| Week 9 2011-2012 Expo Comp | Class Work | Homework |
| Print out for 100 extra credit points by Tuesday class time Visit College Office to plan your individual strategy to get into the best school for you, see if you have any courses you need to take/makeup to realize your career goals/dreams, make sure you know the application deadlines for EOP programs and financial aid). Keep working on the grammar book; remember the answers are in the book. Come to me if you do not understand the answers. | Value of Life Activity 10 | Senior Project Make sure you have turned in all Senior project forms! 1. The Expert Interview is due by Friday 5 PM I should be checking content and ideas not typos, grammar errors, or spelling errors. 2. Incorporate your expert’s comments into your Topics 1,2, and 3. Highlight and bring in your revised Senior Project Draft on a flash drive for Peer Review on Turnitin.com Friday. |
| | Value of Life Activity 11 | Senior Project Expert Interview |
| | Value of Life Activity 12 | Senior Project Expert Interview |
| | Value of Life Activity 13 | Senior Project Benchmark Due to Turnitin.com PM Remember: I should be checking content and ideas not typos, grammar errors, or spelling errors. |
| | Peer Review of Drafts on Turnitin.com | Senior Project Activity 14, 15 and 16 |
Saturday, October 29, 2011
Week 9 Expo Comp 2011-12
Sunday, October 23, 2011
Week 8 2011-2012
Week 8 20111-2012 Expo Comp | Class Work | Homework |
Print out for 100 extra credit points by Monday class time CSUN Presentation (Brown) Date: 10/26/2011 Time: 9:30 AM - 10:30 AM Location: College Center Visit College Office to plan your individual strategy to get into the best school for you, see if you have any courses you need to take/makeup to realize your career goals/dreams, make sure you know the application deadlines for EOP programs and financial aid). Keep working on the grammar book; remember the answers are in the book. Come to me if you do not understand the answers. | Hamlet Video Value of Life Activity 5 | Senior Project Topic 3 Make sure you have turned in all Senior project forms and met the benchmarks! Gradewindow opens November 3rd! Mentor Log ( Handout) Midway Project Form Mentor Form ( Handout) Letter of Intent/Plagiarism form ( page 8). Senior Porject Consent Form( Page 17 and 18) Physical Project Log ( if completed) p.14 of SPSGuide Revised Introduction Revised Topic 1 Revised Topic 2 Topic 3 ( due Friday) Revised MLA Format references |
Value of Life Activity 6 | Senior Project Topic 3 | |
Value of Life Activity 7 | Senior Project | |
Value of Life Activity 8 Thinking Critically | Senior project Benchmark Due to Turnitin.com by Friday 5 PM I should be checking content and ideas not typos, grammar errors, or spelling errors. | |
Activity 9 | Senior Project Edit Topics 1 and 2 Post to Revision sections in Turnitin.com by Sunday 5 PM. |
Interviewing Techniques: New York Times
New York Times Learning Network Article on Interviewing
Interviewing is almost certainly the most important way that reporters get the information that forms the basis of their articles. Like playing the piano or guessing well on multiple-choice exams, some people seem to have a gift for it, while others do not. Yet for all these activities, there are basic principles to learn, and those who spend the time learning them will be better than those who do not. Being a brilliant interviewer may be an art form; being a competent one is not.
Here are some tips for student journalists preparing for that most fundamental of all reporting methods, the interview:
· If your deadline allows it, call ahead or send e-mail to schedule an interview. And if you think ahead, deadlines almost always allow it. Even on daily newspapers, most articles are not written the day and hour an event occurs.
· Identify yourself by name and publication. Give the nature of the article. Trying to trick people into telling you things they shouldn't is almost always a recipe for disaster. There are occasions for relying on subterfuge and misdirection in gaining information, but they are few and are always the absolutely last resort. Any dishonesty in reporting - which includes misleading your source both by not stating clearly what the article is about as well as by not identifying yourself as a reporter - cheapens and diminishes whatever article you get. If you think a straightforward approach won't work, get advice from your editors and your faculty adviser.
· Respect your subject's time. It is probably as valuable as your own. Try to schedule an interview at the source's convenience. Frequently, accompanying a source on scheduled rounds is a way to minimize the inconvenience for your source. There is an added bonus to that strategy: You are almost always able to see the source interact with someone. That's a plus.
· For the same reason, be punctual. If the appointment is for 2 p.m., be there at 1:55. Sources become irritated when they are kept waiting, and it makes a good impression to be just a few minutes early.
· Do your homework. There is very little more embarrassing than arriving for an interview and not knowing what has already been written about your subject. A question on the order of, "Well, Mr. Jones, have you been teaching here long?" almost guarantees a poor interview. Mr. Jones almost immediately begins to look at his watch to try to figure out a way to get out of this. A far better question, in the same area, may be, "Can we talk about the changes that have occurred during your eight years here at Central?" Or: "You were at East High for a number of years before coming here. Why did you move? Are glad you did?" Or, "What are the major differences between East High, where you taught before coming here, and our school?"
· Dress with respect for the person you are interviewing. That does not necessarily mean that you should wear dressy clothes - although for an interview with, say, the president of the school board or the mayor, that is not a bad idea - but it does mean that you should not show up for an interview with torn jeans and a T-shirt from the Head-Bangers World Tour.
With the mechanics of setting up and dressing for the interview taken care of, it is time to consider how to conduct the interview itself. Planning is important here. Give some serious thought to the information you want to get from the news source and how to elicit those answers. But don't be so focused on the point of the interview that you jump right in with substantive questions. An interview is also a social interaction; the best ones start with a minute or two of polite small talk about the weather, last night's game or whatever.
You might want to write down some of the questions, but reading from a list of questions guarantees a mediocre interview. It is one of the clearest signs of a beginner when a reporter arrives with questions all written out and three lines or so left between questions to write down the answers. It is far better to let the conversation follow its own path, with a little steering and nudging from the interviewer. You need to listen to the response to one question - while taking judicious notes and not trying to transcribe the entire interview - while framing the next one in your mind. It sounds harder than it is. Anybody who's ever done homework while watching television, listening to music and fielding instant messages that pop up on the screen every two minutes can master it."
"Interviewing Techniques
Interviewing is almost certainly the most important way that reporters get the information that forms the basis of their articles. Like playing the piano or guessing well on multiple-choice exams, some people seem to have a gift for it, while others do not. Yet for all these activities, there are basic principles to learn, and those who spend the time learning them will be better than those who do not. Being a brilliant interviewer may be an art form; being a competent one is not.
Here are some tips for student journalists preparing for that most fundamental of all reporting methods, the interview:
· If your deadline allows it, call ahead or send e-mail to schedule an interview. And if you think ahead, deadlines almost always allow it. Even on daily newspapers, most articles are not written the day and hour an event occurs.
· Identify yourself by name and publication. Give the nature of the article. Trying to trick people into telling you things they shouldn't is almost always a recipe for disaster. There are occasions for relying on subterfuge and misdirection in gaining information, but they are few and are always the absolutely last resort. Any dishonesty in reporting - which includes misleading your source both by not stating clearly what the article is about as well as by not identifying yourself as a reporter - cheapens and diminishes whatever article you get. If you think a straightforward approach won't work, get advice from your editors and your faculty adviser.
· Respect your subject's time. It is probably as valuable as your own. Try to schedule an interview at the source's convenience. Frequently, accompanying a source on scheduled rounds is a way to minimize the inconvenience for your source. There is an added bonus to that strategy: You are almost always able to see the source interact with someone. That's a plus.
· For the same reason, be punctual. If the appointment is for 2 p.m., be there at 1:55. Sources become irritated when they are kept waiting, and it makes a good impression to be just a few minutes early.
· Do your homework. There is very little more embarrassing than arriving for an interview and not knowing what has already been written about your subject. A question on the order of, "Well, Mr. Jones, have you been teaching here long?" almost guarantees a poor interview. Mr. Jones almost immediately begins to look at his watch to try to figure out a way to get out of this. A far better question, in the same area, may be, "Can we talk about the changes that have occurred during your eight years here at Central?" Or: "You were at East High for a number of years before coming here. Why did you move? Are glad you did?" Or, "What are the major differences between East High, where you taught before coming here, and our school?"
· Dress with respect for the person you are interviewing. That does not necessarily mean that you should wear dressy clothes - although for an interview with, say, the president of the school board or the mayor, that is not a bad idea - but it does mean that you should not show up for an interview with torn jeans and a T-shirt from the Head-Bangers World Tour.
With the mechanics of setting up and dressing for the interview taken care of, it is time to consider how to conduct the interview itself. Planning is important here. Give some serious thought to the information you want to get from the news source and how to elicit those answers. But don't be so focused on the point of the interview that you jump right in with substantive questions. An interview is also a social interaction; the best ones start with a minute or two of polite small talk about the weather, last night's game or whatever.
You might want to write down some of the questions, but reading from a list of questions guarantees a mediocre interview. It is one of the clearest signs of a beginner when a reporter arrives with questions all written out and three lines or so left between questions to write down the answers. It is far better to let the conversation follow its own path, with a little steering and nudging from the interviewer. You need to listen to the response to one question - while taking judicious notes and not trying to transcribe the entire interview - while framing the next one in your mind. It sounds harder than it is. Anybody who's ever done homework while watching television, listening to music and fielding instant messages that pop up on the screen every two minutes can master it."
Saturday, October 15, 2011
Keynote PowerPoint Oral Presentation Rubric
ORAL PRESENTATION RUBRIC
Technical/Keynote/PowerPoint Presentation:
Excellent-4 | Good-3 | Satisfactory-2 | Needs Improvement (fail) -1 | |
Content and Presentation of Information | Covers topic in depth, is clear, elaborative and includes details. | Includes essential information, does not elaborate or include details. | Includes some essential information but topic is vague. | Hard to understand how the slides support the topic. |
Content Accuracy | All content throughout the presentation is accurate. There are no factual errors. | Most of the content is accurate | The content is generally accurate, but one piece of information is clearly inaccurate. | Content confusing or contains more than one factual error. |
Sequencing of Information | Information is organized in a clear, logical way, starting with the title page. It is easy to anticipate the next slide. Has6- 8 slides (not including title and bibliography/works cited list slides) | Most information is organized in a clear, logical way. One slide or piece of information seems out of place. | Some information is logically sequenced. An occasional slide or piece of information seems out of place. Includes 6-8 slides | There is no clear plan for the organization of information. Has less than 6 slides or more than 10 slides. No works cited list. |
Use of Graphics and Visual Aids | All graphics are attractive (size and colors) and support the topic of the presentation. | Most graphics are attractive and all support the topic of the presentation. | All or some of the graphics are attractive support of mostly support the topic of the presentation. | Several graphics are unattractive AND detract from the content of the presentation. |
Text - Font Choice & Formatting | Font formats (color, bold, italic) have been carefully planned to enhance readability and content. | Font formats have been carefully planned to enhance readability. | Font formatting has been carefully planned to complement the content. It may be a little hard to read. | Font formatting makes it very difficult to read the material. |
Spelling and Grammar | Presentation has no misspellings or grammatical errors. | Presentation has no misspellings or grammatical errors. | Presentation has 1 grammatical error or misspelling. | Presentation has more than 2 grammatical and/or spelling errors. |
Bibliography/ Footnotes | All of the sources were appropriately referenced in MLA format. | Most of the sources were referenced in MLA format. | Some of the sources were referenced. | Student did not include a bibliography or foot/endnotes. |
Oral Presentation:
Oral Presentation and Delivery | Students presented using proper grammar. Speech was consistently related to the presentation. Students made appropriate eye contact and used effective and appropriate gestures. Student used appropriate tone (varied voice) to engage audience and effectively generated mood. | Student used mostly proper grammar and/or speech was mostly topic related. Student made eye contact with the audience and used some effective and appropriate gestures. Student varied voice occasionally to deliver appropriate tone and mood. | Student spoke with poor grammar and/or the oral presentation was not aligned to the topic. Students made limited eye contact and did not use effective and appropriate gestures. Student occasionally varied tone but not enough to generate appropriate mood in audience. | Student did not enhance keynote presentation with an oral presentation. Student stared at notes or floor. Student spoke inaudibly, in a monotone, or failed to complete presentation. |
Subject Knowledge | Student was prepared and gave the oral presentation with little or no help of notes. | Students used their notes some of the time | Students had to read 1-2 sentences from their notes. | Students had to read more than 3 sentences from their notes. |
Fail-Safe Model Outline for Oral Presentations
Fail-Safe Model Outline for Oral Presentations
I. Introduction.
A. Attention-Getter.
B. Greeting (your name, welcome).
C. Overview (preview topic, present thesis).
II. Paper (three key points in your paper. How about your divisions of proof?).
A.
B.
C.
III. Project.
A. Transition to your project/Argue the relationship between your paper and project.
B. Three key points of project.
1.
2.
3.
C. Demonstration/Sample.
IV. Personal Growth: What did you learn? Risks?
V. Conclusion
A. Tell them what you told them.
B. Advice (advice to judges, the world, yourself).
C. Thank the judges.
D. Final Attention-Getter- Call to Action.
Senior Project Paper Rubric
Senior Project Research Paper Rubric
4
• A Persuasive Composition: Exceptionally states & maintains a position, authoritatively defends that position with precise & relevant evidence, & convincingly addresses the reader’s concerns, biases & expectation.
• Provides an exemplary thesis that is responsive to the writing task
• Thoroughly supports the thesis & main ideas with specific details & examples.
• Demonstrates a consistent tone & focus; illustrates a purposeful control of organization.
• Demonstrates an exceptional sense of audience.
• Provides a variety of sentence types & uses precise, descriptive language.
• Contains few, if any, errors in the conventions of the English language.
3
• A Persuasive Composition: states & maintains a position, strongly defends that position with precise & relevant evidence, & addresses the reader’s concerns, biases & expectation.
• Provides a meaningful thesis that is responsive to the writing task.
• Supports the thesis & main ideas with specific details & examples.
• Demonstrates a consistent tone & focus; illustrates a solid control of organization.
• Demonstrates a strong sense of audience.
• Provides a variety of sentence types & uses some descriptive language.
• May contain some errors in the conventions of the English language. Errors do not interfere with the reader’s understanding of the essay.
2
• A Persuasive Composition: defends a position with general evidence & attempts to address the reader’s concerns, biases, & expectations.
• Provides a thesis that is responsive to the writing task.
• Supports the thesis & main ideas with specific details & examples.
• Generally demonstrates a consistent tone & focus; illustrates minimal control of organization
• Demonstrates a basic sense of audience.
• Provides few sentence types & uses basic, predictable language.
• May contain errors in the conventions of the English language. Errors may interfere with the reader’s understanding of the essay.
1
• A Persuasive Composition: poorly defends a position with limited evidence and poorly addresses the reader’s concerns, biases & expectations.
• Provides a weak thesis that is related to the writing task.
• Demonstrates an inconsistent tone/focus; illustrates limited control of organization
• Poorly supports the thesis & main ideas with details & examples.
• May demonstrates a limited/minimal sense of audience.
• Provides a limited sentence types & uses limited vocabulary.
• May contains serious errors in the conventions of the English language. Errors interfere with the reader’s understanding of the essay.
Non-Scorable: The code “NS” will appear for responses that are written in a language other than English, off topic, unintelligible, or otherwise non-responsive to the writing task.
SCORING 4=100-95% 4/3=90% 385% 3/2=80%
2 =75% 2/1 =70% 1 =65% NS=0%
You need a 70 to Pass!
Score
4
Score
3
Score
2
Score
1
SEnior Project Midway Checkpoint
SENIOR PROJECT MIDWAY CHECKPOINT
On a separate sheet of paper, answer the following questions fully. Remember, the more effectively you fill out this self-evaluation, the more material you will have to put in your portfolio—material that will demonstrate your mastery of Hollywood High's ESLR’s, our expected schoolwide learning results.
1. In at least 25 words, give an overview of what you have actually done on your project.
2. Complete the Time Management Chart:
Date | Times | What you were doing |
Total Hours: _________________________
3. Describe how your mentor has assisted you and how often have you met with him or her.
4. List other contacts you have made:
Phone calls
Interviews
Classes/volunteer time
Meetings
Other
5. What have you learned at this point that is surprising to you? Explain why.
6. What is the major problem/hurdle you have encountered, and how was it resolved?
7. When do you anticipate completing your project?
8. Is there anything you would like to change about your project so far? What? Why?
In Text Citations Review
In-Text Citations
1. Print Sources (Book, Magazine, Newspaper). Author’s last name and page number:
Example: (Potok 40).
2. Interview. Use the last name of person interviewed Example: (Wiggins).
3. Website- If the author is known, then the author is listed. If the author is unknown, then cite with the title of the article. If there is no author or article, then use the underlined title of the website (not the address). Keep in mind that if there is no author to the website, then how reliable is it?
Examples: Author: (Jenkins) Title of article: (“Saddened by Closure of Lollapalooza”) Website: (Italian Food).
4. Quotes that come from more than one page (You might have a quote that begins at the bottom of page 77 and finishes at the top of page 78). Use author’s name and pages separated by a hyphen.
Examples: (Reilly 77-78). (Fouts 125-127).
5. Quotes from a book by more than one author. Use the last name of the first person listed on the cover. Note this is similar to the format for Works Cited.
6. What if I have quotes by the same author from different books? Use author’s name then the first few words of the title (don’t forget to underline) then the page numbers.
Example: Julie wants to quote William Shakespeare from both Hamlet and Much Ado About Nothing (Shakespeare Hamlet 57). (Shakespeare Much Ado 89).
7. A Survey or an Experiment???? (Survey). (Experiment).
8. When all else fails, in parentheses, place the first thing that you have on your Works Cited and then the page number.
Very Important: Citation is placed after the sentence in which source material is quoted or paraphrased Remember, even if your paraphrase (i.e., use your own words) you STILL MUST CITE YOUR SOURCE!!!
Very Important: REMEMBER: IF YOU HAVE ANY QUESTIONS ABOUT
CITING A SOURCE THAT IS MORE COMPLEX THAN THE EXAMPLES ABOVE,
THEN CHECK THE MLA HANDBOOK, CHECK www. http://owl.english.purdue.edu
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