HS Independent Reading

Minimum Requirements
• Read at least two novels from the selected list.
• Complete at least two Book Reports (one for each novel)
• Create and present to class at least two Artistic Responses (A and B)
• Two timed writing sessions
• Write at least one 4-6 page essay on one of the novels you have read.


Book reports: Must be typed/double spaced and use standard margins and fonts.

*Make a judgment about the book. Be fair but don’t be afraid to give high praise or strong criticism. Be certain you make a clear judgment, as this will be the foundation of the review.

*In the introduction, use a hook to grab the reader’s attention, but make sure the hook fits the tone of your judgment (it will be a prelude to expressing your opinion). In the introduction, be sure to give the author’s name, the title of the book, and the genre it is. Finally, in the introduction, give your opinion/judgment of the novel.

*In the body paragraphs, include:
-a summary of the novel in a few short sentences, including the conflict/plot and setting. Make this summary clear and crisp.
-a discussion of the main characters: Are they believable? Likeable? Do you get to know the characters in depth or superficially?
-explain/defend your reasons for the judgment you’ve made: Why is this a well-written book? Or why not? Is it a challenging novel? Does it relate to your life? Can readers learn from it? Use details/quotes from the novel to support your claims. In this part, include as many paragraphs as you need.

*In the conclusion, make a recommendation to the reader. Wrap up in an interesting way.

Artistic Responses:
A. Student will prepare a creative presentation in which she/he creates a piece of art (painting, poem, song, etc.) that responds to/interprets one of the novels. In addition to the presentation there must be a written statement of Artistic Intent (1-2 pages). DETAILS TBA IN CLASS.
B. Student will prepare a creative presentation in which she/he compares some piece of art (painting, poem, song, etc.) to one of the novels.

Presentations will be graded on insight and depth, preparation, and public speaking skills including voice, posture, and eye contact.



Timed Writing: Two times this Quarter, you will have a timed, “on-demand” writing activity about your independent reading book. You will have a 30-minute period to write on an aspect of the book. You will not be told the aspect in advance. Timed writing will be graded on organization, completeness, accuracy, and insight. We will have a mini-lesson on how to succeed at timed writing before the first on-demand writing activity


Essay: Student will work with the teacher to develop a thesis that explores some aspect of the novel’s theme and symbolism. Due by end of period on the second to last day of class.


There will be NO INCOMPLETES GIVEN. All assigned work must be turned in by the end of the period on the last day that the class meets. All work not turned in by this time will not be graded and assignments that are missing will be graded as ZEROS.

American Western Film Class

What we've seen so far:

Stagecoach

The Searchers

The Outlaw Josey Wales

Course Expectations:
Attendance is mandatory. (And in case you’re wondering, I will allow coffee breaks.) I will not show films outside of class time. If this is a problem for you, please drop the class. All students are expected to attend and be on time. If a student misses 4 classes, her or his final grade will drop by a full 25%. If a student misses 5 classes he or she WILL NOT BE ABLE TO PASS and regardless of other work will receive a grade of F.

A missed class includes skipping, not returning from bathroom breaks in a timely manner, being told/asked to leave class and any missed classes due to behavior suspensions or send homes form incidents not involving this class.

Being more than 10 or more minutes late will equal an absence.

Films WILL NOT be loaned to students. If you miss a film or part of one you are still responsible for finding a way to finish it on your own. You will not be excused from or given extensions on any film related assignment due to an absence.


Film Reviews:
Once a film has been viewed in class THE NEXT DAY THE CLASS MEETS each student is responsible for turning in a brief film review that answers the following questions IN COMPLETE SENTENCES.
1. What was your overall opinion of the film and why?
2. What part of the film made the biggest impression on you and why?
3. What did you least like about the film and why?
4. What, besides the basic plot, was the film about? (themes and symbolism)


Extended Essays:
In addition to the Film Reviews there will be two extended essays (3-6 pages). The topics will are TBA but will revolve around symbolism and themes of the films. These concepts will be discussed in class. Rough draft due dates will be decided in class, but the second of the two essays will be due Friday May 30th. I will not give an essay a final grade until it has been revised based on my feedback. So, if revision is required and you decide not to do it, the assignment is graded as a zero.


This class ends on the last day of the Quarter that it meets. I will not give an Incomplete. All assignments/revisions/reviews are due by the end of that class period. No exceptions.

Advising PLP's

I (and the rest of the MS Advising Team) are working to update/create Personalized Learning Plans (PLP) with our students. Some students have great ideas...and some are really stuck. The PLP works best when it is something that connects home, school and a student's interests and passions. The most successful student PLP's are best supported when families know what their student is doing, and ask that student about the PLP work on a regular basis. By the way, things on the PLP can be outside of school events and activities.

Email or call me with any ideas you have, items you would like to see on the PLP plan, or questions about the PLP time.

Thanks.

HS Poetry Portfolio

Poetry Portfolio Assignment

DUE WEDNESDAY MARCH 19TH. BY THE END OF CLASS.

ALL LATE PORTFOLIOS WILL LOSE 10% PER DAY THAT THEY ARE LATE.

NO ELECTRONTIC SUBMISSIONS WILL BE ACCEPTED.


1. 10 -12 Poems that you wrote (or deeply revised) this Quarter,
presented as a portfolio in a typed/word processed document.
Other types of presentation or exhibition will be accepted only after a conference and approval from Kurt, but the minimum requirement for all students will be the typed portfolio.

2. ALL poems must have accompanying description, in paragraph form, of each poem’s subject matter and imagery. Also explain what inspired you to write it in the first place and your own opinion/judgment of the particular poem.

3. At least 5 poems MUST include specific forms, styles, and subject matter we have discussed/assigned/practiced in class


4. One “large” essay where you discuss the following in paragraph form:

What sort of things/ideas/etc. inspire you to write?
What is your own writing process? Describe it in detail.
How would you describe your own poetry style?
What do you feel are your strengths and weakness of your poetry?
What is the THEME of your portfolio and why?

Grading Rubric
A
• Portfolios will have a theme or idea that your poems all explore in some way. Regardless of the chosen theme, the poetry in your portfolio should be varied in subject matter and style.

• Use of proper grammar, spelling, and writing conventions at all times.

• Portfolio is turned in on or before the due date.

Grades B-F: to be discussed in class.

Vietnam Film Class Film Reviews

Once a film has been viewed in class THE NEXT DAY THE CLASS MEETS each student is responsible for turning in a brief film review that answers the following questions IN COMPLETE SENTENCES.
1. What was your overall opinion of the film and why?
2. What part of the film made the biggest impression on you and why?
3. What did you least like about the film and why?
4. What, besides the war, was the film about? (themes and symbolism)

BYSRIHS ALL ESSAY RUBRIC

ESSAY RUBRIC

ON TIME:

MINIMUM LENGTH:

All the below will be assessed according to the Oregon CIM Writing Guide (1-6)
F 1
D 1-2
C 3-4
B 4-5
A 5-6

IDEAS AND CONTENT:

ORGANIZATION:

VOICE:

WORD CHOICE:

SENTENCE FLUENCY:

CONVENTIONS:


Final Grade:

BYSRIHS Fate Essay

FATE ESSAY

Beginning Essay:
1 page. What is fate to you? Do you believe in it or not? Give examples from your own life.

Developing Essay:
2 pages. What is fate to you? Do you believe in it or not? Give examples from your own life.

Accomplished/Fluent Essay:
2-4 pages. What is fate to you Do you believe in it or not? Give examples from your own life. Answer by discussing examples from the text that explain Flannery O’Connor’s vision of the role of fate in our lives. (That means you MUST define Flannery’s beliefs about fate as well!) How does your view of fate compare to hers?


Due on Thursday, December 13th


OPTIONAL “ART” PROJECT: THIS MAY BE DONE INSTEAD OF THE FINAL “ART” PROJECT/ESSSAY ASSIGNMENT. (SUBJECT TBA) IF A STUDENT CHOOSES TO COMPLETE BOTH ART/ESSAY ASSIGNMENTS THEN THE SECOND WILL COUNT AS EXTRA CREDIT FOR 2/3 OF A LETTER GRADE.

Create a work of “art” according the terms discussed in the class. This work of art must reflect your feelings and thoughts about Fate and it’s function, or lack thereof, in your life. Poems must be min.150 words long.

All works of art must be accompanied by a short essay explaining the subject matter, symbolism, and a self-critique of how well or not the subject was conveyed.


DOUBLE SECRET ART/ESSAY OPTION (PLP):
CREATE A CONTRACT WITH KURT OUTLINING MUCH MORE INTENSIVE ART/ESSAY REQUIREMENTS IN ORDER TO REPLACE ANY OTHER ASSIGNMENT OR COMBINATION THEREOF.