Tag Archive for learning styles inventory

Welcome to day 2!

Standard:

  • ELAGSE9-10SL4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Learning Target: I will illustrate my initials to symbolically represent myself and present my artwork to the class.

Opening Session: Daily video! A little John Green Mental Floss to get your day started 🙂

Work Session: Welcome back to World Literature, day 2! Today we’re going to start out with finishing up our letters of introduction that we began writing yesterday. As you finish, come turn them into the basket at the front of the room. When everyone is done, we’ll get started on our next assignment! This one is an art project, and we’re going to use them to decorate the room!

Illuminated Initials

You will create a visual image of your initials.  You may not use any words or symbols.  What you use to illustrate your initials should tell us a little about who you are and what is important to you.  You will present your initials to the class, so make sure that you know what each part of your initials means. You may use various colors, designs, shapes, patterns, or drawings to create your initials. Check out my example on the board!

You’ll draw your initials on regular printer paper, and I’ll bust out the art supplies so you can add a little color if you want. I actually really like art projects, and we will probably do quite a few, so go ahead and get ready to color 🙂

We will also take a few minutes in class to take a little quiz called a Learning Styles Inventory which is used to determine if you’re a visual, auditory, or kinesthetic (aka hands-on) learner.

Honors: You will also write a paragraph on the back of your initials explaining why you chose to decorate them in the way you did. You’ll share this paragraph with the class as we go around the room for our closing session.

Closing Session: Share out! Stand up at your desk (this isn’t like a formal presentation or anything) and show off your illuminated initials, and tell us why you chose to draw/color them the way you did.

Assessment: Letters of introduction will be graded

Differentiation: Learning style (visual/kinesthetic art project); product (paragraph added for honors students; letter templates provided as needed)

It’s FRIDAY! Whew!!!

Standard: 

  • SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Learning Target: We will cover the expectations for the semester, take a learning styles inventory, and finish mandala presentations.

Daily Video: 

Welcome to FRIDAY!!! It’s the weekend, y’all! You officially made it through the first week! Today we have an easy sort of nuts-and-bolts day. The first thing we’re going to do is finish presenting any mandalas we might not have gotten to yesterday. When you finish presenting, come hang your mandala on the wall, and then pass the tape on to the next person 🙂 I LOVE displaying your mandalas on the wall all semester long, so I hope you guys are proud of what you’ve created!

Next thing to do is go over the class syllabus! This is the official document that explains my expectations of you throughout the semester, and which outlines what you can expect from me. Here’s the skinny:

World Literature Course Syllabus: Fall 2015

Welcome to 10th Grade World Literature! This is a thematic-based course that covers literature from across the globe. Students will demonstrate a comprehensive understanding of the structural elements and critical evaluation of literature and will apply knowledge of literary terms to various works. Students will also show knowledge of strategies used to enhance understanding across subject areas, including content and contextual vocabulary. Additionally, students will show in-depth knowledge of grade-level research techniques and display a strong ability to interpret the message and effects of mass media. As well, students will show mastery of the writing process, including the usage and mechanics of Standard American English.

Units

We will complete five units over the course of the semester. Each unit will be based around a theme, rather than following a chronological curriculum. Students will be asked to complete a unit test for each unit. We will also complete several major writing assignments – an expository, a narrative, and an argumentative writing assignment at the minimum, with the possibility of other assignments added.

  • Unit 1: Animal Farm. Students will read Animal Farm by George Orwell and examine the Bolshevik Revolution and its aftermath. We will examine communism as it was in the Soviet Union and as it is in the world today.
  • Unit 2: Monsters are Out There! Students will read The Metamorphosis by Franz Kafka, and examine the idea of a monster and what makes a monster. We will likely watch a movie during this unit. I will send a permission form home if this movie is rated any higher than PG.
  • Unit 3: Julius Caesar. Students will read Shakespeare’s Julius Caesar and examine the play from many different angles and perspectives.
  • Unit 4: Dante’s Inferno. Students will study a famous journey through the depths of Hell and human decency. They will examine The Inferno by Dante Alighieri and read other famous morality tales like Faust and Morality Play.
  • Unit 5: The Hero’s Journey. Students will read The Epic of Gilgamesh and examine the hero quest motif and hero archetype. They will complete several creative “make your own hero quest” projects and may watch a movie if time permits.

Textbook and Instructional Materials

Textbook: Prentice Hall World Literature

We do not have enough textbooks for students to check out their own copies. Students will have access to the textbook while in class. Because of this, I highly encourage students to purchase their own copies of the following works:

If your student owns a Kindle or other e-reader, a tablet, or a smartphone, all of these texts can be sent to your student’s device free of charge. I can also email electronic copies for reading at home. Just ask!

Additionally, students must have these materials in order to fully participate in class:

  • A binder (or section thereof) OR folder OR notebook. It must have pockets for class handouts AND paper which can be torn out and handed in (no composition books!)
  • Pen and #2 pencils
  • Although not required, donations of tissues, hand sanitizer, or paper towels are very much appreciated!

Grading Scale and Weights

A = 100-90           B = 89-80             C = 79-74             D = 73-70             F = 69 and below.

A standards-based grade book is used. My grade book will list assignments by title and standard. A student’s grades can be accessed online through Synergy.

Weights:              Reading and Literature Assessment:          30%

Writing and Conventions:                             30%

Listening, Speaking, and Viewing:               10%

Language and Vocabulary:                           10%

Final Exam:                                                      20%

Daily grades in the class are taken out of 10 points, and graded on a ✔, ✔, or ✔+. A ✔ is worth full credit, 10 points. A ✔ is worth 7 points. A ✔+ is worth 12 points, and allows the student to accumulate extra credit throughout the semester. If a student does not turn in an assignment, they will receive a 0.

Larger assignments, such as tests and essays, will be graded out of 100 points, making them worth much more than daily grades. Students will receive a rubric in class for each major assignment.  Art projects will generally be worth 50 points and are graded on completion and creativity.

Cobb County’s BYOD (Bring Your Own Device) Policy

In accordance with Cobb County’s BYOD policy, students are encouraged to bring their own wireless and/or portable electronic hand-held electronic equipment to school (including iPads/iPods, Kindles, Nooks, laptop computer, Android tablets, smartphones, and so on). If a student would like to participate in the BYOD program, they must return a signed letter stating they understand the policies and responsibilities that come with the privilege of bringing their device to school. A copy of this letter will be made available to students, and can always be requested from the teacher.

Email Updates

Updates are provided on a daily basis at www.osborne10thlit.com. I will periodically (every three weeks or so) email all parents who provide an email address with an update on the class. Providing an email address is optional but highly encouraged.

Conduct and Participation

  • Active participation is required to excel in this course.
  • Appropriate language should be used in class. Academic English should be used on all formal writing assignments, whether typed or hand-written.
  • Be on time to class and ready to start when the bell rings. We will start every class with a video. If students are not on time or are not quiet and ready to start, I will discontinue the daily videos.
  • No passes will be issued during the first or last 15 minutes of class.
  • Passes will be issued to one student at a time – no exceptions!
  • Bring everything you need – assignments, pencils, paper, etc. – to class with you every day.
  • Late work: Students are not penalized for turning in work late; however, all work is due on Friday, May 6th. After May 6th, late work will not be accepted.
  • Cheating, plagiarism, or other violations of academic integrity will not be tolerated. A 0 will be given for the assignment and an administrative discipline referral will be issued.
  • Keep your hands and feet to yourself.
  • All school policies in the OHS Handbook are in force at all times.
  • Finally, treat people as you would like to be treated. Be courteous and respectful.

A graduated discipline policy includes a verbal warning, time out of class, detention, parent contact, parent conference, and administrative referral.

Finally, we are going to take a little quiz called a learning styles inventory. Don’t freak out! There are no right or wrong answers on this quiz; the idea is to give me and Mr. Carlson an idea of how you learn best. For example, we might find that we have a class with a whole lot of kinesthetic learners, or people who learn by doing. If that’s the case, we will do a lot more hands-on, manipulative, or physical activities. Make sense? Great! Take your quiz, then come up and write your name on the board in the part of the venn diagram where you fall. This will give us a visual aid that shows how our class shakes out (if you didn’t guess, I’m a visual learner :))

Here’s the quiz, if you’re following along at home: Learning Styles Inventory

Assessment: Mandalas will be graded; syllabus can be returned for extra credit.

Differentiation: Learning styles inventory will allow for future differentiation throughout the semester.

Syllabus Friday!

Standard: RL.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Learning Target: Students will finish their mandala, take a learning styles inventory on iRespond, and we will go over the syllabus and class expectations.

Activator: Weird Al – Word Crimes

World Literature Course Syllabus: Spring 2015

 

Welcome to 10th Grade World Literature! This is a thematic-based course that covers literature from across the globe. Students will demonstrate a comprehensive understanding of the structural elements and critical evaluation of literature and will apply knowledge of literary terms to various works. Students will also show knowledge of strategies used to enhance understanding across subject areas, including content and contextual vocabulary. Additionally, students will show in-depth knowledge of grade-level research techniques and display a strong ability to interpret the message and effects of mass media. As well, students will show mastery of the writing process, including the usage and mechanics of Standard American English.

 

Units

We will complete four units over the course of the semester. Each unit will be based around a theme, rather than following a chronological curriculum. Students will be asked to complete a unit test for each unit. We will also complete several major writing assignments – an expository, a narrative, and an argumentative writing assignment at the minimum, with the possibility of other assignments added.

  • Unit 1: The Hero’s Journey. Students will study the hero archetype and the hero’s journey story type, reading The Epic of Gilgamesh, as well as other shorter stories or excerpts from around the world.
  • Unit 2: Animal Farm. Students will read Animal Farm by George Orwell and examine the Bolshevik Revolution and its aftermath. We will examine communism as it was in the Soviet Union and as it is in the world today.
  • Unit 3: Julius Caesar. Students will read Shakespeare’s Julius Caesar and examine the play from many different angles and perspectives.
  • Unit 3: Monsters are Out There! Students will read The Metamorphosis by Franz Kafka, and examine the idea of a monster and what makes a monster. We will likely watch a movie during this unit. I will send a permission form home if this movie is rated any higher than PG.
  • Unit 5: To Be Decided. More information will be forthcoming about our final unit.

 

Textbook and Instructional Materials

 

Textbook: Prentice Hall World Literature

 

We do not have enough textbooks for students to check out their own copies. Students will have access to the textbook while in class. Because of this,  I highly encourage students to purchase their own copies of the following works:

If your student owns a Kindle or other e-reader, a tablet, or a smartphone, both these texts can be sent to your student’s device free of charge. I can also email electronic copies for reading at home. Just ask!

 

Additionally, students must have these materials in order to fully participate in class:

  • A binder (or section thereof) OR folder OR notebook. It must have pockets for class handouts AND paper which can be torn out and handed in (no composition books!)
  • Pen and #2 pencils
  • Although not required, donations of tissues, hand sanitizer, or paper towels are very much appreciated!

 

Grading Scale and Weights

A = 100-90           B = 89-80              C = 79-74              D = 73-70              F = 69 and below.

A standards-based grade book is used. My grade book will list assignments by title and standard. A student’s grades can be accessed online through Synergy.

Weights:              Reading and Literature Assessment:      30%

Writing and Conventions:                            30%

Listening, Speaking, and Viewing:           10%

Language and Vocabulary:                           10%

Final Exam:                                                         20%

 

Daily grades in the class are taken out of 10 points, and graded on a ü, ü-, or ü+. A ü is worth full credit, 10 points. A ü- is worth 7 points. A ü+ is worth 12 points, and allows the student to accumulate extra credit throughout the semester. If a student does not turn in an assignment, they will receive a 0.

 

Larger assignments, such as tests and essays, will be graded out of 100 points, making them worth much more than daily grades. Students will receive a rubric in class for each major assignment.  Art projects will generally be worth 50 points and are graded on completion and creativity.

 

Cobb County’s BYOD (Bring Your Own Device) Policy

In accordance with Cobb County’s BYOD policy, students are encouraged to bring their own wireless and/or portable electronic hand-held electronic equipment to school (including iPads/iPods, Kindles, Nooks, laptop computer, Android tablets, smartphones, and so on). If a student would like to participate in the BYOD program, they must return a signed letter stating they understand the policies and responsibilities that come with the privilege of bringing their device to school. A copy of this letter will be made available to students, and can always be requested from the teacher.

 

Email Updates

Updates are provided on a daily basis at www.osborne10thlit.com. I will periodically (every three weeks or so) email all parents who provide an email address with an update on the class. Providing an email address is optional but highly encouraged.

 

Conduct and Participation

  • Active participation is required to excel in this course.
  • Appropriate language should be used in class. Academic English should be used on all formal writing assignments, whether typed or hand-written.
  • Be on time to class and ready to start when the bell rings. We will start every class with a video. If students are not on time or are not quiet and ready to start, I will discontinue the daily videos.
  • No passes will be issued during the first or last 10 minutes of class.
  • Passes will be issued to one student at a time – no exceptions!
  • Bring everything you need – assignments, pencils, paper, etc. – to class with you every day.
  • Late work: Students are not penalized for turning in work late; however, all work is due on Monday, May 12th. After May 12th, late work will not be accepted.
  • Cheating, plagiarism, or other violations of academic integrity will not be tolerated. A 0 will be given for the assignment and an administrative discipline referral will be issued.
  • Keep your hands and feet to yourself.
  • All school policies in the OHS Handbook are in force at all times.
  • Finally, treat people as you would like to be treated. Be courteous and respectful.

 

A graduated discipline policy includes a verbal warning, time out of class, detention, parent contact, parent conference, and administrative referral.