RELA Out Loud

This page’s Wordle… courtesy of www.wordle.com.

Thu, 14 Jul 2011 09:48:43 -0400

This page’s Wordle…

courtesy of www.wordle.com.

one more: http://t.co/vG0LZdp

Thu, 14 Jul 2011 00:42:43 -0400

one more: http://t.co/vG0LZdp

decisions, decisions…

Fri, 17 Jun 2011 10:00:06 -0400

decisions, decisions…

Prepare Yourself for the 9th Grade This Summer

Thu, 16 Jun 2011 18:18:00 -0400

Ms. Anna Stansky, a dynamic speech/language pathologist, and I came up with these tips for a specific student, but the more I read it, the more I think this will help everyone.

1. Read like a banshee at least 30 to 60 minutes daily. Choose books from the library and/or bookstore, but read in order to support your word fluency, vocabulary and general comprehension. Check the blog tomorrow as I’ll be posting the NYTimes.com’s annual Summer Reading Contest. Check out reading lists at: http://relaoutloud.tumblr.com/post/6222141725/summer-reading-makes-me-dance-no-really-it-does

Be sure you reads books that are on your reading level (almost everyone has seen their SRI score, if not email me at monetc(at)gmail.com) aloud to you all so that you can catch any word mispronunciations and check for comprehension as well. Return to the text after correcting yourself and look for proof in the text.
If you’re with a parent or friend, Read Alouds do not have to be formal. You can fix dinner, etc. and do it with each other.

2. You need to practice reading for critical understanding that moves beyond identification. So, after you read, go to any of these links for critical thinking questions he can respond to verbally or in writing.

3. After you finish reading a section (a few pages) or a chapter, discuss the book with a friend, parent (or email me). Then, answer some of the critical thinking questions above on paper. You can also do this comic strip below.

Comic Strip Book Review

4. Next, edit and revise your writing. The links below should help.

My Editing Checklist
Revising Checklist

5. Present your writing to someone. Critique the presentation as much as the writing. Presenting is important because if you’re not speaking loudly and clearly enough to be heard, how are people going to know what you’re talking about? Go back and fix any mistakes you find.

6. Organizational Patterns is another area of concern. To that effect, complete a mini-project where you have to teach someone else something that only you know how to do. Then, complete any one of the templates below.

My Procedure For….

How To…

7. Persuasive Writing is also an area you can work on. Give yourself a goal: Try to convince a parent or guardian to allow you to do something you really want to do. You must PROVE that the goal is worthwhile with data and examples (primary sources), not just your own reasoning. If you does not have the PROOF (especially, primary sources) to support your opinion, then you cannot do it. Do it over and over again until you get it right. I’d also recommend that you use the librarians as a resource.

8. Your Conversations. When you discuss your goals for the summer or life, the mini-project, your reading fluency development, what your reading about, etc., the form below should help. You can ask some of the questions, just a few or all of them. Honestly, I’d choose three to five questions to ask yourself and go from there. The purpose of the Feedback document is to create conversation that enhances critical thinking.

Feedback

Stay in touch! Ya’ll can always send me a NOTE on the blog and I’ll respond.

"Security is mostly a superstition. It does not exist in nature, nor do the children of men as a..."

Wed, 15 Jun 2011 19:05:58 -0400

“Security is mostly a superstition. It does not exist in nature, nor do the children of men as a whole experience it. Avoiding danger is no safer in the long run than outright exposure. Life is either a daring adventure, or nothing.”

- Helen Keller (via kneehighsandlove)

You made it. See you in a few minutes for Passing of the Torch....

Wed, 15 Jun 2011 10:00:07 -0400

You made it. See you in a few minutes for Passing of the Torch. One more day and most of ya’ll are full-blooded 9th graders.

Today, I

Tue, 14 Jun 2011 13:35:00 -0400

took a ~~professional~~ personal day to attend the 15th Achievement Gaps Symposium, sponsored by ETS and the Children’s Defense Fund. This year’s focus is addressing the challenges and the obstacles that face young black boys in their quest for educational attainment. It’s more of a policy discussion, but it’s great to be a teacher here and become reinvigorated about the work we MUST do to educate and prepare our children not just to enter college and the work force, but to change the socioeconomic, class, gender and racial dynamics that exist today.

As I type these words, the lectures and discussions are rich. This is the mission of educators: To not carry the status quo, but to defy it if it means educating our children, especially young black boys. Good stuff today. I’ll give some notes on what I learned and helpful links to continue the discussion.

When I return to school, I’m curious to know what you all think as students. This conference is really talking about your experiences in the educational system and how you can move forward in successfully achieving a college degree with excellence.

peace.

ms. cooper

SRI update

Tue, 14 Jun 2011 13:25:35 -0400

OK, I have not yet posted Class-by-Class data. My apologies, between a field trip, closing exercises and grades data analysis has not happened in full. It will happen by Thursday. Thank you for your patience.

thedailywhat: Letter Of Note of the Day: In 1971, Troy,...

Tue, 14 Jun 2011 10:00:06 -0400

thedailywhat:

Letter Of Note of the Day: In 1971, Troy, Michigan’s children’s librarian Marguerite Hart sent out dozens of letters to politicians, writers, artists and other notable figures asking for words to inspire the public library’s younger patrons.

Above is the timeless response she received from one Theodor Geisel — better known as Dr. Seuss.

[jackcheng / swissmiss.]

science + reading=a match made in...

Mon, 13 Jun 2011 10:00:06 -0400

science + reading=a match made in heaven.

thenewrepublic:

United States of Science! Brilliant map of how each state shines in science, nature and public health, courtesy of the Mother Nature Network.

thebroadcaster: 10 Most Misunderstood Words in English

Mon, 13 Jun 2011 08:00:06 -0400

thebroadcaster:

10 Most Misunderstood Words in English

Transforming Your Outline into a Clean Critical Essay Part III

Sun, 12 Jun 2011 19:45:15 -0400

After you finish putting together your paragraphs, be sure you do revise and proofread your paper.

Read your paper aloud and check for any mistakes (spelling, punctuation, capitalization, grammar, MLA citation errors, confusing sentences that do not clearly communicate your awesome ideas). As soon as you spot the error, correct it!
See this informative link about in-text MLA formatting. Be sure it is done correctly!
Then, read over your paper one more time.
Email it to me at erin.cooper(at)pgcps.org.

Transforming Your Outline into a Clean Critical Essay Part II

Sun, 12 Jun 2011 19:37:00 -0400

Why do seemingly good people suddenly commit evil acts? Edgar Allan Poe seems to confront this issue head on in his popular short story The Tell-Tale Heart. In The Tell-Tale Heart Poe writes of a man who seems innocuous, but eventually admits to murdering his neighbor because of his “vulture eye” (283). The narrator, whose name and gender remain unknown to the reader, confesses to the act as evidence of his sanity, but appears all the more insane because of why he did the crime and his admission of guilt to the police. Poe uses repetition to illustrate how manipulative and normal the nature of evil can be, while the imagery forces the reader to feel fascination and repugnance at the narrator’s devious deed. These devices become metafictional techniques Poe uses to create tension in the narrator’s actions, while also problematizing the ways in which evil can appear benign, confusing sanity and insanity.

While the narrator tells the story as an example of his (or her) sanity, the repeated words and phrases, prove quite the opposite. The repetition is more than a tool the Poe uses to emphasize a point in the tale or the narrator’s idiosyncratic behavior; it insists that evil and insanity go hand in hand. Throughout the text the word “very” is repeated in couplets. “Very, very” at the beginning of the story to underscore how nervous he was in the commission of the crime. He repeats it again to assert how circumspectly and deliberately he implemented his plan, be it moving “slowly” (281) so as not to disturb his victim’s slumber or explain how covert he was in uncovering the lamp in order to see the eye and kill the old man. The repetition emphasizes the way in which the speaker meditates on his actions leading up to the murder and shortly after. His premeditation not only speaks to the deliberateness of the act, but also its malevolent nature. Poe uses repetition to complicate the idea of evil. For a deed to be evil, and the narrator considered guilty, does one have to be sane? The repetition here indicates the speaker’s sanity and guilt. The crime and confession appear to be the work of a madman — he dismembers a man who “had never given me insult” (281) because of an evil-looking eye. Yet, in telling how he committed the crime, he is very sane, using the same word to underscore the methodical nature of his crime. I argue that the speaker attempts to manipulate the reader into believing he is insane, although in reality he (or she) is lucid enough to plan the perfect crime — and wickedly evil enough to get away with it without being put to death. Here Poe confuses what evil is and is not, what connotes guilt and what does not. Evil is not a vengeful murder in the Paris catacombs (Cask of Amontillado). Evil is not the theft of a valuable letter (The Purloined Letter), evil is manipulative, unhurried and violent (The Black Cat).

(PARAGRAPH #3 Honors Only, remember what we did in class. I did not fill this in because we did some of this together): While Poe’s imagery works in a variety of ways — foreshadowing the old man’s impending doom, building suspense, and compounding the eerie, foreboding mood — these devices become metafictional techniques Poe uses to create irony in the narrator’s actions. The irony problematizes the ways in which evil can appear harmless, but is very dangerous, confusing what it means to be sane and insane. Proof: What proof from the text should I use to support my thesis and finish my analysis? What’s my final analysis?

Poe’s repetition and imagery confuses the reader into believing the narrator is insane by emphasizing the narrator’s deed, not the cunning required to execute the murderous task. These metafictional techniques build suspense, while also problematizing the ways in which we think about sanity and insanity. However, by closely examining the words and phrases used to describe the planning and execution of the acts, one can arrive at the conclusion that though the acts committed are insane, the narrator is very sane. Poe’s works have always been interested in the human psyche. What drives someone to murder and brutalty? While the act of violence itself may seem the evidence of a demented mind, Poe’s explorations rest not with the perpetrator of the crime, but rather with what the observer thinks of the perpetrator. The Tell-Tale Heart is a story told in first person, much like a confession. The repetition builds to a frenzy in the end as the heartbeat becomes “louder, louder” (285). The imagery of EXAMPLE HERE from PARAGRAPH #3, creates a revulsion because the reader wants to turn away from the spectacle of blood and gore ~~before us~~ on the page. Yet, now the reader is now involved in the question of the perpetrator’s sanity and insanity and cannot turn away. Poe uses the imagery to create suspense and thus force the reader to continue reading to make a judgment about the character’s deed and mental state. The Tell-Tale Heart is a social commentary on both how we think about violence as symptomatic of something evil, but also how we judge someone (or something) as reflective of abhorrent behavior and something deeper than that, something very evil.

Transforming Your Outline into a Clean Critical Essay Part I

Sun, 12 Jun 2011 19:28:00 -0400

Remember to start with your outline

HONORS: Four Paragraphs

GENERAL: Three Paragraphs

I. INTRODUCTORY PARAGRAPH

A. Introductory Sentence/Lede: Why do seemingly good people suddenly commit evil acts? Edgar Allan Poe seems to confront this issue head on in his popular short story The Tell-Tale Heart.

B. Summarize: In The Tell-Tale Heart Poe writes of a man who seems innocuous, but eventually admits to murdering his neighbor because of his “vulture eye” (283). The narrator, whose name and gender remain unknown to the reader, confesses to the act as evidence of his sanity, but appears all the more insane because of why he did the crime and his admission of guilt to the police.

C. Thesis

1. Style element/literary devices: repetition, imagery, metafictional techniques

a. Poe uses repetition to illustrate how manipulative and normal the nature of evil can be, while the imagery forces the reader to feel fascination and repugnance at the narrator’s devious deed. These devices become metafictional techniques Poe uses to create tension in the narrator’s actions, while also problematizing the ways in which evil can appear benign, confusing sanity and insanity.

II. BODY PARAGRAPH #1

A. Thesis Statement: While the narrator tells the story as an example of his (or her) sanity, the repeated words and phrases, prove quite the opposite. The repetition is more than a tool the Poe uses to emphasize a point in the tale or the narrator’s idiosyncratic behavior; it insists that evil and insanity go hand in hand.

B. Proof: Throughout the text the word “very” is repeated in couplets. “Very, very” at the beginning of the story to underscore how nervous he was in the commission of the crime. He repeats it again to assert how circumspectly and deliberately he implemented his plan, be it moving “slowly” (281) so as not to disturb his victim’s slumber or explain how covert he was in uncovering the lamp in order to see the eye and kill the old man.

C. Analysis (your opinion): The repetition emphasizes the way in which the speaker meditates on his actions leading up to the murder and shortly after. His premeditation not only speaks to the deliberateness of the act, but also its malevolent nature. Poe uses repetition to complicate the idea of evil. For a deed to be evil, and the narrator considered guilty, does one have to be sane? The repetition here indicates the speaker’s sanity and guilt. The crime and confession appear to be the work of a madman — he dismembers a man who “had never given me insult” (281) because of an evil-looking eye. Yet, in telling how he committed the crime, he is very sane, using the same word to underscore the methodical nature of his crime. I argue that the speaker attempts to manipulate the reader into believing he is insane, although in reality he (or she) is lucid enough to plan the perfect crime — and wickedly evil enough to get away with it without being put to death. Here Poe confuses what evil is and is not, what connotes guilt and what does not. Evil is not a vengeful murder in the Paris catacombs (Cask of Amontillado). Evil is not the theft of a valuable letter (The Purloined Letter), evil is manipulative, unhurried and violent (The Black Cat).

III. BODY PARAGRAPH #2 irony metafictional techniques, imagery

A. Thesis Statement: While Poe’s imagery works in a variety of ways — foreshadowing the old man’s impending doom, building suspense, and compounding the eerie, foreboding mood — these devices become metafictional techniques Poe uses to create irony in the narrator’s actions. The irony problematizes the ways in which evil can appear harmless, but is very dangerous, confusing what it means to be sane and insane.

B. WE DO Proof: What proof from the text should I use to support my thesis and finish my analysis?

C. WE DO Analysis: What’s my final analysis?

IV. CLOSING PARAGRAPH

A. Restate thesis. Poe’s repetition and imagery confuses the reader into believing the narrator is insane by emphasizing the narrator’s deed, not the cunning required to execute the murderous task. These metafictional techniques build suspense, while also problematizing the ways in which we think about sanity and insanity. However, by closely examining the words and phrases used to describe the planning and execution of the acts, one can arrive at the conclusion that though the acts committed are insane, the narrator is very sane.

B. Analysis: Poe’s works have always been interested in the human psyche. What drives someone to murder and brutalty? While the act of violence itself may seem the evidence of a demented mind, Poe’s explorations rest not with the perpetrator of the crime, but rather with what the observer thinks of the perpetrator. The Tell-Tale Heart is a story told in first person, much like a confession. The repetition builds to a frenzy in the end as the heartbeat becomes “louder, louder” (page number here). The imagery EXAMPLE HERE, creates a revulsion because the reader wants to turn away from the spectacle of blood and gore before us. Yet, now the reader is now involved in the question of the perpetrator’s sanity and insanity and cannot. The Tell-Tale Heart is a social commentary on both how we think about violence as symptomatic of something evil, but also how we judge someone (or something) as reflective of abhorrent behavior or something deeper than that, something very evil.

Several of you have called, emailed, texted me asking, “Ms....

Sun, 12 Jun 2011 15:47:59 -0400

Several of you have called, emailed, texted me asking, “Ms. Cooper, do we have to wear our uniform?” Yes, you do have to wear your uniform.

If you are still feeling some kind of way about this missive, check out Michael Jordan, without argument, the greatest basketball player of all time in the NBA. Did he grumble about having to wear a uniform to games? Nope. In fact, he performed at such a high level, he could wear whatever uniform he chose. He chose the ~~Chicago Bulls the~~ Washington Wizards. You all wear the uniforms of others and usually you all have to pay exorbitant amounts of money to do so (sports team hats, jerseys, designer logos, etc.). Funny. Here is one relatively inexpensive one that you must wear in order to learn, just like Jordan (or LeBron or Dirk) had to wear one in order to play. If he spent his time quibbling over his uniform, instead of the excellent content of his mental and physical game, he would not be a player we still find relevant today.

A wonderful basketball analogy as Game 5 is played tonight.

Please do wear your uniform. Not only is it the way we’ll use to identify you because we are traveling with a LARGE group, it is also indicative of you still being a student at Thomas Johnson M.S.

If you do not wear your uniform, you will be unable to go. Ms. Groover and I really want you there and if you are not in uniform, it would bring us some grief that you have worked so hard this year, especially on this unit, and are now unable to reap the reward of your labor — not to mention that you paid a significant amount of money to attend.

It is not our desire to see anyone left behind. Wear your uniform.

See you bright and early on Monday at 6 a.m.!

Creative Summer Learning Opportunities

Sun, 12 Jun 2011 09:55:00 -0400

WORKSHOP for TEENS: IMAGINE=IMAGE
Does your school picture do you justice? Want to say more about who you are? Looking at famous people and portraits, using cameras, smart phones and more you will create a portrait during this workshop. What will your portrait say about YOU? Lunch provided daily. For ages 13–16.

Location: National Portrait Gallery (Washington DC)
Registration: Contact Helen Dockery at dockeryh@si.edu
Dates: June 20–June 23 9:30AM–3:30PM daily

For All The World To See: Visual Culture and the Struggle for Civil Rights is the first exhibition to explore the role played by visual images in shaping, influencing, and transforming the fight for civil rights in the United States. The exhibition looks at images in a range of venues and forms, tracking the ways they represented race in order to perpetuate the status quo, stimulate dialogue, or change prevailing beliefs and attitudes. The exhibition will be featured in NMAAHC’s gallery at the Smithsonian’s National Museum of American History from June 10 through November 27, 2011. For information about this exhibition please visit http://nmaahc.si.edu/section/programs/view/38

RACE: Are We so Different? Race is a short word with a long history in America. What is race and how are we affected by it every day? Race: Are We So Different? explores the concept of race from scientific, historical, and cultural perspectives. The exhibition offers a powerful look at race and racism, and challenges visitors to ask questions, think critically, and talk about the issue and their own experiences. Location: Second Floor of the National Museum of Natural History Exhibit: June 18, 2011 – January 1, 2012 Websites: http://www.mnh.si.edu/exhibits/race/

Re-Discovering Malcolm X: Educator Workshop Interested in Malcolm X and his role in the struggle for civil rights but not quite sure how to incorporate it into your classroom? Want to diversify your unit on civil rights but don’t know much about Malcolm X except his saying “by any means necessary”? Come to the NMAAHC educator professional development workshop on Malcolm X. The day’s workshop will include two speakers and a visit to the new NMAAHC exhibit For All The World to See. Participants will receive resources to support teaching about Malcolm X in the classroom. This program is most appropriate for teachers of grades 8-12. The workshop is free but registration is required; space is limited. Smithsonian Institution; Thursday, July 14, 2011; 9am-3pm Click here to register.

NMAAHC Outreach: Classroom Treasures The National Museum of African American History and Culture is excited to bring our Save Our African American Treasures program to classrooms in the DC metro area. This program features literacy, history, and preservation. Students who participate in this 70-minute program will strengthen their historical thinking skills as they explore original historical artifacts, and other records of the past. This program helps students understand the historical importance of material culture and gives students the tools they need to preserve their own history for generations to come. This program aligns with DC standards for the third and fifth grade. Please contact Heather Dunn at dunnh@si.edu for questions, curriculum connections, and reservations for Fall 2011.

2011 Smithsonian Folklife FestivalNMAAHC is pleased to continue its collaboration with the Center for Folklife and Cultural Heritage in producing Rhythm and Blues: Tell it Like Is, for the 2011 Folklife Festival. This year we celebrate the birth of rhythm and blues, its diverse geographical roots, its role as a voice of black communities, and its overwhelming influence on American popular music. There will be plenty of activities for children and teens. National Mall; June 30 - July 4 & July 7 - 11, 2011. http://www.festival.si.edu/2011/RhythmBlues/

Telling it Like it Is: A Conversation with Kenneth Gamble and Leon Huff. Join the Smithsonian Folklife Festival and the National Museum of African American History and Culture leadership in a thoughtful discussion with the prolific and renowned song-writing duo of Kenneth Gamble and Leon Huff. Gamble and Huff, who wrote and produced iconic hits for singers ranging from Dusty Springfield to the O’Jays, founded Philadelphia International Records, a company this year celebrating 40 years in business. Take part in an historic evening of thoughtful remembrances and performances of Gamble and Huff’s greatest hits. Folklife Festival Large Tent; July 10, 2011 6-7:30pm.

Yes, you must wear a uniform Monday.

Sun, 12 Jun 2011 08:59:00 -0400

Several of you have called, emailed, texted me asking, “Ms. Cooper, do we have to wear our uniform?” Yes, you do.

If you are still feeling some kind of way about this missive, check out Michael Jordan, without argument, the greatest basketball player of all time in the NBA. Did he grumble about having to wear a uniform to games? Nope. In fact, he performed at such a high level, he could wear whatever uniform he chose. He chose the Chicago Bulls. You all wear the uniforms of others and usually you all have to pay exorbitant amounts of money to do so (sports team hats, jerseys, designer logos, etc.). Funny. Here is one relatively inexpensive one that you must wear in order to learn, just like Jordan (or LeBron or Dirk) had to wear one in order to play. If he spent his time quibbling over his uniform, instead of the excellent content of his mental and physical game, he would not be a player we still find relevant today.

A wonderful basketball analogy as Game 5 is played tonight.

It is not our desire to see anyone left behind. Wear your uniform.

See you bright and early on Monday at 6 a.m.!

Poe Museum Updates: Parent Letter

Fri, 10 Jun 2011 15:58:38 -0400

Dear Parent,

As you know, the 8^th grade Honors RELA classes and a few specially selected students are taking an exciting field trip to the Edgar Allan Poe Museum in Richmond, Va. to culminate their rigorous study of Poe in the RELA unit.

The Poe Museum features an interactive experience for students and educators to learn about Poe’s life and literature. We have arranged for the students to take a guided tour of the museum.

· The tour features a scavenger hunt, poetry performance by an actor and an interactive sharing session.

· The tour will be followed by a mock trial session. After a performance of “The Tell-Tale Heart,” students are given evidence in a trial against the protagonist and are asked to determine if s/he is innocent by reason of insanity or guilty as charged.

This is a popular feature according to the museum and judging by the lively debates in class, the students are sure to love it, too.

*IMPORTANT INFORMATION*

· We are scheduled to leave the school on Monday, June 13 at 6:30a, which means your child should arrive at school by 6a to ensure she/he makes it onto the bus. I do not want to leave anyone behind, but we’re on a tight schedule. We will be leaving promptly at 6:30a to beat the traffic and arrive at the Poe Museum within our scheduled time.

· We will return to the school by 3p, which will ensure all students are able to maintain their regular dismissal schedule in a timely manner.

· Please give your child $5-$8 to cover their food at a local Richmond restaurant. I am in conversation with students who have special dietary needs so that they may also eat as well.

Thank you for your partnership in the service of teaching and learning! My contact information is below if you have any additional questions or concerns.

Sincerely,

ms. erin cooper

email: erin.cooper(at)pgcps.org

TJMS Poe Museum Trip Itinerary

Fri, 10 Jun 2011 15:54:26 -0400

For all students going on the trip…

6a Arrival at School

· Student Attendance

· Rules for the Road

6:30a Departure from School

· Daily Dilemma on bus

10a Arrival at Poe Museum

· Reminders

· Tour

· Scavenger Hunt

· Mock Trial The Tell-Tale Heart

Noon Poe Museum Departure, Lunch at Local Eaterie

12:45p Richmond Departure

3p Arrival at TJMS

Looking over the SRI scores with some students today, there was...

Thu, 09 Jun 2011 22:00:27 -0400

Looking over the SRI scores with some students today, there was encouragement for them to read. They intently nodded their heads. Here’s a beautiful place to start and it’s not too far away. :o)

brocreate:

The Peabody Stack Room of the George Peabody Library, Baltimore, Maryland

The George Peabody Library, formerly the Library of the Peabody Institute of the City of Baltimore, dates from the founding of the Peabody Institute in 1857. It contains more than 300,000 titles—most of which date from the eighteenth to the early twentieth centuries. Renowned for its striking architectural interior, the Peabody Stack Room contains five tiers of ornamental cast-iron balconies, which rise dramatically to the skylight 61 feet above the floor.

In addition to its traditional use as a research library, it is available as an event space. The library accommodates wedding ceremonies, wedding receptions, private dinners, holiday parties and lectures.