AIDS Project

This week, students will be creating group projects about AIDS. This is the link to your task, resources, and evaluation: http://questgarden.com/48/98/6/070410054411/index.htm

Hodge Podge of English Fun

HomeRoom Heroes

English III (3rd Period) with their Thinking Map

Friends

Sr. and Mrs. Mahannah's 5th period classes

Kelicia, Traveshia, and Kaneeshia

The FHS Band!

Majorettes

Bulldogs and Cheerleaders

Shaquille and Octavious after running a 5K in downtown Memphis

Vocabulary Presentations: Starr, Danielle, and Chauncey

More Vocab work: Nicole, Brandon, Jasmine, and Roy

Creative Writing!

Darrius and De'Mario waiting to act their parts in The Taming of the Shrew

Petruchio (Darrius) and Katherine (Deborah) and the battle of wits

Kipp as stage director for his Creative Writing play

Tanisha, Crystal, Kelicia, Aurelia, and Marcus

Hurray for the New School Year!

 Welcome back! We are going to have a great year. 

 mmm, books...

Homeroom students doing their work

 taking a little break to smile

waiting for lunch

Welcome Back to School!

I am so excited for this new school year and the changes it will bring. I hope you are too!

Harlem Renaissance Revival

While we have been working on our research projects, the English III Bulldogs have also been studying the Harlem Renaissance.

Andre Harris is writing a paper analyzing Modernism and Dali's painting "The Persistence of Memory." This critique was an introductory assignment that transitioned our discussions of Realism and Naturalism into philosophies of the late 1800s through the early to mid 1900s.

Mary Itson is comparing two works by Langston Hughes, "The Weary Blues" and "Heyday in Harlem," and creating an analysis of Hughes' apparent perspective on the night life of the Harlem Renaissance.

Star Clarke, Kaneeshia Gray, and Neene Sarr take a break from their discussion of water and river metaphors as related to Hughes' poem "The Negro Speaks of Rivers" and Lucille Clifton's poem "the mississippi river empties into the gulf."

All English III Bulldogs will be learning the Charleston and the Lindy Hop, two dances that were made famous during the Harlem Renaissance. Right now, the students are mastering basic East Coast Swing steps. These are students in Mrs. Mahannah's MWI class: Ashley Ratliff, Sandy Knowlton, Devin Norwood, Sheneria Elam, Terri Radcliff, Howard Nelson, Mike Macmiller, Nicole Williams, Pam Guinn, and Roosevelt Crawford.

Think Show! Workshop

Mrs. Mahannah's English III classes are dedicated to creating authentic, novel research projects.

Kim, Brandi, and Briana researching their topics in TR4

Jessica watches Lazarus paint his creative product in MW4

Think Show! Webquest

Introduction: Concepts of research permeate everything we do and how we think. To form an idea or opinion, we need to have background information or experiences to guide us. For example, if you are trying to figure out which of your favorite artists are Illuminati, you first need to know about the artists, about Illuminati, and ways in which the two can fit together! When you want to have an informed opinion on an issue, you must figure out every aspect possible about the issue and use the information to create an intelligent perspective.

Because you are faced with new information and decisions every day, it is important to understand how to take a stand on tough issues. First, through our Webquest, and, then, continuing with the Research Paper, we will explore together the ways to create valid and credible opinions using a variety of resources and techniques.

Task:  Each English III student in Tennessee is required to complete a research project (Tennessee Standard 4: Research). Our research project consists of 3 major parts:  Research Paper, Presentation, and Research Product. For Think Show! each student will complete the following webquest and use the results to create:
     (a) a project abstract
     (b) 6-10 resource cards
     (c) a research product

Procedure:  

I.  After choosing a broad category in the classroom Gallery Walk, you will need to narrow and define your topic (3003.4.1) and begin your research for your final paper (3003.3.2, 3003.3.4).  You can do this by completing a Webquest.  The following links will help you define and narrow your topic, and links B and C have further links to help you gather preliminary information. Make sure you keep track of the websites you use and write them down on your Resource Cards.

  A. Research Paper and Argument Topics

  B. Social Issues and American Problems

  C. Subject Guide for Hot Topics

Let's get started!

II.  Create an abstract based on the information you have gathered. Use the following sites to complete your abstract.

  A. How to Write an Abstract

  B. Writing an Abstract

After your abstract is typed, email it to Mrs. Mahannah (m.t.mahannah@gmail.com) or submit a printed copy to her.

III. Write six to ten Resource Cards using the resources you have accessed to research your project. Turn in your resource cards (with your name on them and in a rubber band)!

 

Sample Resource Card

Click here for the steps to make a Resource Card!

IV. After your research, Resource Cards, and Abstract are completed, you will need to construct a creative product to coincide with your research. You may choose one of the following options:

  A. Creating a Song using Flocabulary terms and beats

  B. Giving an extended Persuasive Speech (5-7 minutes)

  C. Making a Board Game

  D. Painting or Sculpting a relevant piece of art

  E. Other projects as approved by Mrs. Mahannah

You will conduct an informal presentation to show the class your product.

Evaluation:  The rubric below will be used to evaluate your Think Show! Project (Research Product, Resource Cards, and Abstract).

            

Conclusion:  Now that you have found your essential background information about your topic and have looked at the issue in several ways,  aspects of this topic should now be clearer for you and maybe you are noting the personal relevance of your topic. Understanding your topic is essential to any type of meaningful research. 

Please answer the following questions in the Comments section at the end of this post:

    1.  Two things I learned during this project are:

    2.  One way this project would have been easier is:

    3.  I am glad that I:

    4.  I wish I had:

    5.  My name is:

Congratulations! 

You have completed your Think Show! project! 

Make sure you invite your family to see your work!

Standards:
CLE 3003.3.2 Employ various prewriting strategies.

CLE 3003.4.1 Define and narrow a problem or research topic.

CLE 3003.4.2 Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.

CLE 3003.4.3 Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.


CLE 3003.4.5 Use a standard format to arrange text, to cite sources, and to document
quotations, paraphrases, and other information.




Credits:
Standards:  http://www.tennessee.gov/education/ci/english/doc/ENG_3003.pdf

Rubistar: http://rubistar.4teachers.org/


If you have any questions, ASK!

It's My Philosophy!

Identify which of the belief system(s) we have discussed in class most closely resembles your own. Then, write 3-5 sentences explaining why.

Belief Systems include:

Puritanism

Rationalism

Romanticism

Dark Romanticism

Transcendentalism

Realism

Naturalism

Please leave your response as a COMMENT and type your name and block after your sentences.  A well-constructed response is worth 20 bonus points!

We are the Change We Hoped For

If you want to get somewhere 

you have to know where you want to go and how to get there. 

Then never, never, never give up. 
~ Norman Vincent Peale

 

Aurelia, Jessica, and Tevin are focused and determined!

 

MW1 writing on the quote, "A life lived in fear is a life half-lived."

 

Ashley finds some interesting candy :)

 

Deionsha and Lazarus taking a break from their hard work

"We must remember that one determined person 

can make a significant difference, 

and that a small group of determined people 

can change the course of history." 

~ Sonia Johnson

TR2 This Week: the TCAP Meets Flocabulary

TR2 students have constantly increased their writing performance levels. This week we focused on using vocabulary and higher level writing techniques to push the papers from "Good" to "Outstanding."

 DePresit and Alondria 

 

Terrance and Robyn are super-focused on memorizing their ACT words; Tarren is so excited, he cannot even look at the book! 

 

Kavius, Star, and LaTonya studying Vocabulary and class rings

 

We are finished!
Regina J., Chris, Darris, Shaquille, and Jasmine

 

Regina B. and Natisha taking a break

 

De'Mario makes a 5!

 

Flocabulary Pairs racing to get their bonus points

Clockwise from bottom left: Shaquille, Natisha, Regina J., Darris, De'Mario, Chris, Jasmine, Regina B., and Mareka

The Writing Blitz 2010

Fairley 11th graders are writing their hearts out in January! They are surpassing state and local standards with their mad writing skillz :) ! Not only do our awesome juniors write in every class at Fairley (and extensively in English III), but they also choose to come in after school and on Saturdays to perfect their practice!
Here are some photos from the past four weeks:

 

Timed Writing on a Saturday morning

 

Happy to finish the prompt!

 

Getting ready to go home after a great Saturday full of excellent writing

Writing Assignment: To Cheat or Not to Cheat

Respond to the following by clicking on the word "Comments" at the bottom of this post. Read carefully and respond thoughtfully.

Prompt

Michael Josephson, president of the Josephsons Institute of Ethics, said: “The evidence is that a willingness to cheat has become the norm and that parents, teachers, coaches and even religious educators have not been able to stem the tide. The scary thing is that so many kids are entering the workforce to become corporate executives, politicians, airplane mechanics and nuclear inspectors with the dispositions and skills of cheaters and thieves.” 2002 Report card on the Ethics of American Youth

Write a paragraph (5-7 sentences) in which you respond to the assertions in the paragraph above. Use personal experiences and or recent political or economic events to further emphasize your position.                                                                                 (prompt from TUSD)