranks of young, innovative teachers. As I sat at commencement, watching my student, Javon Brown graduate with me from Cal State Los Angeles, and as I witnessed another graduation ceremony from King/Drew Magnet High School, I was overcome by happiness and a renewed sense of purpose. Whether I make $75,000 or $17,000 nothing beats seeing your students and their family overcome with happiness from their graduation to the next academic level. Nothing beats hearing students thank you for your hard work. Nothing beats hearing a racous bunch of students, intelligent and personable tell you that, although tough, they felt well prepared for the AP English Language Exam. Nothing beats having former students return and tell you that they still use the notes and handouts from the class you taught in their classes at UC Berkeley, UCLA, Cal Sate L.A. and Xavier. So, I thought it would be fitting to give myself a little pat on the back, as well as all those teachers who labor to see the smile of a student when they understand a concept, and I say to both parent, student and teacher alike--job well done!

Reflection and Rejuvenation!

2007-12-26T09:44:00.000-08:00

Thank God for a three week Winter vacation! I am definitely enjoying break, and after one week of rest, I am settling into planning, reading and grading mode. I have three novels I would like to finish before school resumes: Love in the Time of Cholera, Talk Talk by T.C. Boyle, and The Reluctant Fundamentalist. Have to catch up on my reading of the LA Times and New Yorker, and I would like to check out a few movies: The Great Debaters, No Country for Old Men, and Juno. I wish all reaaders a prosperous New Year!

Students and Blogging

2007-12-12T14:52:00.000-08:00

Today, my students in AP English Language created their own blogs. You would have thought that I gave them each a Christmas present. Students customized and shared and expressed genunine excitement about the possiblities of learning with blogs. I can't wait to see their educational blogs take shape. Until next time!

Evaluation of Instructional Design

2007-12-04T05:10:00.000-08:00

I found the specificity and detail of the Chapter on Evaluation in Instructional Design to be important for teachers to take note of. In my opinion, many classroom teachers could benefit from additional professional development aimed at how to accurately assess student learning, and to plan further instruction based on those assessment results. I found Kirkpatrick's 4 Level Model of Training Evaluation particularly useful to incorporate into my own evaluation of curriculum, in addition to teacher made assessments, and mandated state ones. Of the components of the model: Reaction, Learning, Behavior, and Results, I found the section on Transfer of learning especially significant. Educational Design evaluation includes measures to see if the skills learned in the design environment are transferred to the work environment. Education, specifically secondary education could do much more to assess transfer and application of classroom learning to the real world. Some of the activities that I can think of at the moment include problem or project based learning, which is also discussed in the text; and incorporating media into lessons for students to construct knowledge (as well as present it). Giving students authentic audiences for writing, by having students write letters, blogs, journals, stories, book reviews, etc stress many of the same skills as a traditional essay, but give them an audience to do so. This may help students see the ultimate value in writing well, when students write for more than just a teacher.
I found table 10.2 Factors facilitating transfer of training to be an appropriate set of questions that could be adopted for classroom use. Reflection is an important part of evaluation and the questions identified can help prompt more of it in my classroom.

Using Rich Media Wisely

2007-12-03T06:40:00.001-08:00

Chapter 30 of the text Using Rich Media Wisely, presents us with the age old caution against overkill. The chapter presented research on the value that media can add and enhance learning, if media tools are wisely chosen and are suited to meet the function of the learning objectives. As a high school AP English teacher, I made the connection between the text and rhetoric: effective communication has to be tailored to suit both audience and purpose, it must take into account audience background, expectations, prior knowledge. The communicator must then sort through her "tool bag" of sorts, to find and utilize strategies that are most appropriate and relevant for learners. So must media. Media tools that are mismatched or are only added to arouse, what the authors call "seductive details" actually depress learning. Conscientious media designers must be aware of the purpose of a media design tool or environment which they are creating, its ultimate purpose for the learner, and use appropriate rich media techniques (sound, graphics, animation) to match the learning objectives. Hence, knowledge of audience, and purpose is extremely important. I found it striking that the chapter notes that it is more important to use good design principles for low-knowledge learners than for high knowledge learners, just as it is more important for classroom teachers to use well planned lessons with explicit strategy instruction, modelling, guided and independent practice with students with lower skills than those without. For advanced students, these assist their learning; for students who are low skilled they can not survive without them.

New Directions in IDT- Distributed Learning and the Field of Instuctional Design

2007-12-02T09:36:00.000-08:00

It was ironic and rewarding reading Chapter 28 on Distributed Learning and the Field of Instructional Design three weeks after the media debate on the question "Does Media Influence Learning?". Although not the intent, this chapter poses very persuasive information on how media influences learning by making learning convenient for the learner. The chapter notes, and I quote how "the Internet and its environs are saturated with opportunities for incidental learning outcomes. More than any other medium, the Internet allows for Serendipity in acquiring or expanding knowledge. This may be online learning's most powerful and unexplored feature (pg. 293)". But for now...back to distributive learning and the opportunities and challenges posed for those in IT design.

According to the text, distributed learning is any educational or training experience that uses a variety of means including technology to enable learning (290). It can provide for planned (intentional) or spontaneous (incidental) learning outcome. In teacher talk, I compare this to a lesson as planned, and the impromptu student questions that arise as the lesson is delivered that are opportunities to inject information not anticipated-- those "teachable moments". In my opinion, this is why the internet is such a powerful learning tool- it is filled with ways to initiate and satisfy "teachable moments" (and without a teacher, no less!)

Distributed learning eliminates constraints of time (and location) and can take the form of distance learning, online learning and e-learning. Each of these types offer the learner flexibility.

Benefits of distributed Learning

The text outlines many benefits of distributed learning in both academic and corporate settings:

These include, as mentioned, greater accessibility to learning outcomes without time or proximity constraints.

Lower costs especially for businesses to train employees.

The ability to track what learners know and are able to do.

The ability for the learner to become a part of a virtual community.

Of course there are challenges for those involved in creating distributed learning (and those distributive learners). These challenges, in many ways relate back to the ultimate challenges of using technology in education without a shift in the overall educational paradigm. One of the challenges in distributed learning is the great need for online learning products- as more and more companies and higher education institutions rely more and more on them, while not compromising on quality. The latter poses a special problem as those outside the field often lack the skills to initially judge a distributed learning environment on anything other than appearance (which of course is misleading). Hence the ubiquitous argument of quantity versus quality surfaces. In my opinion, this is an opportunity for instructional designers to reach out to traditional educational practitioners (teachers, professors, curriculum specialists) to co-create distributed learning environments that are constructed on solid learning theories. This, according to the text, represents the importance of having a strong development team. Often, educators who are "thrown in" to creating distributive learning environments (i.e. curriculum for online courses) had no idea how the medium would change their delivery of the message. According to the text, "supplementing or replacing lectures with an online interactive learning experience requires more skill than most educators present are present (pg. 296)." I would argue that this is especially true of college professors who are often used to the traditional lecture, but I might add that educators at other levels-- particularly elementary and secondary (middle/high school) teachers have more experience creating interactive classrooms because of the nature of the client being serviced (a talkative, interactive, hyperactive, young mind!). Were I to get involved in design/consulting, I think this is where my talents lie. I could envision myself as an educational consultant assisting professors and designers use the learning theories to create online learning environments that are more interactive and engaging for online learners that are creating with the medium in mind.

The text argues that it is critical for designers to be life long learners to consistently produce high quality distributed learning environments and tools. I see distributed learning placing new demands on educators as well: the need to learn how to create curriculum that is effectively serviced online. A window of opportunity for both groups indeed!

Trends and Issues in P-12 Educational Change

2007-11-15T17:20:00.000-08:00

As a student in the Reading Masters Program at Cal State L.A., I have always been interested in curriculum and instruction. Very early in my career as an English teacher, I enjoyed sharing best practices with my colleagues. To that end, I am interested in how instructional design programs and curricular tools can maximize students literacy development. As an English teacher, I am interested in the role of media in the types of texts students read and construct each day. Today's new media tools such as social networking, blogging, hypermedia and hypertext revolutionized communication yet again. These media can be powerful tools to help students hone and develop multiple literacies. I think the techonological tools can also help reinforce the traditional types of literacy as well, but are often unused in classrooms. I see a natural fit between media tools and the English/Language Arts classroom, as my goal as a teacher is to teach students to think with multiple types of texts. Hence, my fascination with media tools that facilitate literacy. Aside from the aforementioned tools, curricular programs that promote online writing portfolios and promote student (and teacher) writing of multiple drafts for authentic audiences fascinates me in that these tools have the potential to increase student writing and relieve teachers of a physical paper load.

As schools are social institutions, they are often slow to change, and hesitant to embrace the full potential of technological tools. As noted in Chapter 21, many of the changes adopted by schools are often piecemeal changes, and don't alter the general school culture vis a vis instructional design. Hence, one of the challenges I might face in working with instructional designers to design literacy fostering programs might be an overall resistance on the part of schools to adopt a programs not geared to high stakes testing. There is still in some ways an understimation of technology, in my opinion, on the part of educators who only view it as a method for knowledge presentation rather than a vehicle for knolwedge construction and management.