Dec 6-14
Students....
How to send to the President.
http://www.whitehouse.gov/contact/submit-questions-and-comments
The link above is the comment page for the whitehouse, which acts as a direct email to the President and his staff. http://www.whitehouse.gov/contact/write-or-call#write
The above link is the general instructions / suggestions from the White House, including the mailing address if you wish to mail your letter.
If you email, please do the following:
1. Since there is a character count to be cut and pasted in the document, please double check to see if your whole message was sent. Because of this, feel free to NOT worry about the Formal Letter Format. a lot of these items are taken care of in the drop down boxes you are to fill in.
In other words, you can start with Dear Mr. President and finish with Yours sincerely, Yours truly, Yours faithfully, V/r or a closing similar to these, followed by your typed name.
2. If the whole message is too long, you can:
a. cut it into parts (in an appropriate spot that is not too awkward) ...lable it "To be continued" and part I / part II, and send both parts separately;
b. consider shortening it; expell the unnecessary;
c. or consider mailing the letter. If you do mail it, please DO worry about the Formal Letter Format.
3. Because I've a number of students sending letters, please put DeMottEnglish9classTallwoodHighSchool in the subject line. In this way, he'll know how to organize / accept them. 4. Good luck - let me know if you need additional help. EDM
How to send to the President.
http://www.whitehouse.gov/contact/submit-questions-and-comments
The link above is the comment page for the whitehouse, which acts as a direct email to the President and his staff. http://www.whitehouse.gov/contact/write-or-call#write
The above link is the general instructions / suggestions from the White House, including the mailing address if you wish to mail your letter.
If you email, please do the following:
1. Since there is a character count to be cut and pasted in the document, please double check to see if your whole message was sent. Because of this, feel free to NOT worry about the Formal Letter Format. a lot of these items are taken care of in the drop down boxes you are to fill in.
In other words, you can start with Dear Mr. President and finish with Yours sincerely, Yours truly, Yours faithfully, V/r or a closing similar to these, followed by your typed name.
2. If the whole message is too long, you can:
a. cut it into parts (in an appropriate spot that is not too awkward) ...lable it "To be continued" and part I / part II, and send both parts separately;
b. consider shortening it; expell the unnecessary;
c. or consider mailing the letter. If you do mail it, please DO worry about the Formal Letter Format.
3. Because I've a number of students sending letters, please put DeMottEnglish9classTallwoodHighSchool in the subject line. In this way, he'll know how to organize / accept them. 4. Good luck - let me know if you need additional help. EDM
November 12-16
12/13
Read up to Act I Scene III in Romeo and Juliet (online version available on weebly under Reading)....if read in class, review these scenes.
Research and brainstorm for Dear Mr. President essay. Information can be seen at: http://education.randmcnally.com/digital-learning/dear-mr-president/
All students will submit completed essay for in class grading; they have the option to submit to the competition as well, as long as they follow the criteria set forth in the above link.
Begin studying vocab (on weebly under vocab)
14/15
Review / Read up to Act II Scene I
Continue to Study Vocab
Rough Draft Dear Mr. President Submission Due for next time....400-600 words
16/19
Read up to Act I Scene III in Romeo and Juliet (online version available on weebly under Reading)....if read in class, review these scenes.
Research and brainstorm for Dear Mr. President essay. Information can be seen at: http://education.randmcnally.com/digital-learning/dear-mr-president/
All students will submit completed essay for in class grading; they have the option to submit to the competition as well, as long as they follow the criteria set forth in the above link.
Begin studying vocab (on weebly under vocab)
14/15
Review / Read up to Act II Scene I
Continue to Study Vocab
Rough Draft Dear Mr. President Submission Due for next time....400-600 words
16/19
Homework to the end of Q1
Submit a presentable piece of writing on one of the following. On Thursday and Friday all English classes will be welcomed down to the auditorium to enjoy the readings of the fellow students, so make your writing presentable to a larger audience. I will select readers from each class, but will not force anyone to go on stage who does not wish to. Each student, however, must have a piece that could be read on stage. Seek a meaningful message in your writing; make it worth reading and contemplating. You’ve a lot of great things to say…here’s your chance to say them.
National Day on Writing
•This year’s theme is “What I Write.” Think of this as “What I Write When I Don’t Write for School.” J •What do you have to say? What do you need or want to say? To whom do you want or need to say it? •Here are a few optional prompts to get you started. •• A letter to the world •• A letter to your future self •• A letter to your parents (or any adult in your life) •• A letter to THAT person •• A letter to this year’s freshmen/seniors •Or, choose your own method, style, and format for responding in a creative, meaningful way. •Emphasize identity, understanding of life, and the importance of your own unique point of view. You will have the opportunity to share these writings with the class (either anonymously or with your name attached) and we will choose someone to represent us and read the NDOW celebration in the auditorium. DUE NEXT CLASS
•Revise what you feel is your Q1 piece of writing with the most potential; note the changes you made •WIP Folder Organizing for the new quarter •Remove any items that are not related to writing or notetaking. •Place items in an Order of Writings and Notes •Fill out the Table of Contents •6 + 1 assess your October essay (place scores on folder cover with the word October next to each criteria. •Create a goal for Quarter 2 DUE START OF Q2
•Finish your Choice Reading by the end of the quarter. Return books by start of Quarter 2 DUE END OF Q1
National Day on Writing
•This year’s theme is “What I Write.” Think of this as “What I Write When I Don’t Write for School.” J •What do you have to say? What do you need or want to say? To whom do you want or need to say it? •Here are a few optional prompts to get you started. •• A letter to the world •• A letter to your future self •• A letter to your parents (or any adult in your life) •• A letter to THAT person •• A letter to this year’s freshmen/seniors •Or, choose your own method, style, and format for responding in a creative, meaningful way. •Emphasize identity, understanding of life, and the importance of your own unique point of view. You will have the opportunity to share these writings with the class (either anonymously or with your name attached) and we will choose someone to represent us and read the NDOW celebration in the auditorium. DUE NEXT CLASS
•Revise what you feel is your Q1 piece of writing with the most potential; note the changes you made •WIP Folder Organizing for the new quarter •Remove any items that are not related to writing or notetaking. •Place items in an Order of Writings and Notes •Fill out the Table of Contents •6 + 1 assess your October essay (place scores on folder cover with the word October next to each criteria. •Create a goal for Quarter 2 DUE START OF Q2
•Finish your Choice Reading by the end of the quarter. Return books by start of Quarter 2 DUE END OF Q1
Homework - see agenda for what we did in class
click link here
Week 3
September 17/18/19/20/21
Continue to read, prep for test (last day of month), organize WIP w/ rubric, review test essay prompts (see Writing section), study by submitting material on http://greatexp.wikispaces.com . This forum is open, but sign in may be required. As always, stay professional and school appropriate in your comments answers. Each group should have written 5 questions at the top of their page, and 5 answers at the bottom. This means the wikispaces should have a total of 100 questions/answers.
Week 2*
Due to LMC scheduling , B day LMC presentation preceded that of A Day....
Final drafts of Class Theme essay due at end of week....
Weekend Homework
1. Read to the assigned page.
2. Parents - view the Newsletter at leisure by every Friday.
September 12/13/14*
1. LMC presentation (Ms. TRZ)
2. Extra time on working on question (see September 10/11)
3. Be ready to work for final submission by end of next class****
B Day students have full class to work on and submit
A Day students have full class to peer edit, work on and submit
Remainder of the class time reserved for quiet reading.
September 10/11
Homework
1. Answer the prompt: Socratically speaking, who are you?
2. Continue to read to assigned page number
3. Start on Class Theme Question essay/ Due Thursday or Friday
-two full pages typed, Times New Roman, Double spaced, 12 font, one inch margins, students might write more than 2 pages if desired. No MLA needed unless a source is used other than the work of literature (i.e. it is assumed that all quoted material comes directly from the book. Page number from book is needed, however for easy referencing.
(Suggestion: While working on Rough Draft, single space the text; when finished, select all, and change to double space. This is a nice present for yourself)
-literary reference from the material throughout
(Suggestion: Find quotes, scenes, characterizations that support your point, and those that oppose it. You do not need to use all of this in the essay, but it will strengthen your overall argument because it will force you to think like those who oppose you).
-no 50/50 argumentation. Take a side.
(Suggestion: Based upon the notes that you built from both sides of the fence, try arguing the other side. Afterwards, use material from this opposing argument in a paragraph that starts: Although critics have observed....blah blah blah (their argument), the truth of the matter lies in (your argument). This strategy is diffusing the bomb and makes what you have to say even more relevant.
-Be sure to have a clear intro, body, conclusion
(Suggestion: As there is no word limit, or paragraph limit; students should have fully developed sections of intro, body, and conclusion. In fact, students should shy away from the idea that there are only five paragraphs to write. Structually this is good practice to fit arguments into a formula, and it does, to an extent, improve organizaation, but it also discourages fully developed thoughts and/or students believing that they are done because they satisfied a numerical requirement)
-Of course, no "be" verbs
(Suggestion: Due to the fact that students can freeze up with this requirement, I strongly suggest that students write the essay in rough draft form WITH be verbs (to get the ideas down on paper), then go back to change the form and/or structure.
Theme Discussions Questions
A1:
How can an expectation change an identity?
A3:
Is Pip a baby? When do you discover your identity?
A4:
Will setting change you?
B3:
How can someone's past effect their future?
4. For Parents (as always), feel free to contact me with any questions or concerns.
Week 1
September 6/7
Homework 1. Answer the Prompt:
Metacognitively speaking, who are you?
2. Reading Dickens (see reading list/ due dates on http://demott.weebly.com/reading-assignments.html )
3. using your own experience and/ or literary references, create 10 questions on the concepts of "identity" and "expectations" for discussion.
4. For Parents (Optional): Review the Newsletters on the Newsletter tab.
September 4 Homework
1. Writing Prompt (requires a sentence or two warm up response)
Etymologically speaking, who are you?
2. Reading Dickens (see reading list: http://demott.weebly.com/reading-assignments.html )
3. For Parents and Students
Rough draft letter, addressed to a specific person of authority in the school (teacher, coach, coordinator, administration, school board, outlining your expectations of us. I ask that this is discussed together, honest and meaningful. Statements such as I expect a teacher to come with a pencil is not getting at the heart of what you truly expect....so let us know, demand a quality education. The letter will be sent eventually, with permission, of course, and tone, letter form, organization, etc. will be reviewed with the student in class.
It would be great if these letters could be saved over the course of the GSWLA and reviewed four years after they are written.
4. For Parents and Students
Information sheet including the contact info, student name/nickname, strengths and concerns, preferred form of communication, willingness to assist (Posted on www.demott.weebly.com)
This will help me assess where the strengths and weaknesses of the group as a whole gravitates, so these contact sheets will be filed and reviewed throughout the year.
DEMOTT [email protected] www.demott.weebly.com 757-648-5700
Course:
Academy English 9 Global Media Analysis Creative Writing
Name(s):
Contact:
Best time:
Student Name/ Nickname:
Strengths:
Concerns:
Interested in receiving:
Newsletter email copy of assignments regular contact (once a week)
Interested in assisting:
Presentations Writing Interviewing/Judging Events Community Service
September 17/18/19/20/21
Continue to read, prep for test (last day of month), organize WIP w/ rubric, review test essay prompts (see Writing section), study by submitting material on http://greatexp.wikispaces.com . This forum is open, but sign in may be required. As always, stay professional and school appropriate in your comments answers. Each group should have written 5 questions at the top of their page, and 5 answers at the bottom. This means the wikispaces should have a total of 100 questions/answers.
Week 2*
Due to LMC scheduling , B day LMC presentation preceded that of A Day....
Final drafts of Class Theme essay due at end of week....
Weekend Homework
1. Read to the assigned page.
2. Parents - view the Newsletter at leisure by every Friday.
September 12/13/14*
1. LMC presentation (Ms. TRZ)
2. Extra time on working on question (see September 10/11)
3. Be ready to work for final submission by end of next class****
B Day students have full class to work on and submit
A Day students have full class to peer edit, work on and submit
Remainder of the class time reserved for quiet reading.
September 10/11
Homework
1. Answer the prompt: Socratically speaking, who are you?
2. Continue to read to assigned page number
3. Start on Class Theme Question essay/ Due Thursday or Friday
-two full pages typed, Times New Roman, Double spaced, 12 font, one inch margins, students might write more than 2 pages if desired. No MLA needed unless a source is used other than the work of literature (i.e. it is assumed that all quoted material comes directly from the book. Page number from book is needed, however for easy referencing.
(Suggestion: While working on Rough Draft, single space the text; when finished, select all, and change to double space. This is a nice present for yourself)
-literary reference from the material throughout
(Suggestion: Find quotes, scenes, characterizations that support your point, and those that oppose it. You do not need to use all of this in the essay, but it will strengthen your overall argument because it will force you to think like those who oppose you).
-no 50/50 argumentation. Take a side.
(Suggestion: Based upon the notes that you built from both sides of the fence, try arguing the other side. Afterwards, use material from this opposing argument in a paragraph that starts: Although critics have observed....blah blah blah (their argument), the truth of the matter lies in (your argument). This strategy is diffusing the bomb and makes what you have to say even more relevant.
-Be sure to have a clear intro, body, conclusion
(Suggestion: As there is no word limit, or paragraph limit; students should have fully developed sections of intro, body, and conclusion. In fact, students should shy away from the idea that there are only five paragraphs to write. Structually this is good practice to fit arguments into a formula, and it does, to an extent, improve organizaation, but it also discourages fully developed thoughts and/or students believing that they are done because they satisfied a numerical requirement)
-Of course, no "be" verbs
(Suggestion: Due to the fact that students can freeze up with this requirement, I strongly suggest that students write the essay in rough draft form WITH be verbs (to get the ideas down on paper), then go back to change the form and/or structure.
Theme Discussions Questions
A1:
How can an expectation change an identity?
A3:
Is Pip a baby? When do you discover your identity?
A4:
Will setting change you?
B3:
How can someone's past effect their future?
4. For Parents (as always), feel free to contact me with any questions or concerns.
Week 1
September 6/7
Homework 1. Answer the Prompt:
Metacognitively speaking, who are you?
2. Reading Dickens (see reading list/ due dates on http://demott.weebly.com/reading-assignments.html )
3. using your own experience and/ or literary references, create 10 questions on the concepts of "identity" and "expectations" for discussion.
4. For Parents (Optional): Review the Newsletters on the Newsletter tab.
September 4 Homework
1. Writing Prompt (requires a sentence or two warm up response)
Etymologically speaking, who are you?
2. Reading Dickens (see reading list: http://demott.weebly.com/reading-assignments.html )
3. For Parents and Students
Rough draft letter, addressed to a specific person of authority in the school (teacher, coach, coordinator, administration, school board, outlining your expectations of us. I ask that this is discussed together, honest and meaningful. Statements such as I expect a teacher to come with a pencil is not getting at the heart of what you truly expect....so let us know, demand a quality education. The letter will be sent eventually, with permission, of course, and tone, letter form, organization, etc. will be reviewed with the student in class.
It would be great if these letters could be saved over the course of the GSWLA and reviewed four years after they are written.
4. For Parents and Students
Information sheet including the contact info, student name/nickname, strengths and concerns, preferred form of communication, willingness to assist (Posted on www.demott.weebly.com)
This will help me assess where the strengths and weaknesses of the group as a whole gravitates, so these contact sheets will be filed and reviewed throughout the year.
DEMOTT [email protected] www.demott.weebly.com 757-648-5700
Course:
Academy English 9 Global Media Analysis Creative Writing
Name(s):
Contact:
Best time:
Student Name/ Nickname:
Strengths:
Concerns:
Interested in receiving:
Newsletter email copy of assignments regular contact (once a week)
Interested in assisting:
Presentations Writing Interviewing/Judging Events Community Service
Bundle Grades
Every two weeks, there will be "Bundle" grades, essentially an all encompassing grade for the previous two weeks of class, including participation, submission of material, as well as other classwork - worksheets, charts, graphs, warmups, and the like. Bundles will not include major projects, tests, quizzes, graded writings, etc. The individual assignments, of course will vary from one bundle to the next. Bundle grades will go in on the dates below. For a breakdown of what each bundle means, see below:
Bundle 1 - Sept 14
Bundle 2 - Sept 28
Bundle 3 - October 12
Bundle 4 - October 26
Bundle 5 - November 9
Bundle 6 - November 23
Bundle 7 - December 7
Bundle 8 - December 21
Bundle 9 - January 11
Bundle 10 - January 25
Bundle 11 - February 8
Bundle 12 - February 22
Bundle 13 - March 8
Bundle 14 - March 22
Bundle 15 - April 5
Bundle 16 - April 19
Bundle 17 - May 3
Bundle 18 - May 17
Bundle 19 - May 31
Bundle 20 - June 14
Bundle 1 - Sept 14
Bundle 2 - Sept 28
Bundle 3 - October 12
Bundle 4 - October 26
Bundle 5 - November 9
Bundle 6 - November 23
Bundle 7 - December 7
Bundle 8 - December 21
Bundle 9 - January 11
Bundle 10 - January 25
Bundle 11 - February 8
Bundle 12 - February 22
Bundle 13 - March 8
Bundle 14 - March 22
Bundle 15 - April 5
Bundle 16 - April 19
Bundle 17 - May 3
Bundle 18 - May 17
Bundle 19 - May 31
Bundle 20 - June 14