The next episode for Thursday

We will be working on the Siren episode come Thursday -

This episode has been modernized in many ways... recently in a Charmed episode... but the idea of women enchanting men using their voices and bodies is not uncommon.  Think if you remember any other times when this theme has been used and post to this blog.

prereading activity.

Odyssey homework due on Thursday 12/3 (to be checked in class)

Please answer the following questions in your notebook:

1. Whom does Odysseus encounter in the Land of the Dead?  Which character trait does Odysseus display in the Land of the Dead that he did not reveal earlier?

2. What difficulties does Tiresias predict for the journey to come?

3. Based on Tireseias' prediction, which heroic qualities will Odysseus need to rely upon as he continues his journey? Explain.

Independent Reading #4 due 1/8

Independent Reading #3 is due to me on Friday 12/4 via Google.docs

The next assignment will be due on January 8th (IR #4)

Have a very Happy Holiday

 I would like to wish everyone a very happy Thanksgiving. There is so much to be grateful for every day.

Independent Reading assignment #3 is due Friday, Dec. 4

This is next Friday... please work ahead.  If you finish the assignment early, please consider sending it to me early.  Your feedback will be more immediate and I will get them done faster.

Thanks,
Ms. S

If you'd like to see a good example, please ask Rosemarie to show you their last assignments -

Please read for Monday - 11/30 -

http://classics.mit.edu/Homer/odyssey.11.xi.html - The land of the dead episode

Make sure to take notes/summarize in your notebooks.

You will read a different copy in class... if you want to make copies it is p. 999-1004 from the classroom copies.

Make a list of the characters and the plot events.

Supplemental help... summary and clues

http://www.bhsonline.org/english/ody/ody.html - this breaks things down easily into small bites... hopefully it will help.

Lit circle blogs

If you haven't received a grade on your lit circle, it is because for some reason I don't have a link to it.  Please check teacherease.

If you see that your blog is counted as missing, please email me with a link to your group's work.

Thanks,
Ms. Sackstein

The full Cyclops text - as promised

http://www.wsu.edu:8080/~dee/MINOA/POLY.HTM  

For those of you whom want to read...

Independent Reading reminder

Please come prepared in class tomorrow, Friday, 11/20 with an independent reading book, some post its and if need be a copy of the Independent Reading assignment. 

I expect the class to use class time to work on this tomorrow.

There are two sample assignments hanging on my wall for you to see.

Part 1 of the Odyssey - homework questions due on Monday, 11/23

The following questions should be answered in YOUR NOTEBOOKS -

Thinking about the selection we read in class today:

1.What is your first impression of Odysseus? Which of his qualities do you admire and why?
2. Describe the events on Ismarus. What lessons can be learned?
3. What significant role does his home play in Odysseus' epic journey? Where is home?
4. How do Calypso and Circe keep Odysseus from readching home?  What were his feelings like when he was with them?
5. What happens to the men who eat the Lotuses?  What does this suggest about Odysseus's relationship with his men?
POST THE ANSWER TO NUMBER 6 ON THE BLOG
*****6. In what ways is the world of the Odyssey similar to today's world? In what ways is it different?

Lit circle books to be returned

Please return your lit circle books as soon as possible...

When you return the book, don't just leave it on my desk.

Please make sure I cross your name off in order to ensure you don't get a penalty for not returning it.

Thanks :)

The Odyssey by Homer - full online text

http://classics.mit.edu/Homer/odyssey.html

The full text

The Odyssey - next project (courtesy of J. Harrison from LV HS)

Do one of the following assignments:

1. Write a new episode of The Odyssey in the same style as the episodes we have been reading in class.  Follow the requirements and guidelines given below.

• Give the scene a clear beginning, middle and end
• Develop the middle section sufficiently so taht the episode does not move too quickly from beginning to end
• Remain faithful to the greater tex of the The Odyssey. For example, avoid changing the story that is written, such as Odysseus's goal or personality.
• Aim to create a story with the same qualities we have noted in The Odyssey. We have noted that the story is imaginative, adventurous, suspeneseful and surprising.  We have also noted the epic's vivid and detailed description, the heroic qualities of Odysseus (strong in the mind and intellect, cunning, devoted to his family, respectful of the gods, but not perfect), the triump of good over evil, and the way the story promotes desired values.
• Write teh episode in verse, in imitation of the original and the translation by Fitzgerald.

2.  Perform a scene from The Odyssey with a small group of classmates.  Follow the requirements and guidelines given below.

• Choose a scene that the group is excited about, not one that seems easier to perform.
• Write a complete script for the scene, including all lines and stage directions
• Remain faitful to the text.  You may make alterations, (for example, of wording), but you should avoid making essential changes (for example, don't make Odysseus and Polyphemus friends).  If you are performing a scene from which we read only an excerpt in class, then you should obtain and read the whole scene before creating the script.
• Utilize the non-dialogue parts of th etext either in additional speeches or in scenery, props, or stage directions.  For example, if the phsycial setting of a scene is important and you cannot recreate it physically, then have a character refer to its qualities.
• You may also utilitze a narrator.  A arrator can provide important information about the context of the scene that is difficultt to convey in other ways, especiially at the beginning of the scene
• Strive to assign the members of the group equal work loads.  Youw ill be asked to describe how the responsibilities were divided.  Group members will be rated individually, so everyone must do his/ her fair share.

3. Do a combination of 1 and 2.  Write a scene in script form; then perform it.  Follow the appropriate guidelines from 1 and 2.

****Reflective journal on the The Odyssey episode (everyone must do this)****
Write a journal entry in which you reflect on the project.
You might describe or discuss:

• The process of creation, e.g., how you or your group thought of your good ideas
• How worthwhile/interesting/ fun teh process of creation was
• What you learned about The Odyssey you did not know so well before
• Difficulties involved and how you overcame them or why you did not
• Hwo you would approach the assignment differently if you were doing it again
• How the assignment might be altered in the future
• What specificall you contributed to the group effort
• How equally or unequally members of your group contributed to the overall effort.

Midterm grades

Good morning everyone,

I hope you all had a good rest of your week while I was out.  I got a very good report from Ms. Douvres, so thank you.

Just wanted to break down what went into your midterm grades -
First of all - I always go for a modest score in your ball park.  So if you are bordering between a B+ and a B, you will get a B for the midterm and if you maintain the work will most likely go up to the B+ at end term.  I do this because I feel it gives us both more wiggle room between now and the end of the term.

Because I didn't get home from the convention until late Saturday night, I've been grading feverishly and still haven't managed to finished all of the IR #2 and 2 Voices projects, so your grade will be based on the following:

• class participation (both verbal discussion in the whole and small group)
• your notebook
• the first IR assignment
• the first embedded assessment
• blog posts
• amount of late assignments
• Gilgamesh group assignment
• Your reflections
• *** if your work has been graded already, then it will be a part of the consideration.

Individual conferences can be made to discuss grades, BUT I will NOT humor these discussions  during class time.  This is your personal business... NOT the classes, please don't raise your hand in class to talk about it.  Discretely come see me at the beginning or end of a period or email me.

Thanks

Lit circle blog requirements

Lit circle blogs are due on Friday, 11/13

Each member of the group should have posted at least 5 main posts depending on their role.

You should also have also  commented on everyone's posts at least once.

Reminders

Embedded assessments are due tomorrow - Please make sure you have the written portion in class today to do last minute editing and feedback

Independent Reading Assignment #2 is passed due -please submit if you haven't already

Lit. circle blogs are due on Friday.  You will have time in class on Thursday and Friday to meet as a group to figure out how to complete these blogs.

Those of you who switched classes, but are still in your lit. circle group, it will be necessary to at least read and/or make posts - discuss with your old group.

Tuesday 11/10 - in class writing

Just a head's up that on Tuesday, you will doing a full period writing reflection in class...

The purpose of this writing will be to -

• building writing stamina for an extended period of time in an effort to prepare for the inevitable tests
• reflect on the school work done so far and your learning with it
• to discuss the standards and where you feel you are at
• to comprehensively look at yourself in the scope of this class

It will be collected and graded...

Friday, November 6 - Monologues - bring springboard books

Please bring in your springboard books to class tomorrow for an activity with monologues.

Thanks,
Ms. Sackstein

Another written voice - example -Sackstein - magazine article

It’s worth the hair loss at deadline



Creating a newspaper program on scrap to publication:


Scholastic print journalism and its continued importance in a convergence society
 published in Advisor Update Magazine, Fall 2009

By Starr Sackstein, World Journalism Preparatory School, Flushing, NY

Daunting. Overwhelming. Hectic. Crazy. These are perhaps the first words that come to mind when asked to advise or teach newspaper, the seemingly dying branch of scholastic journalism, to budding high school reporters. It’s time consuming and sometimes demotivating but completely worthwhile despite the growing discussion of convergence and the expiration of many major professional newspapers. In spite of this grim reality, there is something completely gratifying about teaching students how to write well, design eye catching pages, work as a team and then the pride involved with sharing a newspaper (regardless of the ink latent fingertips) for an authentic audience.

When I arrived at World Journalism Preparatory School, it was evident that this school was not like other schools I had taught at before. It had only been open for one year prior to my arrival and already it had a reputation for greatness that was unsurpassed by other places. The teachers enjoyed working there and the administration was remarkably supportive. It was the best case scenario for starting a newspaper: open press, no prior review and complete student responsibility and ownership. I was told right away that I was there to help them grow as journalists, not to do it for them. (Honestly it was a relief because the last school I had taught in was literally the complete opposite… principal had to see every issue before it went out and the kids couldn’t say anything that was even slightly off putting about the school. It was stifling to say the least.) According to Cynthia Schneider, the school’s principal, publication amps up the need for quality and is the best application of learning.

Where to begin, though? I spun my wheels for a little bit taking what I know about writing for and running a paper and trying to translate it into a class that would produce a paper.

The First Try – our biggest failures are often the impetus for our greatest successes

Things didn’t start off as well as I had hoped they would. Getting the students to write was a challenge despite the fact that they attended a school that immerses the students in writing. Breaking them out of the mold they were accustomed to writing in was the next challenge and then teaching them InDesign was surely going to lead me to early retirement. My first year was a bit of a learning experience for everyone. We were able to get out three issues, none longer than eight pages and although there was improvement, there was still much work to be done.

Round two: Learning from my mistakes – leading by example

After what I considered a less than successful start (as I hold myself and my students to extremely high standards), I knew a new approach was necessary. So I took a deep breath and started at square one again, mission statement. What is it that we want to represent? What kind of editorial policy should we have? Whose voices should we represent? What is our purpose for being? The students broke up into groups and read an anonymously published editorial from the prior year and a letter to the editor that the parent coordinator had written in response to the editorial. This was the first necessary step. Without purpose and parameters, there would be no way to gage our growth; we needed to be deliberate in our actions and from the first step, the students needed to be the ones to decide. Ownership needed to clearly be theirs.

The class was asked to search the mission statements and editorial policies of other school and professional newspapers and to post what they had found on our class blog. We then came together as a class and created what we felt was a good composite of what we researched. The students felt strongly about not allowing “unprofessional language” into the paper. They wanted to be taken seriously. The tone was already different from the year before and it was clear we all meant business. I knew that they would work harder than they had ever worked before in an English class, but the rewards would be greater than anything they had experienced before as well. “My impression of our class was that it we were going to learn about how to write in a newspaper and by the end of the year I learned InDesign and how to write different types of articles,” said Eirene Skocos, sophomore. “I wasn’t expecting the class to be so hard. I thought we were going to learn how to write articles and then there was so much other work like the Blazer [the school paper].” Many of the students felt the way Eirene did and many of them asked to be transferred out of the class complaining that it should have been listed as an Advanced Placement (AP) because of the amount of work. Motivation was going to be an issue and continued to be (for all of us).

Writing boot camp

The hallmark of any good paper is good writing. So we put design on hold for the first few issues until the students were writing up to par. Mini lesson after mini lesson, we would work entirely as a publication. Everyone learned news writing first and tenets of it. We had long class discussions about what legitimate news was and the kind of material we wanted to run in our news section. We talked about timeliness, proximity, importance, audience. We examined newspapers with ongoing current events assignments where they looked at author’s craft reflecting on the writer’s ability to stick to the inverted pyramid and determine how engaging the style of lead was. How could they use what they were seeing in their own writing? What could they improve?

Learning news writing is difficult, particularly when accustomed to writing essays, so the students were having a hard time conceptually. They revised and revised tirelessly as I sent them back to the drawing board to cite sources and check facts and get more quotes, shorten paragraphs. We conferenced daily to address the individual needs of each of the students and just when they started getting their footing about themselves, the layering began. And so began the three ring circus. If we were going to run a proper paper, we needed more than just a news section. The class was promptly split into sections and now in addition to writing the news the whole class was writing, each section was responsible for learning the new writing and creating a piece for that. The students decided what went in and by November, we had our first issue coming in at 16 pages which was longer than almost all of the previous year put together. We were on a roll and the students were exhausted, but proud.

Every time we satisfactorily finished a type of writing as a class, we started a new one and the students were still responsible for keeping up with their section work as well. If we happened to be working in their section, then they needed to produce two articles for the next issue. We continued to conference daily and my section leaders checked in with me daily as well. A reference library was created for students who needed more modeling or more reading time and the students began using it as often as they used me and each other to improve their writing. Before long, we were really were functioning as a paper.

Feature writing, investigative feature, editorial/opinion, sports writing and entertainment found their way into everyone’s thoughts and google.docs. We talked about proper interviewing techniques, reviewing notes and citing appropriately. Continued discussion of content and writing were ongoing and abundant, but the conversations moved away from my direction and into their hands. After having taken the Poynter’s boot camp last summer, it had been suggested to allow the students to make and learn from their own mistakes without my shielding them too much. This piece of advice got me through this year and I think all of them are better journalists for it.

Selecting the first editors as the leaders emerge

I had my clear talent and leaders in the room. Struggling with how democratic the process should be, I worked alone for this first selection process. Seeing as I knew them as students and writers now, I knew who needed pushing and who needed more time. My editors-in-chief were an unlikely pair: a natural leader with people skills, but with less than stellar writing skills and an impeccable writer who was longing to be set free from her shell. They turned out to be a great pair; both eager from the get go to please me and do a good job. The section leaders were standouts too, comfortable commanding several peers and capable of maintaining quality from their respective sections even when motivation was at an all time low. Those who didn’t think themselves capable, rose to the occasion because of my confidence that they could do it and others began to meet deadlines and help out despite not having the role officially assigned to them.

An important lesson that was learned during this process was that I had to give different kids a shot to be in this position and stay out of their way as they were searching for their managerial style. Although hard to watch them struggle with each other, I found it necessary to allow them space to figure it out. In some ways, the skills they developed in these roles trumped those developed in their writing. They became more confident and aware of themselves, readily able to discuss strengths and weaknesses.

Progress… and the beat goes on and on and on…

The year went on and we managed to get out five issues, each one gaining in complexity and thoughtfulness of writing as well as design. InDesign proved to be the bane of many a student’s existence, but all of them showed proficiency in the end. We even called in a professional to teach a full day class to the teachers and students and then turn-keyed the information to the other students. It was remarkably helpful in getting the students engaged in wanting a more dynamic publication as well as getting more teachers to use the program in their instruction in our continued effort to further the journalism theme throughout content areas in our school.

The students continued to question the importance of everything that went in and tackled hard issues like the school’s grading policies and teacher involvement in student lives. There was a particularly good opinion piece written about teacher contact with parents that came from one of my other feeder classes. (I also taught a foundations in journalism class to my freshmen). They expanded their ideas of important to world news and managed to keep it interesting for a middle and high school audiences alike. With each paper that came out, the readership grew and by our final 60 page issue, there were few better sights than walking by all the classrooms after delivery and seeing the students flipping through the pages that we had created.

With the newspaper world crashing around, a newspaper teacher has to ask if this is a dying skill to teach now. For a high school such as ours, it is hard to say that we will ever give up the print form of reporting news. We have Nings and broadcasts and podcasts galore, but the authenticity of real newsprint will never go out of style. Despite the dirty fingers, the students wouldn’t readily run to the school’s website for the same information. In secondary education, the health of the school can be determined by their newspaper and for that reason, we must continue teaching this way. Having something to hold, look at and be proud of is irreplaceable and I’ve watched several kids become reporters this year that never thought they’d want to be them.

Looking ahead, I’m going to continue the program with constant growth in mind. As the students progress, there is much to learn in the business end of journalism. Better, cleaner, copy will always be at the helm of our creations. We are going to look to ways to involve more than just my students, as the newspaper is the lifeblood of any school. Ms. Schneider said, “Kids need to see the power of their words to leave a mark on the school and on the world. Publications are a means to the change the world.” And I hope to facilitate their journey to leaving that mark.



Photo by Starr Sackstein

Students peer edit to ready a piece for publication. Diligently students work together to teach each other how to write better, not just finish the piece.



Photo by Starr Sackstein

Working hard at research and writing, a student in my newspaper class develops more than just writing skills; they continue to hone their understanding and usage of technology.



Short Bio of Starr Sackstein

I currently work as a secondary English/journalism teacher at World Journalism Prep School in Flushing, NY after finishing 3 years of teaching at Far Rockaway High School in New York City and 2 years at Locust Valley High School in the suburbs on Long Island. Before that time I also freelanced as a music journalist writing for Relix Magazine and local newspapers. In addition to journalism, I also write fiction and poetry and enjoy teaching the craft of journalism to my students.

http://wjps.org

http://wjpsnews.ning.com/ - to see copies of the Blazer, the school paper



Helpful texts and websites when first starting out

Inside Reporting: A Practical Guide to the Craft of Journalism by Tim Harrower

Associated Press 2009 Stylebook and Briefing on Media Law, 44th ed. Darrell Christian, Sally Jacobsen and David Minthorn, editors

Sports Writing: A Beginner’s Guide -Steve Craig

Scholastic Newspaper Fundamentals, 3rd ed. – Helen Smith

Newsu.org

www.studentpress.org

Written model and reflection for embedded assessment project.

Written – embedded assessment #2 – 2 voices (poem)


By Ms. Sackstein

The Many Mes

Craving the comfort

Of a fine tipped pen, blank paper

The open outlet –

Electric with possibility

Stockpiled with both endless encouragement

And disappointment

Gently nibbling at my psyche

To produce



Many roles portrayed

From day to day

Forever shuffling in importance

Longing to quench the hunger

In my soul

To create

And the responsibility

To represent other “Mes”

At home, in the classroom, alone…



Inking reminders… visibly written

Beckoning enlightenment

Calling for imagination

Dwelling on talent – that sometimes feels asleep

Drooling in my memory

With my inner voice

Vehemently looking to wake it



How much do you share?

As a teacher, student, writer, mommy, friend?

Without judgment or fear

Shocking persuasion

Again seduced by the half written page

Blue lines, sexy without boundary



Leveraging legitimate language

That reminds me I’m not afraid

I’m learning… evolving.



 

Reflection for second embedded assessment



In selecting my two voices, I really tried to consider what would come across best and maybe show all of the students a different side of what they see. I feel like I wear so many hats and often feel inauthentic to my voice, the “Starr” voice that seldom gets to come out purely in school. I work very hard in life to try and get my truths across no matter the forum in which I am living.



I chose the podcast because I feel like my “mommy” voice is really the most important voice I have. I have been writing letters to Logan for a long time now as I want him to know when he grows up the things I think as I watch him and I hope for him. I write the letters with the full intention of sharing them at a more appropriate time.



When I sat down to write the letter for the podcast, I thought about what kinds of things would be useful to talk about and considered my diction knowing that Logan would be an older man when he heard it or read it. I knew full well, however, that I’d be sharing it with the class so the material I opted to use was also censored in some way. I think I met the standards for speaking in English as I have found a way to connect my voice to all of the students and to myself in a unique way. I feel that it is obvious whom I am speaking to and how I hope he will receive it in the future.



The other voice I chose to represent is my inner voice. Choosing a poem, I felt was a creative way for me to show the struggles I face as a teacher forced to play many different roles in my life. I’m first mother, teacher, friend, writer, etc. The stanzas use the metaphor of writing and finding language to know how to react to situations. I make mistakes and that is evident, but I’m not afraid to self correct.



I think I chose the voices I did to offer a different perspective of who I am. I often feel conflicted by the boundaries and restraints of having to play these roles, but the alternative doesn’t seem bearable either.



If I had to do the assignment again, I think I may have shared a written, published voice. I feel like that may have been more different than the two I chose. When I shared it with the class, there was some good feedback about my two voices not really sounding too different. I’m not sure if it’s because of the language or because of the tone. It is essential to my survival in the profession I have chosen to hone my varying voices for appropriateness. I definitely can’t speak the same way around my students as I do my friends.

Interesting article about how colleges are using facebook and twitter in the classroom

http://mashable.com/2009/11/03/hotseat/

Independent Reading

Independent reading #2 is due on Friday, 11/6
it should be sent as a google.doc to ssackstein@wjps.org

Independent reading #3 is due on Friday, 12/4
it should be sent as a google.doc to ssackstein@wjps.org

Program to record on PCs for podcast on embedded assessment

Audacity - open source program
http://audacity.sourceforge.net/

Use garage band on a Mac

Embedded assessment 2

a reminder that your second embedded assessment - the 2 voices assignment is due on Tuesday, 11/10. 

Please bring in your written piece of the assignments on Monday 11/9 to be peer revised for last minute checks...

I would share your podcasts as well as another way to self check.

Reminder - Independent Reading #2...

Is due on Friday, 11/6 via google.docs...

reminders... 10 components - passages must be present and analysis should included direct textual evidence...