Fourth Nine Weeks Project Submissions

After you have completed the project and gotten my approval, please post the Google Docs link to your project in the comments below. Your post should have the following format:

---
Name
Block
Date

Link
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For example:

Randall Hall
A1
04/28/16

http://ela11project.blogspot.com/2016/04/4th-nine-weeks-project-directions.html

Fourth Nine Weeks Project Directions

The last project of the year will be a multimedia “I Am” poem.

One of the first things we ever did when I became your teacher in October 2015 was write “I Am” poems using this classic template. 

I am (two special characteristics you have or words that define you)

I wonder (something you are actually curious about) 

I hear (a particular sound) – be descriptive 

I see (a sight which had made an intense impression on you) 

I want (an actual desire) 

I am (the first line of poem repeated)

I pretend (something you actually pretend to do) 

I feel (a feeling you have about something) 

I touch (a particular touch which has made an intense impression on you) 

I worry (something that really bothers you) 

I cry (something that makes you very sad) 

I am (the first line of the poem repeated)

I understand (something that you know to be true) 

I say (something that you believe in) 

I dream (something that you actually dream about) 

I try (something that you really make an effort towards) 

I hope (something that you actually hope for) 

I am (the first line of the poem repeated) 

You all blew me away with your creativity. Now, it is time for me to say goodbye to you as you become Seniors. I have loved teaching you and have marveled at your growth the last year and a half. I want to end our time together the way we started. Here are details about the project.

If possible (do not force it), I would like your poem to contain:

• An example of figurative language (simile, personification, alliteration etc.)
• A compound sentence featuring a FANBOY (you better know how to do this by now!)
• A reference to a movie.
• A reference to a song or artist.
• A reference to a book or poem.

 

You must write about yourself. You must also include at least three images in your project. 

You will create the project in Google Docs and then post the link in the comments to the 4th Nine Weeks Project Submission Post. You can use any font/colors you want, but the project should fit on a single page.

  

  

After the project is complete, we will present them to the rest of the class.

Here is my example:

I am your teacher but also your student.

I wonder whether you know how much I have learned from you.

I hear you hollering like hyenas when I am out in the hall.

I see you struggling to learn and learning from your struggles.

I want to listen to Tupac with you and analyze the lyrics.

I am your teacher but also your student.

I pretend I am Robin Williams in “Dead Poet’s Society.”

I feel like I could fuel your fire if you just gave me a spark.

I touch everything you turn in, which is why I am always ill.

I worry I have let you down because I am still very new to this.

I cry when I fail you, but I hide my tears and pretend to be tough.

I am your teacher but also your student.

I understand we broke the rules and never read Shakespeare.

I say “Screw Shakespeare!” because you learned practical skills.

I dream of you having happiness and success one day.

I try to believe in myself so maybe you will believe in me too.

I hope you learned from me that I will always believe in you.

I am your teacher but also your student.

Mr. Hall's ACT Cheat Sheet

Students, the ACT will be administered to all 11th graders on April 19th here at Carver. Please keep the following tips and advice in mind as the test approaches. Good luck!

BEFORE THE TEST

We have to prepare with purpose for the ACT. It is not a normal test. It is a mental marathon. If we were training for a real marathon, we would not do it by lifting weights or running sprints. We would run longer and longer distances to build up endurance. We need mental endurance to succeed on the ACT. It is a long test, and – to prepare with purpose for it – we need to take practice tests under actual test conditions. We then need to spend more time looking at the answers and figuring out why we got them right and why we got them wrong. To just take the tests without carefully reviewing the answers would be pointless. We also need to take the test under actual test conditions so we are ready for the real thing. Once we have analyzed the results of our practice tests, we need to use what we learned in order to shore up our weaknesses. If we are missing a large number of the same type of question, we need to remedy that problem by learning the content underlying the questions. It is also important that we read for 30 minutes every day. What we read is not as important as the fact we are reading. Reading will help our reading comprehension skills which will be heavily tested on every section of the ACT. We must have a study plan and goals. Only by preparing with purpose will we be able to succeed on the actual test.

THE MORNING OF THE TEST

We need to be mentally and physically prepared for the test. We need to get a good night of sleep before the test. Cramming for the test will not help us, so we need to just trust in our prior preparation and go to sleep early. We need to eat a healthy breakfast. If we eat something unhealthy, we will feel weighed down and sick during the test. We need to wear something light, but we need to bring a sweater or jacket with us. Some testing rooms are very cold and others are very hot. By layering our clothing, we will ensure that we will be comfortable regardless of the temperature. We will arrive at school early and be ready to test at 8:30 at the latest. We will hydrate before the test and then use the restroom right before the test begins. We will not have drinks in the room or another chance to use the restroom for a long time, so we need to make sure we are not distracted on the test because we are thirsty or need to go to the bathroom. We will bring our IDs but leave our cellphones in our locker or give them to the monitor when we enter the room. If our cellphone goes off during the test, we will be kicked out of the testing room and our score will be invalid. Therefore, we cannot try to conceal our phone. We need to bring extra pencils with us in case the two we are given break during testing. We need to be quiet and listen very closely to the instructions given by the monitor. If we do not follow directions carefully, we risk having our score not count. Finally, we need to visualize ourselves doing well on the test. We need to be in a confident mood. We need to keep telling ourselves we will beat the test and get the score we want.

DURING THE TEST

We need to be prepared to take the test with a positive attitude, and we should be confident because we have strategies we can rely on. If we get a tough question early on, we need to just forget about it and move on quickly. We cannot afford to miss a question because we are worried about whether we got the last one right. We also cannot afford to run out of time because we wasted too much time wavering on a single question. We need to use process of elimination to ensure we maximize the number of questions we get right. We need to read instructions and question stems carefully to ensure we are answering the question asked and not the one we think will be asked. We need to keep an eye on the clock and pace ourselves. We need to answer EVERY question (when the monitor calls 1 minute left, we need to bubble in everything we did not get to yet). We need to remember that we only need to get about half the questions right to do well on the test, so there is no reason to freak out if we think we are struggling.

On each section of the test, we need to follow the strategies we practiced with our teachers and tutors:

On the first section, English, we have 45 minutes to answer 75 questions. We need to remember to carefully read the passage and the question stem and then predict the answer before looking at the answer choices. We need to select the answer that most closely matches our prediction and not waste time with wrong answer traps. We should remember that the people who made the test are trying to trick us. We cannot fall into their trap. We need to also remember that – when we are not sure of an answer – the shortest answer is usually the correct one. We should not waste time on questions that are designed to delay us, and we should instead focus on getting as many easy questions right as we can.

On the second section, Math, we have 60 minutes to answer 60 questions. We need to try to remember to approach the questions using common sense. Sometimes we can discern the answer without having to do any math. When we do have to do math, we should rely on the strategies we learned in math class. We should plug in the answers when we need to in order to solve a question. We should always draw figures and scenarios that are described to us in word problems. We should rely on the figures that are provided to us and treat them as if they are drawn perfectly to scale (because they almost always will be). 

On the third section, Reading, we have 35 minutes to answer 40 questions. We need to follow the strategy we practiced, whether that is annotating as we read, reading just the first and last paragraph, or another strategy we have figured out is best for us. We need to read for main ideas and not get bogged down by details that we will probably not be asked about. We need to read the question stems carefully as they will tell us where to find answers and give us context clues that will help us pick the correct answer. We should predict the answer when we can. We should pace ourselves so we can finish all four passages.

On the fourth section, Science, we have 35 minutes to answer 40 questions. We need to rely on the strategies we have learned to interpret graphs and charts. We need to remember that each question will give us a hint as to where we can find the answer. We should not get bogged down by the reading passage at the beginning of each question set. Instead, we should skim it quickly for its main ideas and then examine the charts and graphs. We should not worry about the content and any vocabulary we do not understand.  We should annotate in our booklet so we can remember what each chart/graph represents.

On the fifth and final section, Writing, we have 40 minutes to write one essay. We should carefully read the prompt and three perspectives and annotate in our booklet. We should spend at least 10 to 15 minutes outlining our essay before we start writing. We should pick one of the perspectives that is given and never make up our own or blend them. Our first paragraph should state which perspective we chose, provide our general reasoning for picking that perspective, and give at least two specific examples of why our perspective is best. In the second and third paragraphs, we should attack the two other perspectives. We should admit they have strengths, but we should ultimately show how their weaknesses make them less persuasive than our perspective. Finally, we should have a conclusion where we sum everything up.

AFTER THE TEST

We should relax and try to momentarily wipe the test from our minds. We should go and have fun and not discuss test questions with our peers because there is nothing we can do about it at that point and talking about it may make us lose confidence. Once we get our results, we should analyze them closely and use what we learn to prepare better for the next ACT test. We will get the score we want and achieve our dream of going to college because we will be well-prepared and have a positive, confident attitude.

ACT Practice Tests & Incentives

Students, the ACT is less than a month away and the time to get very serious about preparing for it is upon us.

I have created an ACT dropbox containing 6 publicly released tests:

https://www.dropbox.com/sh/r5ddcnv6o91dd1x/AABrCBqkzKY2yThGeVr4-2dTa?dl=0

For every practice test a student completes over Spring Break, I am going to give them 3 bonus points on their final Fourth Nine Weeks Grade. This means a student who completes all 6 tests (which would be very time-consuming but extremely helpful to them) will receive nearly 20 points and will almost certainly not have to take the final exam.

The students must not only take an entire practice test to get the points, but they must score them so they can learn from their mistakes (the answers are at the end of each test). Then, for each section of each test, they must provide a one-sentence written explanation as to why they got ten of the questions wrong. For example, an explanation of a wrong answer on the English test could be “The answer was D because two independent clauses must be joined by a comma and coordinating conjunction.”

You do not have to print out the tests to take them, but you can if you want. If you take them on the computer, you should write your answers and explanations on a piece of paper. I will collect all the practice tests and explanations when we return from Spring Break.

Moreover, I am going to put up a $50 gift card to be raffled off to a student who completes at least one practice test.

My hope is that these incentives will motivate students to independently prepare for the ACT, which is less than a month away. Please let me know if you have any questions.

Third Nine Weeks Project Standards

RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 

W.11-12.1: Write arguments focused on discipline-specific content. 

 

• W.11-12.1.a: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. 
• W.11-12.1.b: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases. 
• W.11-12.1.c: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. 
• W.11-12.1.d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 
• W.11-12.1.e: Provide a concluding statement or section that follows from or supports the argument presented. 

W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 

W.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 

SL.11-12.3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. 

SL.11-12.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. 

L.11-12.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 

Third Nine Weeks Project Rubric

Click here to see the rubric I will use when grading your essays. Please let me know if you have any questions or concerns about the rubric prior to submitting your essay.

Third Nine Weeks Project Directions

In class, we have analyzed the new ACT Writing section. We have discussed how the new section differs from the old section. Specifically, the new section makes us engage with a broader range of subject matter, offers different points of access to the issue, forces us to engage in more real-world argumentation, and provides us with more structure for planning as well as more time for composing.

On the surface, the new section seems harder than the old one where we simply had to take a pro/con position against a simple issue and flesh out our argument. However, as we discussed, the new section may actually be easier as it provides us with an opportunity to critically engage with more diverse perspectives and set ourselves apart from our competitors on the ACT (who may not even know about the new format of the section).

In order to aid us in our attack on the ACT Writing section, I have devised my own template for you to use on the test. We will study the template in depth during class. I will model its use for you, and you will practice using it several times before you use it to draft your project essay. 

Before we even use the template though, we will work on brainstorming ideas based on ACT Writing prompts. During the 40 minute ACT Writing test, I want you to spend the first 5 minutes simply reading the prompts and brainstorming. The ideas you come up with during that time will form the basis for your essay, so these are perhaps the most important 5 minutes of the test. During this time, you will consider all three perspectives provided by the ACT, you will select one, and you will generate ideas supporting your idea and combatting the other two.

The next step will be planning, which I expect will take you about 10 minutes. This is when we will use our template to draft an outline of our essay. Our essay will be four paragraphs long, and each paragraph will be 5 sentences. The first paragraph will introduce and expand on our argument, the second and third will defend against our opponents’ perspectives while adding more credence to our own, and the fourth will provide context as well as a summary conclusion.

I have invented a simple acronym to help you remember the template:

TREES-OUCHY-OUCHY-CRASH

Just imagine someone falling from the sky into a tree and you will have it memorized.

The blank template can be found here. An explanatory template with the purpose of each sentence can be found here. A completed outline (handwritten) responding to an ACT prompt can be found here. Finally, a completed, abbreviated response to an ACT prompt using the template and outline can be found here.

Once we have completed our outline, we will spend 20 minutes drafting our essay. It is important that we write in a clear, concise manner. We must also use precise word choice so we can be as convincing as possible. We will ensure that we establish a clear perspective on the stated issue. We will also be able to easily bring our perspective into a dialogue with other perspectives. We will generate specific examples that are relevant to the problem that is being presented. We will bolster those examples by exploring their larger implications. Our essays will be well-organized and guide the reader using transitions that link the relationships between our ideas. We will also use correct grammar, syntax, and mechanics while writing in a formal tone appropriate to our audience. 

Finally, during the last 5 minutes, we will review our essay and correct any errors.

During the month of February, we will become ACT Writing masters using this template. I will model it in class, we will practice it in pairs and groups, we will write practice essays, and - finally - we will write and upload finished products to this site.

In sum, we will practice hard and succeed on the ACT Writing test because we will have a plan!