APSU THEATER DEPT. TO HOST
PLAY INSPIRED BY JANE AUSTEN
For more information:
JESSICA BAIRD
(931) 221-6437
bairdj@apsu.edu
For immediate release:
CLARKSVILLE, Tenn. – The Austin Peay State University Department of Theater and Dance and the Roy Acuff Chair of Excellence in the Creative Arts will present “Cheer from Chawton: A Jane Austen Family Theatrical.”
Written and performed by New York actress Karen Eterovich, the play is based on the life of the legendary novelist Jane Austen and highlights her contribution to the world of literature, her relationship with her family and her adventures as a “flirtatious butterfly” in rural England.
The play will start at 7:30 p.m., Tuesday, Nov. 27 in the Trahern Theatre. Tickets are $5 and can be purchased at the Trahern Theatre Box Office.
Eterovich just returned from Bath, England, where she performed “Cheer from Chawton” at The Mission Theatre for a week to glowing reviews. She also has performed the play at the renowned Players Club in New York City and at the Jane Austen Festival in England where Sue Hughes, editor of Regency World magazine, proclaimed it “the hit of the festival” on BBC Radio Scotland. In the November Issue of Jane Austen’s Regency World, Hughes said, “The play’s premise is an ingenious one. It was difficult to see when the applause was going to end.”
Due to the success of “Cheer from Chawton,” Eterovich has been in constant demand as both a lecturer and performer on the college circuit. Eterovich created the piece after performing in a play about Jane Austen and finding herself fascinated by the writer. Cynthia Kane, documentary producer and consultant at the Sundance Channel said, “Karen’s performance as Jane Austen was sublime! I went home and dug out my complete anthology of Jane Austen to reread after spending an evening in her lovely, witty company!”
For further information regarding ticket sales, contact the box office by telephone at (931) 221-7379. Tickets are available from 3-5 p.m., Nov. 20, 26 and 27, as well as one hour prior to the performance.
For more information about the performance, contact Marcus Hayes in the department of theater and dance by telephone at (931) 221-6371.
Tuesday, November 20, 2007
Saturday, November 17, 2007
Huckleberry Finn
ENG III
Huckleberry Finn is a controversial novel- no doubt. We talked about the controversy and everyone seemed okay. This book is important and key in American literature but not worth offending any of my students. So we will tread lightly and work hard to create a supportive environment in which students can discuss prejudices without offending or insulting others. I've asked each student to speak with me if something upsets them either immediately or privately.
I think the overall themes and lessons learned in this novel by Huck Finn are well worth reading. If you want to know more I suggest clicking on the title of this entry which is a link. Wikipedia has a fairly decent summary of the book and does a good job discussing the themes. Look at the section titled 'conclusion' this will give you a good idea of why I am so excited to teach this book to my classes.
Please comment or ask questions. And feel free to read the novel with your student- it is an old story so is public domain and thus on the internet to read for free. I searched 'Huck Finn complete text' and found several sites with the story- below is one such site.
http://www.bibliomania.com/0/0/54/99/frameset.html
Huckleberry Finn is a controversial novel- no doubt. We talked about the controversy and everyone seemed okay. This book is important and key in American literature but not worth offending any of my students. So we will tread lightly and work hard to create a supportive environment in which students can discuss prejudices without offending or insulting others. I've asked each student to speak with me if something upsets them either immediately or privately.
I think the overall themes and lessons learned in this novel by Huck Finn are well worth reading. If you want to know more I suggest clicking on the title of this entry which is a link. Wikipedia has a fairly decent summary of the book and does a good job discussing the themes. Look at the section titled 'conclusion' this will give you a good idea of why I am so excited to teach this book to my classes.
Please comment or ask questions. And feel free to read the novel with your student- it is an old story so is public domain and thus on the internet to read for free. I searched 'Huck Finn complete text' and found several sites with the story- below is one such site.
http://www.bibliomania.com/0/0/54/99/frameset.html
Saturday, November 3, 2007
Classnotesonline.com
I have found a website in which I can post all class work and class information. I will continue to update the blog, however, consider this website a first source. I will link both sites to each other so you can go back and forth. Remember the blog allows you to comment directly. Whenever a comment is left I receive an email automatically. Just click on the title of this entry and it will take you directly there.
Letters about Literature Contest
Letters About Literature 2008
Letters About Literature 2008 is a national reading and writing promotion program sponsored by the Center for the Book in the Library of Congress in partnership with Target and the affiliate state centers for the book. The contest is sponsored in Tennessee with support from Ingram, Frist Foundation, Metro Nashville Arts Commission, Tennessee Arts Commission, Davis-Kidd Booksellers, Vanderbilt University, Nashville Convention & Visitors Bureau and National Endowment for the Humanities.
LAL invites you to write a letter to an author explaining how his or her work affected you on a personal level. Perhaps a book helped you cope with a difficult situation or look at the world around you from a new perspective. Maybe a story angered you, and you feel compelled to share your feelings with the author. Whatever your reason for wanting to write to the author, put it into words and enter this year's contest.
Think of your letter as a way to show your understanding of the author's work, as well as an opportunity to share your personal reaction. Don't summarize the plot! The author wrote the book and already knows what happened. What the author doesn't know is how the book affected you. Go deeper with your interpretation and explain why the book was important to you that you chose to write to the author about it.
Don't write a letter that flatters the author. That's not what this contest is about. Remember, you're trying to showcase your talent for writing and your ability to organize your thoughts into a well-written and insightful letter. Start reading, then start thinking about your reaction.
Guidelines
To read guidelines and register for this year's contest, download and print the registration form (PDF, 636kB; requires the free Adobe® Reader®). Follow the instructions to fill out the entry coupon and participate.
Contact
For more information contact Emily Masters at emily@humanitiestennessee.org or 615-770-0006, ext. 15.
HOW TO ENTER (MAKE SURE YOU PRINT OUT FORMS FROM INTERNET)
First, reflect and connect! Select a fiction or nonfiction book, a short story, poem, essay or speech (sorry, no song lyrics) you have read and about which you have strong feelings. Explore those feelings and why you reacted the way you did during or after reading the author’s work. Consider one or more of these questions when writing your letter: Did the characters, conflict or setting mirror your life in some way? What strengths or flaws do you share with a character or characters in the book? What did the book show you about your world that you never noticed before? What surprised you about yourself while you were reading this book? Why was this work meaningful to you?
Second, write a personal letter (not a fan letter or a book report!) Express yourself! A letter is less formal
than an essay or research paper. Write honestly and in your own voice, as if you were having a conversation with the author. Those are the best letters to read and the most fun to write! Keep in mind these two tips:
• Correspond, don’t compliment! Your entry should inform rather than flatter the author.
• Do not summarize the book’s plot! The author wrote the book and already knows what happened. What the
author doesn’t know is how the book affected you.
Third, prepare your letter for submission.
• Entries for Level 1 should be no less than 100 words and no more than 400 words.*
• Entries for Level 2 should be no less than 300 words and no more than 600 words.*
• Entries for Level 3 should be no less than 500 words and no more than 800 words.*
*Recommended lengths.
Please refer to the Contest Entry Guidelines in Rules #4 of the Official Rules found at www.loc.gov/lettersfor
complete information on how to prepare your letter.
STATE AND NATIONAL AWARDS (continued)
All entries will be judged on the following criteria:
• Exposition (the writer’s use of language skills, organization and grammar).
• Content (the writer’s achievement in addressing the contest theme).
• Writer’s Voice (the writer’s style and originality of expression).
Each criteria will be scored on a scale of zero (0) to five (5), where five (5) is excellent and zero (0) is not fulfilling the judging criteria.
DEADLINE & CONTACT INFORMATION
Your letter must be postmarked by December 14, 2007, and mailed to:
Emily Masters
Humanities Tennessee, Tennessee Center for the Book
306 Gay Street, Suite 306
Nashville, TN 37201
Ph: (612) 770-0006 x15
STATE AND NATIONAL AWARDS
Judges for each participating State Center for the Book will select the top letter in each Level of Competition (see State Level Judging in the Official Rules for more details). State Winners will receive a $50 Target GiftCard SM and will advance to the National Level Judging. Judges for The Center for the Book in the Library of Congress will select six (6) National Winners (2 per Level of Competition) and twelve (12) National Honorable Mention Winners (4 per Level of Competition). The National Winners will receive a $500 Target GiftCard, plus each will win a $10,000 LAL Reading Promotion Grant for their community or school library so that others can experience personal relationships with authors and the stories they tell. Additionally, the National Honorable Mention Winners will each receive a $100 Target GiftCard and a $1,000 LAL
Reading Promotion Grantfor the community or school library of their choice. Community or school library selected for the National Winners and National Honorable Mention Winners is at the Sponsor’s sole discretion. Refer to the National Level Judging in the Official Rules for more details.
Letters About Literature 2008 is a national reading and writing promotion program sponsored by the Center for the Book in the Library of Congress in partnership with Target and the affiliate state centers for the book. The contest is sponsored in Tennessee with support from Ingram, Frist Foundation, Metro Nashville Arts Commission, Tennessee Arts Commission, Davis-Kidd Booksellers, Vanderbilt University, Nashville Convention & Visitors Bureau and National Endowment for the Humanities.
LAL invites you to write a letter to an author explaining how his or her work affected you on a personal level. Perhaps a book helped you cope with a difficult situation or look at the world around you from a new perspective. Maybe a story angered you, and you feel compelled to share your feelings with the author. Whatever your reason for wanting to write to the author, put it into words and enter this year's contest.
Think of your letter as a way to show your understanding of the author's work, as well as an opportunity to share your personal reaction. Don't summarize the plot! The author wrote the book and already knows what happened. What the author doesn't know is how the book affected you. Go deeper with your interpretation and explain why the book was important to you that you chose to write to the author about it.
Don't write a letter that flatters the author. That's not what this contest is about. Remember, you're trying to showcase your talent for writing and your ability to organize your thoughts into a well-written and insightful letter. Start reading, then start thinking about your reaction.
Guidelines
To read guidelines and register for this year's contest, download and print the registration form (PDF, 636kB; requires the free Adobe® Reader®). Follow the instructions to fill out the entry coupon and participate.
Contact
For more information contact Emily Masters at emily@humanitiestennessee.org or 615-770-0006, ext. 15.
HOW TO ENTER (MAKE SURE YOU PRINT OUT FORMS FROM INTERNET)
First, reflect and connect! Select a fiction or nonfiction book, a short story, poem, essay or speech (sorry, no song lyrics) you have read and about which you have strong feelings. Explore those feelings and why you reacted the way you did during or after reading the author’s work. Consider one or more of these questions when writing your letter: Did the characters, conflict or setting mirror your life in some way? What strengths or flaws do you share with a character or characters in the book? What did the book show you about your world that you never noticed before? What surprised you about yourself while you were reading this book? Why was this work meaningful to you?
Second, write a personal letter (not a fan letter or a book report!) Express yourself! A letter is less formal
than an essay or research paper. Write honestly and in your own voice, as if you were having a conversation with the author. Those are the best letters to read and the most fun to write! Keep in mind these two tips:
• Correspond, don’t compliment! Your entry should inform rather than flatter the author.
• Do not summarize the book’s plot! The author wrote the book and already knows what happened. What the
author doesn’t know is how the book affected you.
Third, prepare your letter for submission.
• Entries for Level 1 should be no less than 100 words and no more than 400 words.*
• Entries for Level 2 should be no less than 300 words and no more than 600 words.*
• Entries for Level 3 should be no less than 500 words and no more than 800 words.*
*Recommended lengths.
Please refer to the Contest Entry Guidelines in Rules #4 of the Official Rules found at www.loc.gov/lettersfor
complete information on how to prepare your letter.
STATE AND NATIONAL AWARDS (continued)
All entries will be judged on the following criteria:
• Exposition (the writer’s use of language skills, organization and grammar).
• Content (the writer’s achievement in addressing the contest theme).
• Writer’s Voice (the writer’s style and originality of expression).
Each criteria will be scored on a scale of zero (0) to five (5), where five (5) is excellent and zero (0) is not fulfilling the judging criteria.
DEADLINE & CONTACT INFORMATION
Your letter must be postmarked by December 14, 2007, and mailed to:
Emily Masters
Humanities Tennessee, Tennessee Center for the Book
306 Gay Street, Suite 306
Nashville, TN 37201
Ph: (612) 770-0006 x15
STATE AND NATIONAL AWARDS
Judges for each participating State Center for the Book will select the top letter in each Level of Competition (see State Level Judging in the Official Rules for more details). State Winners will receive a $50 Target GiftCard SM and will advance to the National Level Judging. Judges for The Center for the Book in the Library of Congress will select six (6) National Winners (2 per Level of Competition) and twelve (12) National Honorable Mention Winners (4 per Level of Competition). The National Winners will receive a $500 Target GiftCard, plus each will win a $10,000 LAL Reading Promotion Grant for their community or school library so that others can experience personal relationships with authors and the stories they tell. Additionally, the National Honorable Mention Winners will each receive a $100 Target GiftCard and a $1,000 LAL
Reading Promotion Grantfor the community or school library of their choice. Community or school library selected for the National Winners and National Honorable Mention Winners is at the Sponsor’s sole discretion. Refer to the National Level Judging in the Official Rules for more details.
Monday, October 29, 2007
How to Help with Writing
Writing Coaches' Tips for Parents: If your child has writer's block, these tips from writing coaches may help.
By Linda Strean, GreatSchools Managing Editor
Does your child struggle with writing assignments? You can help, and you don't have to be a great
writer yourself.
That's the lesson from a writing program based in Berkeley, California, that has been training community volunteers to work with middle and high schools students for the last seven years. The WriterCoach Connection puts lawyers, nurses, accountants, college students and retirees through six hours of training. Each coach then works in one-on-one sessions with a student on a piece of writing assigned by the classroom English teacher.
Volunteers are trained to coach writers, not correct their papers. They learn strategies to help students think through what they want to say, organize ideas and revise their writing. Lynn Mueller, the program's associate director and the mother of a recent high school graduate, likens a writing coach to a "patient, friendly listener."
I went through the training and worked as a coach for a year, and I found it a powerful way to help students at all levels discover they had something to say and figure out how to say it. I also used these strategies to help my own teenagers.
The program isn't magic. It's not intended as a substitute for a strong writing program at your child's school. The best way to become a better writer is to keep writing, and if your student isn't writing every day in school, you should take your concerns to teachers and administrators.
How can you help if your child is stumped about how to even begin an assignment? Or "stuck" part way through? These tips, drawn from the experiences of the writing coaches, may help:
Clarify the assignment. Ask your child to explain the assignment to you. If he can't, ask him if he has a written assignment sheet from the teacher. If he doesn't, have him get the assignment from a friend.
Clarify the content. Some students struggle with the writing because they haven't done the thinking about what they want to say. Ask your child to tell you the main point she wants to make. If she can explain her ideas verbally first, the writing will be easier. Ask her to tell you examples or anecdotes that support that main point. That will help her think through how she'll support her main point, or thesis.
If your child is reacting negatively to an assignment, ask her to tell you why. If you help her think her ideas through, she may be able to write an effective paper based on her objections to the assignment.
Check the evidence. Do the examples or anecdotes support your child's main idea? Are they accurate? Are they lively? If your child is having trouble here, ask him to take a minute and tell you about the scene or event he's describing as if he were a reporter, using the 5 W's and H: who, what, when, where, why and how.
Check the organization. If it is an essay, see if the teacher has given specific instructions about the introduction, body paragraphs or conclusion. Go over the sequence of ideas in each paragraph your child has written. Can you follow the thinking or are there missing steps that you need to understand his logic? Are transitions needed to link the paragraphs together? Talk about paragraphs that work well, identifying why they are effective. Discuss how the introduction and conclusion relate to the topic. Does the writer draw in the reader with his introduction? Does the conclusion include his thesis and sum up his ideas?
The WriterCoach Connection coaches found these tips helpful in coaching once their kids had the beginnings of a piece of writing. You can read more on the WriterCoach Connection Web site.
Start by asking your child, "How can I help you?" As a coach, your role is to listen and help your child figure out what he is trying to say. "You're giving the child a sounding board to talk out his ideas," Mueller says. "You'll help him organize those ideas and support them with examples."
Listen to your child read the piece of writing aloud without interrupting. Writing is hard work that requires concentration. If you interrupt, you risk interfering in your child's thinking process.
Find three strengths in your child's writing and point them out. Always start with strengths. Look for concrete details, sentences that are clear, words that are vivid, and praise them when you find them. Point to the phrase, sentence or paragraph and read it aloud. Tell her why it's effective: "I really like the way you understand the main character of the book," or "I love the colorful details in that sentence." You'll be showing her that writing isn't a mystical process but one that requires skills that she can master.
If something is unclear ask for more information. Ask questions about what your child is trying to communicate. Tell him if there's something you'd like to know more about, an idea that's not fully expressed. Don't criticize or give the answer, but help him find his own answers. If you respond to his writing as a reader, you'll be showing him that writing is a way to communicate ideas to an audience. "Every writer has an audience," Mueller says. "Student writers may not realize this because they're writing an assignment for a teacher."
Don't correct grammar or mechanics on a rough draft. Your child may correct her own rough-draft errors as she revises her writing, particularly if you encourage her to read her work aloud — to you or to herself. But if your child makes a consistent mistake in mechanics at this stage, see if she knows how to correct it. If she doesn't, give her the correct form. On the final draft, encourage your child to edit her own work. Resist the temptation to make the paper "perfect" from your point of view.
Respect your child as a writer. What and how to revise is your child's choice, not yours. The "voice" he uses should be his, not yours. Offer a suggestion, and remember that your child must learn to do the thinking and writing.
By Linda Strean, GreatSchools Managing Editor
Does your child struggle with writing assignments? You can help, and you don't have to be a great
writer yourself.
That's the lesson from a writing program based in Berkeley, California, that has been training community volunteers to work with middle and high schools students for the last seven years. The WriterCoach Connection puts lawyers, nurses, accountants, college students and retirees through six hours of training. Each coach then works in one-on-one sessions with a student on a piece of writing assigned by the classroom English teacher.
Volunteers are trained to coach writers, not correct their papers. They learn strategies to help students think through what they want to say, organize ideas and revise their writing. Lynn Mueller, the program's associate director and the mother of a recent high school graduate, likens a writing coach to a "patient, friendly listener."
I went through the training and worked as a coach for a year, and I found it a powerful way to help students at all levels discover they had something to say and figure out how to say it. I also used these strategies to help my own teenagers.
The program isn't magic. It's not intended as a substitute for a strong writing program at your child's school. The best way to become a better writer is to keep writing, and if your student isn't writing every day in school, you should take your concerns to teachers and administrators.
How can you help if your child is stumped about how to even begin an assignment? Or "stuck" part way through? These tips, drawn from the experiences of the writing coaches, may help:
Clarify the assignment. Ask your child to explain the assignment to you. If he can't, ask him if he has a written assignment sheet from the teacher. If he doesn't, have him get the assignment from a friend.
Clarify the content. Some students struggle with the writing because they haven't done the thinking about what they want to say. Ask your child to tell you the main point she wants to make. If she can explain her ideas verbally first, the writing will be easier. Ask her to tell you examples or anecdotes that support that main point. That will help her think through how she'll support her main point, or thesis.
If your child is reacting negatively to an assignment, ask her to tell you why. If you help her think her ideas through, she may be able to write an effective paper based on her objections to the assignment.
Check the evidence. Do the examples or anecdotes support your child's main idea? Are they accurate? Are they lively? If your child is having trouble here, ask him to take a minute and tell you about the scene or event he's describing as if he were a reporter, using the 5 W's and H: who, what, when, where, why and how.
Check the organization. If it is an essay, see if the teacher has given specific instructions about the introduction, body paragraphs or conclusion. Go over the sequence of ideas in each paragraph your child has written. Can you follow the thinking or are there missing steps that you need to understand his logic? Are transitions needed to link the paragraphs together? Talk about paragraphs that work well, identifying why they are effective. Discuss how the introduction and conclusion relate to the topic. Does the writer draw in the reader with his introduction? Does the conclusion include his thesis and sum up his ideas?
The WriterCoach Connection coaches found these tips helpful in coaching once their kids had the beginnings of a piece of writing. You can read more on the WriterCoach Connection Web site.
Start by asking your child, "How can I help you?" As a coach, your role is to listen and help your child figure out what he is trying to say. "You're giving the child a sounding board to talk out his ideas," Mueller says. "You'll help him organize those ideas and support them with examples."
Listen to your child read the piece of writing aloud without interrupting. Writing is hard work that requires concentration. If you interrupt, you risk interfering in your child's thinking process.
Find three strengths in your child's writing and point them out. Always start with strengths. Look for concrete details, sentences that are clear, words that are vivid, and praise them when you find them. Point to the phrase, sentence or paragraph and read it aloud. Tell her why it's effective: "I really like the way you understand the main character of the book," or "I love the colorful details in that sentence." You'll be showing her that writing isn't a mystical process but one that requires skills that she can master.
If something is unclear ask for more information. Ask questions about what your child is trying to communicate. Tell him if there's something you'd like to know more about, an idea that's not fully expressed. Don't criticize or give the answer, but help him find his own answers. If you respond to his writing as a reader, you'll be showing him that writing is a way to communicate ideas to an audience. "Every writer has an audience," Mueller says. "Student writers may not realize this because they're writing an assignment for a teacher."
Don't correct grammar or mechanics on a rough draft. Your child may correct her own rough-draft errors as she revises her writing, particularly if you encourage her to read her work aloud — to you or to herself. But if your child makes a consistent mistake in mechanics at this stage, see if she knows how to correct it. If she doesn't, give her the correct form. On the final draft, encourage your child to edit her own work. Resist the temptation to make the paper "perfect" from your point of view.
Respect your child as a writer. What and how to revise is your child's choice, not yours. The "voice" he uses should be his, not yours. Offer a suggestion, and remember that your child must learn to do the thinking and writing.
Sunday, October 28, 2007
AP Day Nov. 3
I'd advise all students to attend regardless if APSU is your school -at least you'd ahve an idea of what questions to ask and information you should know for your school of choice.
AP Day Nov. 3
You could look at our brochures, talk to our admissions counselors and browse our Web site. They’re all helpful and interesting. But the fact is, there’s no better way to get a feel for a university than by visiting campus.
AP Day is the prime time to visit our campus. During this day-long event, you’ll have the chance to experience life at APSU.
Talk with professors
Learn about financial aid, housing, admissions and student life
Tour the campus and residence halls
To reserve your spot, click on title of posting or call 800-844-APSU.
Lunch will be provided in APSU’s cafeteria.
AP Day Nov. 3
You could look at our brochures, talk to our admissions counselors and browse our Web site. They’re all helpful and interesting. But the fact is, there’s no better way to get a feel for a university than by visiting campus.
AP Day is the prime time to visit our campus. During this day-long event, you’ll have the chance to experience life at APSU.
Talk with professors
Learn about financial aid, housing, admissions and student life
Tour the campus and residence halls
To reserve your spot, click on title of posting or call 800-844-APSU.
Lunch will be provided in APSU’s cafeteria.
October/ Novemeber/ December
ENG III- American Literature
Wow, my juniors are finally working on their own. We are tackling Revolutionary writers in groups using the skills we've been working on as a class and soon they will present their findings. Then we jump into the Dark Romantics Washington Irving, Edgar Allen Poe, and the like. Transcendatlists are next and then on to Realism when we read as a class, "The Adventures of Huckleberry Finn." Whenever possible the class will continue researching an American author and practice writing in a persuasive style. Which will all culminate in a semester review in preparation for the final exam.
ENG IV- British Literature
We are having a blast exploring the literature and culture of the middle ages. We have finished "The Canterbury Tales" by Chaucer and are looking at one of the King Arthur tales "Sir Gawain and the Green Knight." To finish the unit there will be an exam and each student will write one essay through a series of drafts into a final polished essay. Then we will begin William Shakespeare's play "The Tragedy of Macbeth" set in Scotland which explores the themes of greed and betrayl. I am hoping that the class will also see a play this semester and will send home details if that should become a reality. To make sure all students are ready for the future we will also have lessons on scholarship writing, resume, 'how to ask for letter's of recommendation' and the like. And of course we will take a few days to review for the semester exam.
Wow, my juniors are finally working on their own. We are tackling Revolutionary writers in groups using the skills we've been working on as a class and soon they will present their findings. Then we jump into the Dark Romantics Washington Irving, Edgar Allen Poe, and the like. Transcendatlists are next and then on to Realism when we read as a class, "The Adventures of Huckleberry Finn." Whenever possible the class will continue researching an American author and practice writing in a persuasive style. Which will all culminate in a semester review in preparation for the final exam.
ENG IV- British Literature
We are having a blast exploring the literature and culture of the middle ages. We have finished "The Canterbury Tales" by Chaucer and are looking at one of the King Arthur tales "Sir Gawain and the Green Knight." To finish the unit there will be an exam and each student will write one essay through a series of drafts into a final polished essay. Then we will begin William Shakespeare's play "The Tragedy of Macbeth" set in Scotland which explores the themes of greed and betrayl. I am hoping that the class will also see a play this semester and will send home details if that should become a reality. To make sure all students are ready for the future we will also have lessons on scholarship writing, resume, 'how to ask for letter's of recommendation' and the like. And of course we will take a few days to review for the semester exam.
Wednesday, October 24, 2007
Roxy Theatre- A Doll's House
I love the theatre!! While I don't get out enough I want to be sure you all have a chance to experience life while you can. Consider attending a Roxy performance. Make an extra credit assignment out of it and write a review for publication. "A Doll's House" is the current Roxy show and will soon be followed by "The Chimes." More shows and dates to come.
Contact Information
Tom Thayer
931-645-7699
100 Franklin Street, Clarksville, TN 37040 roxytheatre@midsouth.net
A DOLL’S HOUSE
By Henrik Ibsen
10am November 12,13,14,15,16,19,20 - 2007
Nora, doll-like to the world and to her husband, sacrifices her moral integrity to save him. When she realizes he will not sacrifice anything for her, will she have the courage to step out of her doll house?
THE CHIMES
Adapted for the stage by John McDonald
9:15 and 11:30 December 3,4,5,6,7,10,11,12,13,14,17,18,19,20 - 2007
Charles Dickens’ “other Christmas Carol” is a cross between the story of Ebenezer Scrooge and Frank Capra’s It’s a Wonderful Life. In it, Toby Veck meets the spirits of the church chimes and sees the greater importance of his life.
MY WAY: A TRIBUTE TO FRANK SINATRA
Conceived by David Grapes and Todd Olson
Book by Todd Olson
10am February 11,12,13,19,20,21,25,26,27,28,29 - 2008
Whether he is a voice from your past or just a music icon, Frank Sinatra thrills once more. Join us for a memorable evening boasting over 40 songs made famous by “Ol’ Blue Eyes”.
JULIUS CAESAR
By William Shakespeare
9am and 11:30 March 10,11,12,13,14 - 2008
Shakespeare’s gripping political thriller runs an emotional gamut from private intrigue to personal conflict and public violence. “Beware the Ides of March…” as the Republic of Rome reverberates once more.
HIGH SCHOOL MUSICAL
Book by David Simpatico
Songs by Matthew Gerrard & Robbie Nevil; Ray Cham, Greg Cham & Andrew Seeley; Randy Petersen & Kevin Quinn; Andy Dodd & AdamWatts; Bryan Louiselle;
David N. Lawrence & Faye Greenberg; and Jamie Houston
Music adapted, arranged and produced by Bryan Louiselle
Based on a Disney Channel original movie written by Peter Barsocchini
10am March 31 April 1,2,3,4,7,8,9,10,11,14,15,16,17,18 - 2008
Math and science wiz Gabriella Montez meets basketball team captain Troy Bolton for the first time when they are picked to perform a karaoke duet. Their immediate musical chemistry must overcome the stereotypical roles their high school friends want them to follow. Join us for the regional premiere of this hit musical comedy!
Contact Information
Tom Thayer
931-645-7699
100 Franklin Street, Clarksville, TN 37040 roxytheatre@midsouth.net
A DOLL’S HOUSE
By Henrik Ibsen
10am November 12,13,14,15,16,19,20 - 2007
Nora, doll-like to the world and to her husband, sacrifices her moral integrity to save him. When she realizes he will not sacrifice anything for her, will she have the courage to step out of her doll house?
THE CHIMES
Adapted for the stage by John McDonald
9:15 and 11:30 December 3,4,5,6,7,10,11,12,13,14,17,18,19,20 - 2007
Charles Dickens’ “other Christmas Carol” is a cross between the story of Ebenezer Scrooge and Frank Capra’s It’s a Wonderful Life. In it, Toby Veck meets the spirits of the church chimes and sees the greater importance of his life.
MY WAY: A TRIBUTE TO FRANK SINATRA
Conceived by David Grapes and Todd Olson
Book by Todd Olson
10am February 11,12,13,19,20,21,25,26,27,28,29 - 2008
Whether he is a voice from your past or just a music icon, Frank Sinatra thrills once more. Join us for a memorable evening boasting over 40 songs made famous by “Ol’ Blue Eyes”.
JULIUS CAESAR
By William Shakespeare
9am and 11:30 March 10,11,12,13,14 - 2008
Shakespeare’s gripping political thriller runs an emotional gamut from private intrigue to personal conflict and public violence. “Beware the Ides of March…” as the Republic of Rome reverberates once more.
HIGH SCHOOL MUSICAL
Book by David Simpatico
Songs by Matthew Gerrard & Robbie Nevil; Ray Cham, Greg Cham & Andrew Seeley; Randy Petersen & Kevin Quinn; Andy Dodd & AdamWatts; Bryan Louiselle;
David N. Lawrence & Faye Greenberg; and Jamie Houston
Music adapted, arranged and produced by Bryan Louiselle
Based on a Disney Channel original movie written by Peter Barsocchini
10am March 31 April 1,2,3,4,7,8,9,10,11,14,15,16,17,18 - 2008
Math and science wiz Gabriella Montez meets basketball team captain Troy Bolton for the first time when they are picked to perform a karaoke duet. Their immediate musical chemistry must overcome the stereotypical roles their high school friends want them to follow. Join us for the regional premiere of this hit musical comedy!
Friday, October 5, 2007
Southern Book Festival OCT 12 - 14
I'm really excited about this book festival coming up. I have attended Writer's Conventions but have never had the pleasure of attending a book festival. More importantly this celebration focuses on Southern authors and interests.
This would make a great extra credit project. Attend the festival and write about your experience. Extra credit will be awarded to students who write about specific authors they meet and the overall experience. A finished draft should be in the format of a letter to the editor for publication in local newspapers the Tennessean and Leaf Chronicle. We will also send a copy to the school newspaper and CMCSS newsletters for possible publication.
Why attempt to publish it? The community needs to hear that our youth are partaking of events from the community and that Northwest High students do positive things and have a bright future ahead of them.
Why attend? When I attended Writer's Conventions I got a chance to meet authors in person. I enjoy reading books so much more when I know a bit about them and have a face to go with the words on the page- it is like taking a peek into a diary except I get to peer into the imagination of someone I've meet. I've included the information on the event below. If you click on the title of this blog entry you will be taken to the Humanities TN website for more information as to authors and appearance times. I hope to see you there.
2007 Southern Festival of Books
The Southern Festival of Books: A Celebration of the Written Word® brings readers and writers together for its 19th anniversary October 12-14 at the Legislative Plaza in downtown Nashville, Tennessee.
Southern Festival of Books hours are Friday, October 12 from noon to 6 p.m.; Saturday, October 13 from 9 a.m. to 6 p.m. and Sunday, October 14 from noon to 5 p.m.
The Festival is free and open to the public and welcomes more than 200 authors and more than 50 exhibitors to this year's Southern Festival of Books. The festival schedule will be posted approximately three weeks before the event.
Book lovers have the opportunity to hear from and meet some of America's foremost writers in fiction, history, mystery, biography, travel, poetry and children's literature. Each author on the program participates in a panel discussion or offers a solo presentation, and each has a book signing immediately following his/her session.
Special events for children are planned including appearances by favorite characters and birthday parties to celebrate the anniversaries of great children's books.
The festival will also feature two performance stages in addition to a Cooking Stage. The Café Stage features exceptional musicians, and the Children's Stage features children's storytellers, writers, performers and musicians. The Cooking Stage will highlight talented chefs preparing and discussing recipes from the latest food and cookbooks.
Over the course of this three-day event we need and welcome approximately 400 volunteers. Please consider sharing your time and talents to help make this Festival a success.
This would make a great extra credit project. Attend the festival and write about your experience. Extra credit will be awarded to students who write about specific authors they meet and the overall experience. A finished draft should be in the format of a letter to the editor for publication in local newspapers the Tennessean and Leaf Chronicle. We will also send a copy to the school newspaper and CMCSS newsletters for possible publication.
Why attempt to publish it? The community needs to hear that our youth are partaking of events from the community and that Northwest High students do positive things and have a bright future ahead of them.
Why attend? When I attended Writer's Conventions I got a chance to meet authors in person. I enjoy reading books so much more when I know a bit about them and have a face to go with the words on the page- it is like taking a peek into a diary except I get to peer into the imagination of someone I've meet. I've included the information on the event below. If you click on the title of this blog entry you will be taken to the Humanities TN website for more information as to authors and appearance times. I hope to see you there.
2007 Southern Festival of Books
The Southern Festival of Books: A Celebration of the Written Word® brings readers and writers together for its 19th anniversary October 12-14 at the Legislative Plaza in downtown Nashville, Tennessee.
Southern Festival of Books hours are Friday, October 12 from noon to 6 p.m.; Saturday, October 13 from 9 a.m. to 6 p.m. and Sunday, October 14 from noon to 5 p.m.
The Festival is free and open to the public and welcomes more than 200 authors and more than 50 exhibitors to this year's Southern Festival of Books. The festival schedule will be posted approximately three weeks before the event.
Book lovers have the opportunity to hear from and meet some of America's foremost writers in fiction, history, mystery, biography, travel, poetry and children's literature. Each author on the program participates in a panel discussion or offers a solo presentation, and each has a book signing immediately following his/her session.
Special events for children are planned including appearances by favorite characters and birthday parties to celebrate the anniversaries of great children's books.
The festival will also feature two performance stages in addition to a Cooking Stage. The Café Stage features exceptional musicians, and the Children's Stage features children's storytellers, writers, performers and musicians. The Cooking Stage will highlight talented chefs preparing and discussing recipes from the latest food and cookbooks.
Over the course of this three-day event we need and welcome approximately 400 volunteers. Please consider sharing your time and talents to help make this Festival a success.
Intertribal Pow Wow Oct 13 -14
Wow! I haven't been to a Pow Wow since I was a little girl. I barely remember it as it was late at night and there were so many people there I couldn't see anything. In the Southwest the Indian tribes there don't have Pow Wows their tribal celebrations are private and the public is not invited. Not to mention that the tribes are very different from central plains indians or Cherokee.
And of course extra credit oppurtunity... Write a paper about your experience, make it creative, connect personally with the event relating your culture to the culture you are viewing and learning about. by making personal connections your writing will stand out and be honest in its intent- connecting and identifying with other people and cultures.
Intertribal Pow Wow
Native Cultural Circle
Clarksville's 9th annual pow wow. Come share in the Indian culture, foods and shop the venders for arts and crafts. Bring your lawn chair and enjoy the dancing.
Contact Information
Native Cultural Circle
931-326-5837
Port Royal State Park
Dates and Times
Saturday, October 13, 2007 Day Long Event
Sunday, October 14, 2007 Day Long Event
And of course extra credit oppurtunity... Write a paper about your experience, make it creative, connect personally with the event relating your culture to the culture you are viewing and learning about. by making personal connections your writing will stand out and be honest in its intent- connecting and identifying with other people and cultures.
Intertribal Pow Wow
Native Cultural Circle
Clarksville's 9th annual pow wow. Come share in the Indian culture, foods and shop the venders for arts and crafts. Bring your lawn chair and enjoy the dancing.
Contact Information
Native Cultural Circle
931-326-5837
Port Royal State Park
Dates and Times
Saturday, October 13, 2007 Day Long Event
Sunday, October 14, 2007 Day Long Event
1st nine Weeks Grades
I have a TON of grading to do. The students really came together and turned in wonderful projects- it takes forever to grade as I don't want to put the projects down. Now on to grades... I will not have grades completed until later next week. Please email me if you would like me to email you your grades or your child's grades upon the conclusion of grading.
Also kuddos to the many students who completed a grade saver contract. So far ALL the students who fulfilled the contract terms are now passing. To the parents: I believe that we need to hold our kids responsible for their actions. I also believe that when a student exercises maturity in recognizing poor decisions and poor behavior they should be permited a second chance. Thus I sent home a grade saver contract on Friday 9/28 for any and all students that were failing my class. The contract had to be signed by a parent as well as a current progress report. Additionally, the student was required to write a formal letter aplogize for their behavior, identify what behavior led to a failing grade, and suggest behaviors that will lead to a passing grade in the future. This contract allowed students to make up all zeros and assignments that were not completed.
Hope to hear from you soon!
Enjoy Fall Break!
Grades are in- should you be unhappy with your grade it is not too late- see me!
Also kuddos to the many students who completed a grade saver contract. So far ALL the students who fulfilled the contract terms are now passing. To the parents: I believe that we need to hold our kids responsible for their actions. I also believe that when a student exercises maturity in recognizing poor decisions and poor behavior they should be permited a second chance. Thus I sent home a grade saver contract on Friday 9/28 for any and all students that were failing my class. The contract had to be signed by a parent as well as a current progress report. Additionally, the student was required to write a formal letter aplogize for their behavior, identify what behavior led to a failing grade, and suggest behaviors that will lead to a passing grade in the future. This contract allowed students to make up all zeros and assignments that were not completed.
Hope to hear from you soon!
Enjoy Fall Break!
Grades are in- should you be unhappy with your grade it is not too late- see me!
Thursday, October 4, 2007
Extra Credit
Extra Credit #1 If you haven't figured out by now- I love all things cultural. Attend any cultural event- write a review- earn extra credit points! Tell me about an event so I can post it on this blog.
Extra Credit #2 Visual Vocabulary: right now I am looking for visuals for several units coming up and accompaning vocabulary ask me what words to tackle.
Extra Credit #3 Help instructor- I have more things I want to do than hands or time to accomplish them. Offer your services!
Extra Credit #4 Movie Mania- I love films and like to discuss them. Watch a film you've cleared with me first. Then critique it- I'll ask you to look at directorial choices, editing, lighting, scripts, and so on. Maybe you can compare the film to the book. Or compare two versions of the same film from different decades.
Extra Credit #5 Read an additional novel each quarter and complete a novel project, study guide, and review of the book.
Extra Credit #6 Donate college, military, and technical school/training information to our NEW class library of post graduation options.
Extra Credit #7 Dress up for spirit days, pep rallys, hat days, cultural days, and other events. I have spirit- yes I do- I have spirit- how about you? To create a strong community you have to be a part of it!
Extra Credit #8 Individual contracts generated by students at student request. Teacher signs the contract and sets deadlines.
There is NO excuse to fail or for failing to earn the grade you want.
Extra Credit #2 Visual Vocabulary: right now I am looking for visuals for several units coming up and accompaning vocabulary ask me what words to tackle.
Extra Credit #3 Help instructor- I have more things I want to do than hands or time to accomplish them. Offer your services!
Extra Credit #4 Movie Mania- I love films and like to discuss them. Watch a film you've cleared with me first. Then critique it- I'll ask you to look at directorial choices, editing, lighting, scripts, and so on. Maybe you can compare the film to the book. Or compare two versions of the same film from different decades.
Extra Credit #5 Read an additional novel each quarter and complete a novel project, study guide, and review of the book.
Extra Credit #6 Donate college, military, and technical school/training information to our NEW class library of post graduation options.
Extra Credit #7 Dress up for spirit days, pep rallys, hat days, cultural days, and other events. I have spirit- yes I do- I have spirit- how about you? To create a strong community you have to be a part of it!
Extra Credit #8 Individual contracts generated by students at student request. Teacher signs the contract and sets deadlines.
There is NO excuse to fail or for failing to earn the grade you want.
Wednesday, October 3, 2007
Book Report ENG III & ENG IV
ENG III & ENG IV
Second Qtr Novel Test & Report
Due Dates:
2nd Quarter
Oct 1 – 5 select 2nd Qtr novel
Nov. 2 finished reading novel
Nov. 5 Novel Test
Nov. 13, 14 & 15, 16 Book report Due
Alternative Book Report
Select one of the options below. You must choose a different choice for each book. Complete the assignment by the due date above. I have many other possibilities- tell me about an idea or see me for an alternate. This project should be fun!
1) Scrapbooking: You’re a character in the novel create a scrapbook that he/she would have made (variation memory box). Include 10 items or 5 pages. Decorate throughout and neatness counts. Originality is required do not only use novel for ideas.
2) You’re a professional critique the interactions in the novel from the point of view of an organization that might have something to say about it. EX: bank lender, church, Humane Society, IRS, military, LULAC, NAACP, ACLU, Sierra Club and others…
3) You’re a friend of a character; imagine your childhood intersected with theirs. Write a series of three memories in which the two friends interact. (Length is 1 page each.) These memories should be unique and not from the novel.
4) Create an alphabet book: based on your characters personality. 'A' is for the adventure Huck discovers on his journey down the river. 'B' is for... (Variation uses the title of the book as a source rather than the alphabet discussing theme, plot, & characters.)
5) Imagine your character is passionate about an 'issue' create a pamphlet, brochure, or blog about this issue that includes your characters opinions on the subject. Make sure it looks professional and includes a list of sources you researched for this.
6) Blogging: Create blogs for 5 characters from the novel (use yahoo or goggle’s blogspot). It should include an introduction, a hobby, and a comment on family. Plus additional flourishes appropriate to that character. Email the links to me.
7) Imagine you are friends with your character and are recommending 5 books/ movies to him/her. Which 5 books/movies and why? Write your answers in 5 short essays that include summaries of the selections and particular connections between the selection and the character’s interests or experiences.
8) Poetry: write 5 poems in response to the novel. 20- line length requirement or a variety of strict poetic form approved by instructor. Consider: theme, character, and location. These poems should go through multiple drafts attempting to use figurative language and poetic technique. Focus on word choice & ideas.
9) You are a psychologist- select three characters from the novel and write an essay about each character’s fears in terms of psychosis and what they want to avoid the most. Use examples from the novel to support your findings and refer to medical articles to back up your claims. See me for help as needed.
Do not forget you must complete a bibliography regardless of which choice you select or number of resources.
Second Qtr Novel Test & Report
Due Dates:
2nd Quarter
Oct 1 – 5 select 2nd Qtr novel
Nov. 2 finished reading novel
Nov. 5 Novel Test
Nov. 13, 14 & 15, 16 Book report Due
Alternative Book Report
Select one of the options below. You must choose a different choice for each book. Complete the assignment by the due date above. I have many other possibilities- tell me about an idea or see me for an alternate. This project should be fun!
1) Scrapbooking: You’re a character in the novel create a scrapbook that he/she would have made (variation memory box). Include 10 items or 5 pages. Decorate throughout and neatness counts. Originality is required do not only use novel for ideas.
2) You’re a professional critique the interactions in the novel from the point of view of an organization that might have something to say about it. EX: bank lender, church, Humane Society, IRS, military, LULAC, NAACP, ACLU, Sierra Club and others…
3) You’re a friend of a character; imagine your childhood intersected with theirs. Write a series of three memories in which the two friends interact. (Length is 1 page each.) These memories should be unique and not from the novel.
4) Create an alphabet book: based on your characters personality. 'A' is for the adventure Huck discovers on his journey down the river. 'B' is for... (Variation uses the title of the book as a source rather than the alphabet discussing theme, plot, & characters.)
5) Imagine your character is passionate about an 'issue' create a pamphlet, brochure, or blog about this issue that includes your characters opinions on the subject. Make sure it looks professional and includes a list of sources you researched for this.
6) Blogging: Create blogs for 5 characters from the novel (use yahoo or goggle’s blogspot). It should include an introduction, a hobby, and a comment on family. Plus additional flourishes appropriate to that character. Email the links to me.
7) Imagine you are friends with your character and are recommending 5 books/ movies to him/her. Which 5 books/movies and why? Write your answers in 5 short essays that include summaries of the selections and particular connections between the selection and the character’s interests or experiences.
8) Poetry: write 5 poems in response to the novel. 20- line length requirement or a variety of strict poetic form approved by instructor. Consider: theme, character, and location. These poems should go through multiple drafts attempting to use figurative language and poetic technique. Focus on word choice & ideas.
9) You are a psychologist- select three characters from the novel and write an essay about each character’s fears in terms of psychosis and what they want to avoid the most. Use examples from the novel to support your findings and refer to medical articles to back up your claims. See me for help as needed.
Do not forget you must complete a bibliography regardless of which choice you select or number of resources.
Monday, September 24, 2007
Novel Extra Credit
There are two extra credit assignments you can complete and turn in. The form for the school library is worth ten points. The form for our class is worth 50 points. You can do both and submit them electronically if you wish. In fact via email is much better so I can easily keep your copy and add additional comments from other students as more then one comment on different novels.
Library Book Review
Thank you for taking the time to review a book for the NWHS library. You may either write your own review, or use the following form.
Your name:
Book title:
Author:
This book is about:
The best thing about this book is __________________________________________.
People who like __________________ would like this book.
People should read this book because ______________________________________.
On a scale of 1 to 10, this book is a __________.
Anything else?
Do you want your name published with your review on the website? Yes / No
Mrs. Stansbury's Classes
Independent Reading Guide: The Novel
Name___________________________ Date_______________ Period ___________
Directions to the Student: Use the questions below to clarify your understanding of and response to a novel. Reflect on each question before answering. You must answer in complete sentences.
Novel Title____________________________ Author________________________
This novel was (circle one) assigned a personal selection.
This novel was found in the (circle one) textbook library other.
Elements of the Novel
1. Who is the protagonist-the main character-in the novel?________________________
2. What kind of person is the protagonist?_____________________________________
3. What evidence in the novel leads me to this opinion of the protagonist?___________
4. What challenge or conflict does the protagonist encounter?______________________
5. How is the conflict resolved?______________________________________________
6. What other important characters are involved in the conflict?____________________
7. What is the setting of this novel?___________________________________________
8. Who tells the story-one of the characters or an outside observer?_________________
9. What event do I consider to be the climax of the novel?________________________
10. How would I describe the mood? How does the author establish that mood?_______
11. Summarize the theme or central idea of this novel.____________________________
12. Is there a sentence or short passage that states or strongly implies the theme? Is so, what is it?______________________________________________________________
Response to the Novel
Rate this novel by circling the appropriate word.
13. The characters and dialogue are believable. Weak fair strong
14. The plot engages my interest. Weak Fair Strong
15. This novel is written in a style that is clear and interesting. Weak Fair Strong
16. The details in this novel add to its appeal. Weak Fair Strong
17. Overall, I rate this novel as Weak Fair Strong
Reasons for my rating:
18. What predictions and questions occurred to me as I read this story? Were my predictions accurate? Were my questions answered?
Reader’s Response Journal (FOCUS ON THE THIRD OPTION)
• Is there a character in this novel that you have strong feelings about? Explain the feelings. Does this character remind you of someone you know. If so, in what way? Did your feelings about this character change as the story progressed?
• Is there one event in this novel that was surprising or confusing? Is so, write a brief paragraph to the author expressing your thoughts.
• Write a review of the novel. You must recommend it or advise against reading it to a high school student. Be sure to include a brief summary and provide at least two reasons why someone should/should not read this novel.
Library Book Review
Thank you for taking the time to review a book for the NWHS library. You may either write your own review, or use the following form.
Your name:
Book title:
Author:
This book is about:
The best thing about this book is __________________________________________.
People who like __________________ would like this book.
People should read this book because ______________________________________.
On a scale of 1 to 10, this book is a __________.
Anything else?
Do you want your name published with your review on the website? Yes / No
Mrs. Stansbury's Classes
Independent Reading Guide: The Novel
Name___________________________ Date_______________ Period ___________
Directions to the Student: Use the questions below to clarify your understanding of and response to a novel. Reflect on each question before answering. You must answer in complete sentences.
Novel Title____________________________ Author________________________
This novel was (circle one) assigned a personal selection.
This novel was found in the (circle one) textbook library other.
Elements of the Novel
1. Who is the protagonist-the main character-in the novel?________________________
2. What kind of person is the protagonist?_____________________________________
3. What evidence in the novel leads me to this opinion of the protagonist?___________
4. What challenge or conflict does the protagonist encounter?______________________
5. How is the conflict resolved?______________________________________________
6. What other important characters are involved in the conflict?____________________
7. What is the setting of this novel?___________________________________________
8. Who tells the story-one of the characters or an outside observer?_________________
9. What event do I consider to be the climax of the novel?________________________
10. How would I describe the mood? How does the author establish that mood?_______
11. Summarize the theme or central idea of this novel.____________________________
12. Is there a sentence or short passage that states or strongly implies the theme? Is so, what is it?______________________________________________________________
Response to the Novel
Rate this novel by circling the appropriate word.
13. The characters and dialogue are believable. Weak fair strong
14. The plot engages my interest. Weak Fair Strong
15. This novel is written in a style that is clear and interesting. Weak Fair Strong
16. The details in this novel add to its appeal. Weak Fair Strong
17. Overall, I rate this novel as Weak Fair Strong
Reasons for my rating:
18. What predictions and questions occurred to me as I read this story? Were my predictions accurate? Were my questions answered?
Reader’s Response Journal (FOCUS ON THE THIRD OPTION)
• Is there a character in this novel that you have strong feelings about? Explain the feelings. Does this character remind you of someone you know. If so, in what way? Did your feelings about this character change as the story progressed?
• Is there one event in this novel that was surprising or confusing? Is so, write a brief paragraph to the author expressing your thoughts.
• Write a review of the novel. You must recommend it or advise against reading it to a high school student. Be sure to include a brief summary and provide at least two reasons why someone should/should not read this novel.
Friday, September 14, 2007
College and Career Night Oct 1st Results
College and Career Night
We won! Well, if there was a contest!
THANK YOU for attending College Night! We had the most students in attendance with 148 Juniors and Seniors turning in invitations. There were several more than that, but just by invitation count, we had the most! Total students were approximately 750. Add one parent to each student, and you know it was a GREAT turnout. There were 72 separate institutions represented. Their comments were nothing but positive about the event and our students!
We have the reputation for being one of the top College Fairs in Middle Tennessee. One of the reasons is the response of our students; attendance at the Fair, interest shown at the tables, excellent behavior and polite!
Send a thank you email or provide feedback about your experience- I know that Mrs. Stasiorowski would appreciate it.
Contact:
Karen Stasiorowski
School Counselor, Northwest High
karen.stasiorowski@cmcss.net
(931) 648-5675
We won! Well, if there was a contest!
THANK YOU for attending College Night! We had the most students in attendance with 148 Juniors and Seniors turning in invitations. There were several more than that, but just by invitation count, we had the most! Total students were approximately 750. Add one parent to each student, and you know it was a GREAT turnout. There were 72 separate institutions represented. Their comments were nothing but positive about the event and our students!
We have the reputation for being one of the top College Fairs in Middle Tennessee. One of the reasons is the response of our students; attendance at the Fair, interest shown at the tables, excellent behavior and polite!
Send a thank you email or provide feedback about your experience- I know that Mrs. Stasiorowski would appreciate it.
Contact:
Karen Stasiorowski
School Counselor, Northwest High
karen.stasiorowski@cmcss.net
(931) 648-5675
Thursday, September 13, 2007
Beowulf Project DUE Sept. 17
ENG IV
Beowulf Project DUE: Monday Sept. 17
Choose one of the three options…
#1 Create a book or tapestry of pictures representing all parts of the story. You must be artistically talented in order to complete this option.
#2 Give a dramatic reading of a passage from Beowulf. Rehearse your reading, practice pacing, and expression in your reading. Costume required! Present reading to class.
#3 Using the example of John Gardner’s novel “Grendel” write one part of the Beowulf story from a different point of view. For example: You are the dragon and are describing the battle with Beowulf. A strong paper will include sensory details (smell, taste, sound, touch, sight), figurative language (kennings), and be at least 2 pages long. Please underline/highlight your kennings and include all drafts. This story should be in final draft form (ink or typed & polished- free of grammatical error).
REQUIRED: kennings- two word poetic renaming of people, places, or things. Example swan road = river, whales’ home = sea, earth sludge = mud, she-wolf = Grendel’s Mother
Beowulf Project DUE: Monday Sept. 17
Choose one of the three options…
#1 Create a book or tapestry of pictures representing all parts of the story. You must be artistically talented in order to complete this option.
#2 Give a dramatic reading of a passage from Beowulf. Rehearse your reading, practice pacing, and expression in your reading. Costume required! Present reading to class.
#3 Using the example of John Gardner’s novel “Grendel” write one part of the Beowulf story from a different point of view. For example: You are the dragon and are describing the battle with Beowulf. A strong paper will include sensory details (smell, taste, sound, touch, sight), figurative language (kennings), and be at least 2 pages long. Please underline/highlight your kennings and include all drafts. This story should be in final draft form (ink or typed & polished- free of grammatical error).
REQUIRED: kennings- two word poetic renaming of people, places, or things. Example swan road = river, whales’ home = sea, earth sludge = mud, she-wolf = Grendel’s Mother
Hispanic Heritage Month
Hispanic Heritage Month is Sept 15 - Oct 15.
Opportunities for extra credit-
#1 Sept 17. Dress in authentic cultural clothing to celebrate the kick-off of the month long celebration.
#2 Bring in an item that is culturally related ‘show and tell’ and explain the purpose and significance of it to the Hispanic culture. Please check with me before bringing in the item.
#3 Research a notable event or person that impacted the Hispanic community in lasting ways. (This can be a good effect or negative.) The research should be presented in one of three formats, poster, Power Point, and/or short research paper. Before starting please see me to draw up a contract for the project.
#4 Hispanic Heritage Quiz- answers correct result in extra credit
Enjoy celebrating the culture and community of Hispanics.
Opportunities for extra credit-
#1 Sept 17. Dress in authentic cultural clothing to celebrate the kick-off of the month long celebration.
#2 Bring in an item that is culturally related ‘show and tell’ and explain the purpose and significance of it to the Hispanic culture. Please check with me before bringing in the item.
#3 Research a notable event or person that impacted the Hispanic community in lasting ways. (This can be a good effect or negative.) The research should be presented in one of three formats, poster, Power Point, and/or short research paper. Before starting please see me to draw up a contract for the project.
#4 Hispanic Heritage Quiz- answers correct result in extra credit
Enjoy celebrating the culture and community of Hispanics.
Tuesday, September 11, 2007
Dress Like a Pirate Day
In honor of National dress like a pirate day. Dress like a pirate on Tuesday 9/18 for 20 points extra credit. It must be a FULL COSTUME not props.
AARRGGHH!
AARRGGHH!
Friday, August 31, 2007
Progress Reports sent home today!
I sent home progress reports today. The reports were as up to date as I could manage. I still have quite a bit of grading to do for the seniors. Not to mention, the Juniors just completed their Native American Projects and those take time to grade. I was very pleased with what I have read so far. Some rewrites will be given (but that is what makes my class special).
Feel free to email me any questions or concerns you may have. I also will send progress reports at any time upon request. Please submit a request via email or in a letter format delivered by your student. Either of the two methods will allow me to continue to do my job instructing students during the school day.
Students with a low score may have up to one week to redo the assignment for a higher grade. Why? Because we don't learn just because an instructor marks the paper red. We learn by correcting our mistakes and striving for personal improvement and pride. I firmly believe that a 2nd chance often is one of many situations when true learning can occur.
I was firm on my NO Late Work policy. I gave all the students three days to turn in the assignment. One more day beyond that is just too late. Life does not handout extra chances- a classroom should be modeled in part based on real life. Therefore: turn in work on time & to one's best ability level.
Click on the title 'Progress Reports sent home today' and it will take you to k12 planet where you can pull up your students' grades.
Have a safe Labor Day Weekend!
Feel free to email me any questions or concerns you may have. I also will send progress reports at any time upon request. Please submit a request via email or in a letter format delivered by your student. Either of the two methods will allow me to continue to do my job instructing students during the school day.
Students with a low score may have up to one week to redo the assignment for a higher grade. Why? Because we don't learn just because an instructor marks the paper red. We learn by correcting our mistakes and striving for personal improvement and pride. I firmly believe that a 2nd chance often is one of many situations when true learning can occur.
I was firm on my NO Late Work policy. I gave all the students three days to turn in the assignment. One more day beyond that is just too late. Life does not handout extra chances- a classroom should be modeled in part based on real life. Therefore: turn in work on time & to one's best ability level.
Click on the title 'Progress Reports sent home today' and it will take you to k12 planet where you can pull up your students' grades.
Have a safe Labor Day Weekend!
Saturday, August 25, 2007
Questions, Concerns, & Whatever you want to talk about.
Feel free to use this post to comment and bring up any special items of note.
I will create a new post based on the comments here as needed.
I will create a new post based on the comments here as needed.
ENG IV- Introductions
Please feel free to introduce yourself and practice commenting on this post.
Students and parents welcome.
Mrs. Stansbury
Students and parents welcome.
Mrs. Stansbury
ENG III- Introduce Yourself
Please feel free to introduce yourself and practice commenting on this post.
Students and parents welcome.
Mrs. Stansbury
Students and parents welcome.
Mrs. Stansbury
Tuesday, August 21, 2007
Aug 22 - Aug 24 ENG III & ENG IV
ENG III
Native American Literature
Be prepared... your test over this unit is on the horizion. Monday Aug. 27
Wednesday we will be talking about Native American sterotypes and examine how Indians have been portrayed in Hollywood. I will be showing some film clips from the John Wayne film "McLintock" and some film clips from a tv movie with Anjelica Houston in "Buffalo Girls." We will create an essay outline and organize our evidence to take a position on which film does a better job representing American Indians and why.
We will be reading "Museum Indians" by Susan Power on Thursday. We will discuss the questions that follow the story. I will pass out your Native American Project information at the end of class. HOMEWORK: Bring a Native American artifact to school for a high school version of 'show and tell' for 5 extra credit points.
Friday- I will give you class time to select a myth from your textbook for rewriting into a modern story and will allow you time to study and prepare for an exam that you will take on Monday.
Coming next week... Tuesday we will go to the library and make our novel selections for 1st quarter. You are required to read one novel per quarter. A test is required over the novel and write a paper that is an alternative project to the standard book report. More information will be coming.
ENG IV
History of the English Language
Wednesday- we will be working on the internet performing a webquest as a review of your notes. Each student will get a handout and will have one class period to finish. Any unfinished work is homework.
Thursday- We are going to begin discussing the history and background of the earliest Epic Story written in English, "Beowulf" which is pronounced Baywolf.
Friday- continue work on Beowulf and prepare for a test on the History of the English Language coming on Monday. We will have a short debate on: "Should English be the official language of the USA."
Next week... Test over His of ENG Lang & Tuesday will visit library to select 1st quarter novels.
Native American Literature
Be prepared... your test over this unit is on the horizion. Monday Aug. 27
Wednesday we will be talking about Native American sterotypes and examine how Indians have been portrayed in Hollywood. I will be showing some film clips from the John Wayne film "McLintock" and some film clips from a tv movie with Anjelica Houston in "Buffalo Girls." We will create an essay outline and organize our evidence to take a position on which film does a better job representing American Indians and why.
We will be reading "Museum Indians" by Susan Power on Thursday. We will discuss the questions that follow the story. I will pass out your Native American Project information at the end of class. HOMEWORK: Bring a Native American artifact to school for a high school version of 'show and tell' for 5 extra credit points.
Friday- I will give you class time to select a myth from your textbook for rewriting into a modern story and will allow you time to study and prepare for an exam that you will take on Monday.
Coming next week... Tuesday we will go to the library and make our novel selections for 1st quarter. You are required to read one novel per quarter. A test is required over the novel and write a paper that is an alternative project to the standard book report. More information will be coming.
ENG IV
History of the English Language
Wednesday- we will be working on the internet performing a webquest as a review of your notes. Each student will get a handout and will have one class period to finish. Any unfinished work is homework.
Thursday- We are going to begin discussing the history and background of the earliest Epic Story written in English, "Beowulf" which is pronounced Baywolf.
Friday- continue work on Beowulf and prepare for a test on the History of the English Language coming on Monday. We will have a short debate on: "Should English be the official language of the USA."
Next week... Test over His of ENG Lang & Tuesday will visit library to select 1st quarter novels.
Thursday, July 19, 2007
Native American Project
DUE August 27, 28/29, 30 NO LATE ASSIGNMENTS
ENG III Mrs. Stansbury
Native American Literature Creative Assignment
Create a modern version of a traditional Native American story. Be sure the story is at least one and a half pages long, includes the cultural lesson the original focuses on, and follows by a short summary of the original.
Pg. 18 Onondaga “The Earth on Turtle’s Back”
Pg. 21 Modoc “When Grizzlies Walked Upright”
Pg. 24 Navajo “The Navajo Origin Legend”
Poetry by Joy Harjo (copies available from instructor)
Alternative Assignment (Must get instructor approval.)
• Present a traditional story as a storyteller to class.
• Create a Buffalo Robe version of any of the above (Must be very talented at art.)
• Research a cultural aspect of one tribe and present to class.
I will approve stories located on the internet but, they must be cleared with me before you begin working. Email me for approval.
ENG III Mrs. Stansbury
Native American Literature Creative Assignment
Create a modern version of a traditional Native American story. Be sure the story is at least one and a half pages long, includes the cultural lesson the original focuses on, and follows by a short summary of the original.
Pg. 18 Onondaga “The Earth on Turtle’s Back”
Pg. 21 Modoc “When Grizzlies Walked Upright”
Pg. 24 Navajo “The Navajo Origin Legend”
Poetry by Joy Harjo (copies available from instructor)
Alternative Assignment (Must get instructor approval.)
• Present a traditional story as a storyteller to class.
• Create a Buffalo Robe version of any of the above (Must be very talented at art.)
• Research a cultural aspect of one tribe and present to class.
I will approve stories located on the internet but, they must be cleared with me before you begin working. Email me for approval.
Friday, June 15, 2007
Email Do's and Dont's
I can't tell you how important it is to send email in a professional manner. It is truly embarrassing to have a superior critize or scold you for breaking the rules. Yup, this has happened to me. Some tips for survival.
Tip #1 Subject headings include your last name and first initial and what the email is about. Do not be cute or misleading. Make sure the subject is crystal clear. Example: LStansbury-email_rules
Tip #2 Salutations should be formal! Use the professional title this person deserves. Refer to a business card or syllabus for an example. I made the mistake of greeting a professor by Ms. and they were a Dr. and I was called on the carpet for it. The only time you can use a first name is when you have been asked to in an email reply. If they asked you in person revert back to formal for email. Treat this as you would a formal paper. Emails- while informal or easy communication- reflect your professional attitude and work effort.
Tip #3 Attachments should be few in number taking into account older or slow technology. If you attach an important document- highly consider opening the document first and copying and pasting the words into the email following your signature concluding your email. Be sure to mention in the email that the document is attached and follows at the bottom of the email. My students often need to email work to me. However, not all documents send correctly. Other times I did not have the software on my computer and was unable to open attachments or could not read what I did open. If my students had included the text in the email time would have been saved rather then delays and follow up emails. Finally, do not insert the text into email floating by itself or without the document also being attached.
Tip #4 SPELL CHECK!!!!
Tip #5 Conclusions should mirror your salutation. If you used a formal title in introduction you should conclude with your respective formal title.
Final Thoughts- Use an email account that has a professional address- not a screen name. Keep emails brief and be specific. I single space my paragraphs and double space once in between paragraphs. I prefer to left align all parts of my email and do not indent. If you indent follow the format all the way through your email. Learn how to insert hyperlinks when recomending websites. Formal writing must be used- acronyms and text writing are for friends. Do not forget this represents you.
Tip #1 Subject headings include your last name and first initial and what the email is about. Do not be cute or misleading. Make sure the subject is crystal clear. Example: LStansbury-email_rules
Tip #2 Salutations should be formal! Use the professional title this person deserves. Refer to a business card or syllabus for an example. I made the mistake of greeting a professor by Ms. and they were a Dr. and I was called on the carpet for it. The only time you can use a first name is when you have been asked to in an email reply. If they asked you in person revert back to formal for email. Treat this as you would a formal paper. Emails- while informal or easy communication- reflect your professional attitude and work effort.
Tip #3 Attachments should be few in number taking into account older or slow technology. If you attach an important document- highly consider opening the document first and copying and pasting the words into the email following your signature concluding your email. Be sure to mention in the email that the document is attached and follows at the bottom of the email. My students often need to email work to me. However, not all documents send correctly. Other times I did not have the software on my computer and was unable to open attachments or could not read what I did open. If my students had included the text in the email time would have been saved rather then delays and follow up emails. Finally, do not insert the text into email floating by itself or without the document also being attached.
Tip #4 SPELL CHECK!!!!
Tip #5 Conclusions should mirror your salutation. If you used a formal title in introduction you should conclude with your respective formal title.
Final Thoughts- Use an email account that has a professional address- not a screen name. Keep emails brief and be specific. I single space my paragraphs and double space once in between paragraphs. I prefer to left align all parts of my email and do not indent. If you indent follow the format all the way through your email. Learn how to insert hyperlinks when recomending websites. Formal writing must be used- acronyms and text writing are for friends. Do not forget this represents you.
Thursday, May 24, 2007
Welcome To Class!
I want to welcome you to class. Feel free to check this blog often for updates and postings that relate to class. Eventually you'll be blogging as a class requirement- scary huh? Gear up because you are in for a world of hard work.
Materials Needed:
Pencils, blue/black ink pen, & colored ink pen
Your choice crayon, markers, colored pencils
Two composition books
Class Binder (3 ring) 1/2 inch or bigger
5 Subject Divider Tabs
Class Fee $5
Roxy Performance $10 (To be collected later)
Mrs. Stansbury
Materials Needed:
Pencils, blue/black ink pen, & colored ink pen
Your choice crayon, markers, colored pencils
Two composition books
Class Binder (3 ring) 1/2 inch or bigger
5 Subject Divider Tabs
Class Fee $5
Roxy Performance $10 (To be collected later)
Mrs. Stansbury
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