1st semester portfolio

IMPORTANT NOTE ON CHANGE IN PORTFOLIO POST: This response is to be placed in your own blog, as a reply to your initial comment on your portfolio.

Post a short reflection about your portfolio on your own blog. This reflection can be the "conclusion" to your portfolio, with an invitation to your parents/guardians to reply. Their reply must include responses to following questions. You may copy paste the questions into your blog if you like.

1. What piece of writing did you like best in my portfolio and why?
2. What did you like about my portfolio and sharing and what would you like to see me improve on?
3. Which of the writing traits (ideas, organization, voice, word choice) do you feel was most successful for me?
4. Which of the traits of writing would you like me to improve on in the coming semester?

Be sure to let your parents/guardians know that this post serves two purposes

• It is an opportunity for them to comment on your learning and
• It is part of my assessment of your attainment of General Learning Outcome #5, "Effective Communicator." Your sharing of the portfolio should enable your parents/guardians to reflect and respond to the four questions above.

Taking a Position

Taking a Position: Tourist Safety, Who's To Blame?

Assignment for Monday, August 6, 2012

1. Read the article, "County Denies Culpability in Blowhole Incident"
2. Then discuss it in your critique groups and come up with at least three possible “position statements” on the issue.
3. Post your group’s position statements as comments to this post on the class blog.
4. Then, decide on your individual position on the issue and post a “mini-essay” on your blog. 
5. You should include:
   • a clear and arguable position statement, 
   • specific, factual details and evidence to support your position.
   
   

Work efficiently because this assignment is due today.

Welcome Back!

First Post of 2011-2012: Blog Revision

Welcome back to the "blogosphere" everyone!
The following is your first blog assignment for the school year. Please note the two due dates and adhere to them. We'll be making a lot of use of the blogs this year and you want to give yourself a running start toward success!

1. Check out the class blog http://mohs-2015.blogspot.com/
2. Click on the links under "Exemplars" and notice the catchy blog titles, header graphics (with writer's photo), and organization of archived posts.
3. Update your blog with an original header graphic that includes your pic and a catchy, meaningful title.
4. Archive material from last year, using the label system.

First blog post: Describe your revision process: what changes did you make and how does the new header show your skill in graphic design? How did you organize your blog archive?
DUE: 8/9

Second blog post: Comment on two of your classmates' blog revisions.
DUE: 8/13

FIRST DAY'S HOMEWORK: Intro Letter

Send Mr. Zavala an email from an active email account (one that you will check, daily).

Write me a short intro letter from that account
In the letter, tell me how you have changed as you have come of age, using 3-4 sentences that follow a definite pattern. It can range from anything as simple as hobbies and TV shows, to more abstract ideas including how you behave, treat people etc. For example:

• My favorite movies were once Disney animations; now they're more like "Friends with Benefits."
• I used to build with Lego, now I build on Facebook.
  etc.

Notice that this is your intro to Sentence Fluency!

Language Arts I: Poetry Project Website Scavenger Hunt!

Search out the following items as you visit and enjoy your classmates’ poetry websites!

Learn more about figurative language and the different poems and songs that employ it!

Directions:  

1. Find the following and log them on your worksheet: Name of the student whose website you are visiting and the name of the poem or song or prose piece. 
• An exceptionally well-written analysis of figurative language in a poem. 
• A poem that you felt matched really well with the website’s theme.
• A song that you felt matched really well with the website’s theme.
• A prose piece that you felt matched really well with the website’s theme. 
• A description of a 5 step analysis that taught you something about a poem
2.  Describe a website that you felt was exceptionally well designed (layout, graphics, color scheme, font, etc)
3. Log your responses on the class blog
   

Final Impromptu Essay Preparation

Your final impromptu exam will require you to synthesize all of the reading, writing, and thinking that you have been doing in this class all year. Our themes have been "empathy" and "interdependence."
You will be asked to take a position and incorporate material from our various readings and projects into your essay. You will not have to use all of them, but here is the complete list, to start you thinking:

• Roots and Recipes Essay & Presentation
• Querencia Essay
• KC3 Project
• Thesis Essays (overfishing, aquaculture, fast food, etc)
• Metaphor poetry ("Apartment House" "Coney Island Life")
  
• Of Mice and Men by John Steinbeck
• Macbeth by William Shakespeare
• Anthem by Ayn Rand
• Sci-Fi Movie Trailer
• Poetry website

In addition, you will need to bring in at least two articles or other pieces that also connect to the themes. You will have time to browse for material during class on Tuesday 5/15, but please print your hard copies at home. These will be turned in with your impromptu exam on Monday 5/21.

4th Quarter Vocabulary

Here is the vocabulary list of words, that as class was taken from gotbrainy.com and The Anthem by Ayn Rand. Study these words as they will be on the vocabulary assessment this coming Wednesday 4/25. 

1. Obstreperous-Boisterous, noisy
2. Regurgitate-to vomit ; (v) to throw back exactly
3. Gluttony-overindulgence in food or drink
4. Transgress-To break a law
5. Malevolent-Wishing evil to others
6. Beguile-to trick, deceive
7. Balk-to stop, block abruptly
8. Deter-To frighten away
9. Lurid-Gruesome; horrible
10. Plough- To break and dig up earth with a device.
11. Lassitude- When someone is drained of energy and is tired.
12. Solidarity-unity or agreement of feeling or action, esp. among individuals with a common interest
13. Froth-a mass of small bubbles in liquid caused by agitation; foam
14. Lodestone- a piece of magnetite or other naturally magnetized mineral, able to be used as a magnet
15. Vocation-a strong feeling of suitability for a particular career or occupation
16. Raze-To destroy completely
17. Furrow-a long narrow trench made in the ground by a plow
18. Damnation-A phrase used to convey great anger at someone
19. Weariness-extreme tiredness; fatigue
20. Transgressor- To go too far beyond moral principles(ex. commit a crime)
21. Reprimand-Expresses disapproval or criticism of someone because of their behavior or actions
22. Bearer- a person or thing that carries or holds something
23. Sanction- official permission or approval for an action
24. Pulpit-A raised platform in a church where the preacher speaks or on the bow of a boat
25. Befell-of something bad happen to someone
26. Botch-To ruin through clumsiness
27. Fathom-to penetrate to the meaning or nature of; comprehend
28. Endeavor- to strive or try hard for something

The Anthem Vocabulary List

• With your partner, select two words that you feel are both new to you. 
• Submit the word within its context.  
• Submit your own definition of the word after looking it up. 
• Use the word in your own sentence and submit. 

Example:

      "From outside came the clang of horseshoes on the playing peg and the shouts of men, playing, encouraging, jeering."

Jeering- to shout or mock in a demeaning manner

The crowd was very rude as they were yelling and jeering the talent show contestants off the stage. 

Submit both vocabulary words with all three criteria to this blog. Due Wed 4/11.

The Anthem Ch. 1&2

The Anthem by Ayn Rand -Read Ch. 1 & 2 due Tuesday 4/10 -Complete a "Dialectical Journal" due Tuesday 4/10 -Choose three quotes from EACH chapter that you feel is important to the story. Total of six. -After choosing your text, provide commentary/interpretation to it. Discuss why this is important, what you think it means, possible predictions, and try to raise a question that can be answered with further reading.

Take a Stand: He'eia Fishpond Assignment: UPDATED!

DEADLINE FOR LETTER: FRIDAY 4/13 on email to mrs s and Mr. Zavala
Now that you have seen, firsthand, the attempts to restore ancient Hawaiian fishponds and methods of resource management, take a position on these efforts in the real world.

Assignment:
1. With a partner, brainstorm reasons for supporting the He'eia Fishpond restoration:

• List at least three reasons for your position
• Describe/explain at least two specific details from your field trip to support each reason.

2. Read the article, "Red Tape Ties Up Groups' Fishpond Restorations."

• Explain the benefits of Hawaiian fishponds as community resources
• Explain how the permit requirements affect the attempts to restore these resources.
  

3. Visit the Heeia Fishpond website

• Go to the section labelled Ku Hou Kuapa and explain the process and importance of refurbishing the fishpond wall. Include details from your first hand experience on the field trip.
• Go to the sections labelled Aina Momona and describe the fishpond environment and explain its importance. Again, include details from your first hand experience on the field trip.
  

4. Now, using all of your notes from #1, 2, and 3, compose a letter supporting efforts to restore Hawaiian fishponds.

5. Send your letter in a Word document attachment on email to Mr. Zavala and Mrs. Sueoka.

DUE: At the end of the period.

If legislative hearings are scheduled on the bill to ease restrictions or exempt fishpond restoration efforts from these restrictions, we will submit testimony. As of now, there are no hearings scheduled.
submit testimony

Partner Response "Of Mice and Men"

With your research partner, continue from the discussion(s) we held in class about our readings so far. Be sure that both partners contribute to your post and that it is beyond the general agreements we have made about our research and characters early on and also in the discussions we have held throughout the reading of the "Of Mice and Men."

1. Between George, Lennie and Curley, choose one character. Do a in-depth character analysis, this may be a continuation from the chosen character during our in-class discussion. Remember, I DO NOT want "he is smart. Curley is short." Explain how his physical appearance affects his character, or how Lennie's lack of intelligence affects others. (At least two paragraphs with in-text examples). 

• Although George seems to have a lot of resentment toward Lennie for their past mishaps, you can tell that it is in George's caring nature that he wants to continue their friendship. George always seems to back-up Lennie's lack of intelligence as he claims, "He ain't no cuckoo. He's dumb as hell, but he ain't crazy, An' I ain't so bright neither," (Steinback 39). As George protects his friend in confrontations and also in questionable moments as he states that Lennie has, "no more harm in him than a kid," it proves that George has a very kind and humble heart, always respecting Lennie for who he really is inside (Steinback 43).

Submit with both partner names to this blog. Due this period.

"Of Mice and Men" vocabulary list

• With your partner, select two words that you feel are both new to you. 
• Submit the word within its context.  
• Submit your own definition of the word after looking it up. 
• Use the word in your own sentence and submit. 

Example:

      "From outside came the clang of horseshoes on the playing peg and the shouts of men, playing, encouraging, jeering."

Jeering- to shout or mock in a demeaning manner

The crowd was very rude as they were yelling and jeering the talent show contestants off the stage. 

Submit both vocabulary words with all three criteria to this blog. Due Wed 2/1.

Literary Analysis Practice Essay

Now, that we have gone over good and not-so good examples of thesis statements, supporting paragraphs, and restatement/conclusions, I want you to use your analysis and re-submit it with the appropriate changes. Remember, include both poem and big idea in your thesis and make sure that you supporting paragraphs back-up your thesis statement. If you follow the worksheet correctly, you practice essay should be perfect! Good luck!

MAKE SURE TO POST ON YOUR OWN BLOG.

Brainy Pix Vocabulary Graphic: UPDATED 1/23/12

I have added in the names of the students who signed up for each word. As of today, we have received 17 out of 20 Brainy Pix. Stay tuned for updates on Jupiter Grades!
Additional Task: Please post your vocabulary word, definition, and original sentence as a comment to this blog. That will make it easier for me to compile all of the vocabulary to give to you for use and for later exams.
Deadline: Wednesday, January 25, 2012.

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1. Check out the Brainy PIX on the Got Brainy Website (also linked from our MeneMAC website)
   
2. With a partner assess four brainy pix, being sure to fill in your rubric completely and specifically and to include BOTH YOUR NAMES.
   
3. Then, INDIVIDUALLY select a word from the list below to create YOUR OWN brainy pix. You may choose to work in pairs but must do TWO WORDS, if you prefer the “moral support” of a partner.
   
4. REQUIRMENTS:
   
   • Pic must include a photo you have taken yourself
     
   • Pic must show Photoshop techniques
     
   • Let Mrs. Koenig or Mr. Zavala know what word(s) you have selected to be sure there are no duplications.
   
   
5. RUBRIC and word selection due: TODAY
   
6. Brainy Pix due: Friday, January 27, as JPG file.

Word List

1. adhere (8) v, to stick to something ; to follow devoutly Ryan
   
2. affable (12) adj, Easy to approach, personable
   
3. ambivalent (4) adj, Uncertain; having contradictory feelings
   
4. antithesis (8) n, the absolute opposite Joshua
   
5. decry (6) v, to criticize openly Taylor
   
6. diminutive (11) adj, miniature, small Maurice
   
7. dubious (6) adj, Questionable; undecided Skylar
   
8. figurative (1) adj, Symbolic; representative
   
9. fickle (16) adj, Likely to change, especially one's feelings or attachment; capricious
   
10. forlorn (7) adj, Lonely and sad; despairing Eryn
    
11. fractious (4) adj, troublesome or irritable
    
12. inarticulate (5) adj, Speechless; unable to express oneself clearly Taira
    
13. irascible (4) adj, Prone to anger Joy
    
14. lucid (29) adj, Easily understood; clear Brooke
    
15. morose (71) adj, Gloomy; melancholy Lina
    
16. pacify (10) v, To bring into a peaceful state; to appease, calm Kaitlyn M
    
17. renunciation (2) n, The act of abandoning or giving up something like a right or title
    
18. repudiate (20) v, To refuse to have anything to do with
    
19. salient (3) adj, Standing out prominently; striking, remarkable Rachel
    
20. soothsayer (8) n, One who claims to predict the future
    
21. static (74) adj, Not moving, stationary Branden
    
22. taciturn (52) adj, Silent, reserved Dustin
    
23. uncanny (27) adj, of supernatural character or origin Austin
    
24. ubiquitous (77) adj, Being present everywhere
    
25. utopia (8) n, an imaginary and remote place of perfection Dior
    
26. veracity (4) n, Truthfulness
    
27. vigilant (7) adj, Being on the alert; watchful Christian
    
28. wily (10) adj, crafty, sly Adara
    
29. winsome (23) adj, Cheerful; merry; pleasant Alex