English

After reading //The Great Gatsby//, my twelfth grade students will hold an in class discussion regarding the accuracy of the books depiction of “The American Dream”. Students will focus on specific points in the book, as well as characters that have given examples of living the ideal American lifestyle. Students will consider the enormous amount of money-oriented “happiness” found within the events of the story and analyze how true the characters’ ideas are of “The American Dream”. Students will present an argument either agreeing or disagreeing with the major theme of the book. Students will develop presentations for the class by utilizing computer programs such as Powerpoint and Smartboard. In their presentations, students will be expected to give specific examples found within the book that support their beliefs and be encouraged to make their presentations unique and animated. Skills: Students will conduct close readings of the book in order to gain the best understanding of the major theme constant throughout the book. Students will hold group and whole class discussions arguing/supporting each other’s ideas. Students will compose written outlines including their key points to assist in producing their presentations. Materials: - F. Scott Fitzgerald’s //The Great Gatsby// - Computers (with access to the internet) - Paper and pen - Computer programs (Powerpoint, Smartboard, etc) Procedure: The text will be read within a few weeks in class as well as at home. After completing the book, students will select certain chapters/parts of the book that support their overall argument. Students will then conduct a close reading of these specific parts and elaborate on the underlying messages of the characters statements/actions. Students will review their points in order to incorporate them in their final presentations. Groups of students will present their final argument in class using computer programs. ELA Standards: Standard 1: Students will read, write, listen, and speak for information and understanding. Standard 2: Students will read, write, listen, and speak for literary response and expression. Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Standard 4: Students will read, write, listen, and speak for social interaction. Assessment: Students will be expected to demonstrate a clear understanding of the book as well as the persuasiveness of their argument. Grades will be based upon the amount of connections made between specific events of the book and personal opinions. Presentations should display organization and computer proficiency.
 * Jennifer Nunez:**


 * Michael Gurrieri: "Violation of Human Rights" Online Research Project**

After reading Holocaust-related texts like "Night" and "The Boy in the Striped Pajamas," my 8th grade ELA students will research other examples of large-scale violations of human rights throughout history (e.g. slavery, segregation, apartheid, Japanese internment camps, Bosnia, Darfur, child trafficking, Rwanda, etc.) After composing a preliminary list of examples, students will (in small groups) research their chosen topic online. Their final project will be in the form of either an interactive SMARTboard lesson, a PowerPoint presentation, or a digital story.

Students will:
 * Skills**:
 * read to acquire information and understanding
 * collect data, facts, and ideas
 * discover relationships, concepts, and generalizations
 * utilize knowledge from electronic sources
 * select information appropriate to the purpose of their investigation and relate ideas from one text to another
 * determine the history and validity of online source materials
 * compare and synthesize information from different sources
 * distinguish between relevant and irrelevant information and between fact and opinion
 * relate new information to prior knowledge and experience
 * present clear analyses of issues, ideas, texts, and experiences, supporting their positions with well-developed arguments
 * read, write, listen, and speak for social interaction (within their groups)


 * Materials:** Computers with internet access, "R.A.N." (Reading and Analyzing Non-Fiction) chart posted to Google Docs, Microsoft Office, SMARTboard technology


 * Procedure:** After the composition of our preliminary list of large-scale human rights violations, students (in groups) will choose one example for their online research project. We will spend a full week in the computer lab, the first 2 days devoted to researching their topics. During their research, students will fill out their "R.A.N." chart, which will be posted to Google Docs so that each member of the group can contribute to it and edit it. The chart is divided into the following sections: What I Think I Know, What I Need to Find Out, Confirmed Facts, Misconceptions, Wonderings, New Knowledge. Upon completion of their research, each group will submit a list of 3-5 online sources they will be utilizing for their project. WIKIPEDIA IS NOT AN OPTION. I will teach a mini-lesson on how to use Wikipedia as a starting point to find other online sources. Students will then choose which form their final project will take, either an interactive SMARTboard lesson, a PowerPoint presentation, or a digital story. The remainder of the week, students will construct their research projects utilizing the materials available to them in the computer labs. They will have the weekend to put any finishing touches on their projects, and their presentations will be on Monday. Each presentation will be 3-5 minutes long.


 * Assessment**: Each format (SMARTboard, PowerPoint, Digital Story) will have slightly different rubrics, but every project will be assessed on the strength of the online source materials, the visual presentation, the organization of information, the cooperation among the group members, and their overall understanding of the topic.


 * English**


 * //Tracie Castaldo://** Using photography and videos to convey understanding of imagery, theme, and tone in written texts.

Students will read a specific text, whether it be a novel, poem, or short story and pick out the main themes in that piece of writing. Students will then create a selection of video clips, photographs, or a mixture of the two to show that they understand the main theme, the use of imagery, and the tone in their chosen text. These visual representations will be purely still and moving images, without sound. No speech will be used in the presentations.

Skills: Students will be able to identify and understand the literary terms imagery, theme, and tone. Students will be able to take these ideas from the text and portray them visually through photo and video. Students will show their comprehension of literary terms and also comprehension of connecting the text and the visual portrayal of the text.

Materials: Computers, Internet Access to search for photos and video clips, Digital Cameras for those that choose to take their own photographs, video cameras for students that choose to record their own videos. (Many digitial cameras now have video capabilities so we might not need both)

Procedures: After the culmination of a unit on literary terms, students will be exposed to various pieces of fiction (poems, stories, novels) by well known authors. Students will be able to choose which piece of writing they wish to use for the visual literacy assignment. The teacher will instruct each student that they must first identify the imagery that is present in their selection, what the tone of the writing is, and what the overall theme of the piece is. They will hand in a write up of these findings. Students will then be brought to a computer lab to research images and videos for their assignment. Students will also be given access to digital and/or video cameras and time to record if that is needed.

Assessment: After a few days of research/recording students will present their findings on the projector. Students will hand out a copy of their chosen text and give a 1-2 minute introduction of their visual representation. Projects will be graded by teacher according to each students understanding of the assignment and if they correctly portrayed theme, tone, and imagery through visual means.


 * Dominique Marable: Twitter in the classroom**

**Twitter is a social and professional learning network. It is a free service, that allows anyone to post up to 140 characters in a displayed message that anyone can read and respond to if friends approval has been made with question purposed.**

**__Students will__: Be will register and be given a twitter account URL. They will be able to easily and quickly communicate with teacher. Have students use @replies to return questions to teacher. This allows everyone to see the questions and the responses. To keep students safe from outside predators teacher will instructed to use the DM option (Direct Messenger) to specific twitter users.**

**__Skills:__ Students will improve in reading, writing and typing comprehension skills. Learning literacy skills has know become fun and interactive.**

**__Materials__: Computers and Internet Access (at school or home so students will be able to access classwork and homework assignments, as well as being able to be in constant contact with teacher if confusion arises).**

**__Procedures:__ Assignment will take place throughout entire semester. At 7am, the teacher will be posting daily information regarding the classwork to be completed that day and homework due for the next day. The teacher will be checking and responding to post up until 10:30pm; students will be made aware of this cut off time. This will also help to keep parents involved in what students are learning in the classroom.**

__**Assessment:**__ **Have student answer prompt questions or homework, short responses to make sure they are checking the site for class updates, homework, short responses, classwork and review. Absent students can keep up with classwork by the teacher's posting of assignments online. If confusion arises teacher can respond to student with explanation and extra help information (worksheet, websites, etc) for clarity. Students will be mainly assessed by how well they respond to teachers and student posts.**

Bianca Bland: ELA – Assignment is based on 9th grade standards

Students will be sent on a WebQuest with an assigned topic to research. Students will be given specific sites to use in order to answer the guiding questions. Students will present their findings orally and in essay form.

Skills/Standards: Procedures: Over the course of a week, students will be assigned a research topic with general guiding questions to answer in order to write a reasearch paper. Students will present their findings to the class. Assessment: Rubric based on the thoroughness of the research, validity of the facts and resources chosen, and the oral presentation.
 * reading with a purpose
 * skim and scan a text
 * interpret, analyze and evaluate data, facts, and ideas in informational texts
 * identify and evaluate the validity of informational sources with teacher assistance
 * distinguish fact from opinion
 * use paraphrasing and quotes
 * maintain a portfolio that includes informational writing
 * prepare and give a presentation on an informational topic

Cassandra Kegler: Class blog
===Students will join a class blog that will be used as discussion forum for literature read in and out of class. Instead of simply having students read a chapter and answer questions for homework each night, students will be expected to post responses on the class blog and comment on eachother's posts as well. ===

Standard 4: Students will read, write, listen, and speak for social interaction.
===<span style="font-family: 'Times New Roman',Times,serif;">This discussion forum will enable students to have open discussions and responses to the literary texts that we read in class in a more copmfortable and open setting. Some students are not always comfortable speaking in the classroom, but this online discussion forum will help ease this tension. This teaching approach will foster literacy in my ELA classroom because it will be a great way to get more students involved in literary discussion that involves critical and evaluative skills. Aside from this it will be a great way for me as a teacher to be able to evaluate my students understandings of the text, and help them develop the ability to have conversations about literature. Another great thing about using a class blog is that it is a great way to see who is actually doing the reading without having to give pop quizzes everyday. ===

<span style="font-family: 'Times New Roman',Times,serif;">Materials: Students will need access to the internet in order to access their class blog and post their responses and comments.
===<span style="font-family: 'Times New Roman',Times,serif;">Procedures: First students will all create their class blog, which we will do using class time (in the computer lab). After the students have created their blogs we will go over how to use them, and we will discuss what kinds of comments are appropriate (all comments will be able to be viewed by me, I will be emailed each time something is posted or deleted from a class blog). The class will then go over how the class blog is to be used; students will be informed that each night that reading is assigned they will be expected to also write a comment or reflection on the reading (for some posts there will be specific questions that they need to consider oin their posts, and for other posts they will have more freedom). Students will also be expected to comment on their peer's blogs. Each week students will be assigned different classmates that they are supposed to comment on. === ===<span style="font-family: 'Times New Roman',Times,serif;">Assessment: For an assessment I will be loking at the quality, length, and thoughtfulness of the blog posts and comments. Whenever a post is due we will look at the blog using the smart board in the classroom. The idea here is to look at some of the responses and comments in order to continue and foster the online disscussion inside of the classroom. ===


 * Brandon Fox**: 'Using a class blog to post their writing'.

Students will use a class blog that has been setup to post a "new" or "alternate" ending to a short story we have read in class. This really works well with something like Ernest Hemingway's 'The Killers', a story where the end is left wide open for reader 'fill-in'. Students will rewrite the ending how they see fit, practicing their narrative writing skills, but will also include an explanation as to why they made certain artistic choices, and discuss any literary techniques used.


 * Skills**: Students practice a close reading of the text. An understanding of character development, plot, setting, theme, etc. After students practice a critical reading of the text they will then use what they are learning in the class in their own writing. Students will practice creative narrative through interesting and effective language. Students will display their knowledge and use of literary elements such as descriptive language, dialogue, etc. using the conventions of the genre, and using structure and vocabulary to achieve an effect. Students will also practice the use of standard English with a specific and distinguished style.


 * Materials**: Students will need to have the original story we are working from on hand, as well as a computer with internet access.


 * Procedure**: We will read a short story in class together for the course of one to two classes. For homework, over the weekend, students will spend time deciding how they want to rewrite, or write 'their own' ending to the story. Students are free to exercise creative freedom as long as it is relevant to the story and characters in some way. Students will then write these endings, in standard English prose format, on their own class blogs. They will also include a 1-2 paragraph statement explaining their choices and decisions. The online posting, or 'publishing' in a sense, will give ownership and a sense of pride to each student's work. Their new 'endings' will be available for other students to read and analyze. In addition to the writing assignment students will also be required to read at least one other student's work, and post a comment on their blog responding to that student's ending, analyzing the piece as we would a work of literature in our class.


 * Assessment**: I will be looking for student demonstration of good standard English prose. I will be looking for descriptive narration, dialogue, literary techniques such as similes and metaphors, symbolism, etc. as well as a clear indication that students understood the story and were able to take control of the story and characters created by a professional author for their own use. The explanation paragraphs are there to make students think about why they made certain decisions, and to show me that creative decisions were thought out and planned and not randomly chosen. Students will also practice good etiquette of peer critiquing and respectful fellow-writer dissection.

** Anjanette Brown: Narrative Essay **

My eighth grade students will be required to write a narrative essay. Before writing the essay, teacher and students will discuss the basic parts of a narrative essay, the most difficult part of the writing process and the steps that are involved in the writing process. During the writing process students will be given a rubric so that they will be aware of the grading criteria. The teacher will write her own narrative essay to serve as a model for the students. Students will be expected to present their essays to the class.

**ELA Standards**: Standard 1: Students will read, write, listen, and speak for information and understanding. Standard 2: Students will read, write, listen, and speak for literary response and expression. Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Standard 4: Students will read, write, listen, and speak for social interaction.

** Skills: **
 * Students will be able to list and identify the basic parts of a narrative essay.
 * Students will brainstorm potential essay topics.
 * Students will complete a graphic organizer (outline) before starting the writing process.
 * Students will peer edit each other’s work and provide constructive criticism.
 * Students will incorporate figurative language, dialogue and vivid descriptions in their writing.
 * Students will improve reading, writing and typing skills.

**Materials**: Paper and pen Handout: Basis parts of a narrative essay Sentence strips Handouts: Sea Snakes: Champion Divers Graphic organizers

** Procedures: ** 1. Students will define narrative essay in their own words. 2. Teacher will ask for volunteers to list the steps involved in the writing process. Teacher will emphasize that all of the steps will be involved in writing the narrative essay. 3. Teacher will share with students what she struggles with when writing an essay. Then students will share the most difficult part of the writing process for them. 4. Students will be introduced to the basic parts of a narrative essay. Each part will be discussed at length. 5. Students will work in cooperative learning groups to reorganize an essay (“An Embarrassing Moment”) cut into strips. They will also be required to label each part of the essay then one student will be chosen to read the essay aloud. 6. Students will be given an unorganized essay entitled “Sea Snakes: Champion Divers.” They will be required to organize each even in the order they should occur. 7. Student will choose a narrative essay topic (Best or worst day of my life) and write an outline of their essay. 8. Students will write their narrative essay in class. Students will prewrite, drat, revise, edit, evaluate and publish their essays. Teacher will serve as a facilitator while students write. ** Assessment: ** Students will be expected to write a five paragraph narrative essay about the best or worst day of their life. Grades will be based on a narrative essay writing rubric that will be given to each student. Students will also do an oral presentation of their essays in class.