Class standards - where do you measure up?

We have covered a lot of ground in class this year... now is that time of year when we need to reflect on what we learned based on where we came from... what do you know now that you didn't know is September?

We will be exploring the standards in class... please go to the following link and explore the standards for 10th grade ELA. Think about what assignments we've done that shows where you fall on the spectrum of mastery of that standard... do you still need improvement (1), are you approaching (2), do you meet (3) or have you exceeded (4) the standards discussed.

On Thursday and Friday in class, you will be working on each individual standard and you will be doing a full write up and reflection of where you are... detailed directions to follow.

For now, just explore the below link:

http://www.nylearns.org/standards/standard_tree.asp?StandardID=18655&lev=gradelevel

go into each standard (there are 4 - reading, writing, speaking and listening) each link will explore specific things you should be able to do... be ready to talk about these standards on Thursday...

landmark cases for student press rights

I'm taking a journalism advisor's course online and I've been reviewing some landmark cases that all journalism students should be aware of about student press rights and student rights.

http://caselaw.lp.findlaw.com/cgi-bin/getcase.pl?court=US&vol=319&invol=624

Spirit Week - 5/19- 5/23

Monday
wear WJPS Spirit week t-shirts
pep rally in the morning
Sports Night Volley Ball game - teachers vs students

Tuesday
Clash day - students wear mismatched topsy-turvy outfits that incorporate the school uniform

Wednesday
Academic Day -
Jeopardy style games in each class
Wear clothing related to a profession of their choice (astronaut, brain surgeon, reporter), incorporating the school uniform

Thursday
Old School Day- students wear clothing of a decade of their choice (60s, 70s, 80s, etc) incorporating the school uniform

Friday
Field Day
Wear your grade's color - no uniform required
We will be at the park competing in various events
Luau Dance - 6:30-9

current events reflections

make sure you address what the article makes you think of... do you have any lingering questions you wish could be answered? Does it remind you of anything else you know about?

Then address what you learned and how you could apply it to your own writing. Remember author's craft is the point of this assignment... how can you use what you learned?

Ms. Sackstein's sample Current Events

http://www.nytimes.com/2008/05/06/nyregion/06closed.html?_r=1&scp=1&sq=high+school+lunch&st=nyt&oref=slogin a link to the actual article

Headline: "Fatal Accidents Erode Perk of Off-Campus Lunches"

Bi-line: Winnie Hu

Newspaper and date: New York Times, Tuesday, May 6, 2008

Section: NY/Region - The Metro Section

Structure: Feature Story - Timeless, high interest

Summary: Due to the high number of fatal car accidents in Smithtown and other long island school districts, off campus lunch privelleges are being curtailed.

Analysis:

Headline: the severity of "fatal accidents" catches my attention. I want to know what accidents are happening, how many and why - also it addresses a freedom high school students usually have - "perk" suggests it is in fact an extra.

1st picture: very effective picture of how decrease in student off campus lunches has affected local restaurants and businesses. The place is empty and the owner/worker is just standing around. The decision to not let students leave affects many people.

Lead: Good narrative lead - it paints a picture of a busy pizza place, on that is familiar, "the students used to over flow the wooden booths." Clearly shows a different picture than that of the empty restaurant shown above. efore even reading the article, I can sense that there are major consequences to the situation.

The story continues to talk about in the 2nd paragraph the consequences of the changed policy and the silence fo the kids not coming in. It is effective with the picture becasue ti si showing how people are affected by the changes.

#4 - the serious facts stated at point #4 shows why they cancelled this "perk". Both parents and officials are concerned about cutting classes and traffic accidents.

#5 - Thinking about the idea of the inverted pyramid, the facts in #5 "West Hempstead... Suspended it's open campus policy after two H.S. Students were fatally injured..." It discussed Jericho's pollicy on open lunch. This indirect quote (I know it is an indirect because it says "according to school officials and parents.") These added statistics really solidify the point the author is trying to make.

Over the next few paragraphs, the author takes the issue from very local districts to more higher levels of government, creating a policy to prohibit driving during lunch periods. More information from the state assemblyman adds authority to the matter. Moving through to more districts then across the country to Texas and Arizona.

#6: is a direct quote from a parent in Arizona. I'm not sure it helps further the argument, but it does help address the opposing view likening closed campus lunches to "incarceration" or jail time.

#7: is another indirect quote this time from a college professor which also supports the opposing view. He understands why the rules are imposed, but feels that taking away choice is a bad side effect. This quote really makes me consider the effectiveness of being "over protective," children will do what they want anyway.

The article ends with an excellent quote that leaves me thinking - 18 years old "can vote," "die in war." if they want to go out for lunch, is it for us to decide?

Reflection: It has an effective kicker to the article. I feel like both sides have been addressed even if the opposing view is much shorter. I remember having open-campus rights and it helped make my experience. I feel like the second picture doesn't work as strongly but the caption helps. Overall it works - as an educator, I can see and appreciate both sides. I feel like the author adaquately researched and explained the topic. I do wonder however how many schools have had issues. What else is being done? How do the students feel? How did Channel 1 cover the issue?

I feel like this feature article can help me in my understanding of story or narrative leads. The author really set the tone right away even if it was more about the local businesses. I also thought the variety of quotes really helped the article get its point across. Business owners, students, parents and college professors even assemblymen. The author did a good job.

Reminders:

Tomorrow, current events 9 is due. You should have 5 articles with full analysis as shown in my analysis... to be posted in the next post...

You should also have a draft of your task 3 in already... task 4's first draft is due Monday.

Task 2 is past due...

all missing work should continue to be handed in... we are looking for portfolio ready pieces for the end of the year.

Next week we will be revisiting leads - what they are and how to write them...

Due this week...

Task 2 essays are now past due...

Final drafts of task 3 essays will be due on Friday

Current events are due on Friday, 5/16

We will be working on task 4 this week... the first draft will be due on Monday, 5/19.

Keep setting goals and let's keep conferencing