Journalism - Grammar practice for Sept. 1

Plurals and possessives:

Read through the rules and practice with the tutorial here:

http://www.meredith.edu/grammar/plural.htm

Practice with the game here:

http://www.harcourtschool.com/activity/exploring_possessives/index.html

Commas:

Read through the six comma rules at the website below; do Exercises 6 and 5 (we will talk about the other rules later).

http://depts.dyc.edu/learningcenter/owl/comma_placement.htm

Homework:

Write down the corrected sentences for any questions you missed in Exercise 6 and Exercise 5. If you answered every question correctly, write "all correct." Write a paragraph of at least five sentences in which you use all of the comma rules from Strunk & White pages 2-3 (handout).

Week of 29 Aug. - 2 Sept. 2011

Homework for the week:

American Literature:

Monday: Read Literature pp. 134-136, 138-139. List characteristics of Puritans.
Tuesday: Read “Images or Shadows of Divine Things,” write down unfamiliar vocabulary and definitions; ½ page is a good length
Wednesday: write a page describing in detail how something in nature expresses a spiritual truth (or a truth about life--does not have to be religious)
Thursday: vocabulary assignment (handout); read Literature 138-141, 143 and answer p. 142 #1-2.
Friday: Grammar exercises: wkbk p. 5A (pronouns), 11B (adj/adv), 14A (prep/OP). Bring G.U.M. and LN Tuesday.

World History:

Monday: Read and outline Genesis 6:5-9:18. Read H14 and answer #1-3.
Tuesday: Skim pp. 5-17. Define the vocabulary (6 terms) and answer p. 17 “reading check.”
Wednesday: Read pp. 18-23. Define all key terms and answer #1-4 in complete sentences.
Thursday: Read pp. 24-27. pp. 24-25: make a chart showing the four ancient civilizations, their rivers, and their common characteristics. pp. 26-27: answer questions for documents 1&4. p. 29 #13.
Friday: Read pp. 30-37. 1-p. notes.

Journalism:

Monday: paragraph reflection: Why is it morally important to be careful about what you report even if it isn’t published publicly? If it is published and read by the public?
Tuesday: ½ page reflection: When is it morally right to report wrongdoing? gossip? Why do you think people read these stories?
Wednesday: TBA
Thursday: grammar practice
Friday: choose a topic and find sources for writing assignment

Gospel of John:

Monday: Read John 1-10. Answer questions 1,2, 3 if applicable (pp. 10-11).
Tuesday: Read John 11-21. Answer questions 5-8 (pp. 12-13). Quiz Thursday over background information & lesson 1
Thursday: Study for upcoming quiz

Journalism classwork for 8-24

1. Follow the link below and play the game a few times with a partner.

http://www.harcourtschool.com/activity/possessive_noun/index.html

2. Follow the next link and take the quiz over plurals and possessives. Click "submit application" to view your score. Then WITHOUT looking at the answer key, write out the paragraph on a piece of loose leaf paper using correct plurals and possessives. Underline each plural/possessive word that had a box next to it (including those that were correct to begin with).

http://grammar.ccc.commnet.edu/grammar/cgi-shl/par_numberless_quiz.pl/plurals_quiz.htm

Homework is to finish correcting the paragraph from this website.

Assignment for Journalism class, Aug. 24

Journalism – Exploring Articles Online

Part A

Browse to http://ocsi-humanities.blogspot.com/ and click on “Academic Resources” at the top of the page. Scroll down through the list of links to “News Resources.”

Browse through a news website of your choice (or more than one). Look through them and list all of the kinds of articles that you see:

For the following questions, find three articles that you find interesting and answer the questions about each one.

Article One:

1. Write the title of the article and the news source where you found it.

2. In 2-3 sentences, write the main ideas of the article.

3. What do you notice about the organization and/or writing style of the article? (Examples: Does it start with the basics and then go into more detail? Does it use a high amount of technical vocabulary? Does it use a strategy at the beginning to capture readers’ attention?)

4. What do you think the purpose of this article is, and why?

5. Does this article only present facts, or is it an opinion piece? How can you tell?

Article Two:

1. Write the title of the article and the news source where you found it.

2. In 2-3 sentences, write the main ideas of the article.

3. What do you notice about the organization and/or writing style of the article?

4. What do you think the purpose of this article is, and why?

5. Does this article only present facts, or is it an opinion piece? How can you tell?

Article Three:

1. Write the title of the article and the news source where you found it.

2. In 2-3 sentences, write the main ideas of the article.

3. What do you notice about the organization and/or writing style of the article?

4. What do you think the purpose of this article is, and why?

5. Does this article only present facts, or is it an opinion piece? How can you tell?

Part B

1. From having browsed news websites and reading articles, what other things do you notice are involved in presenting news besides just writing? What are some other skills that are needed in order to put together everything you saw on the website?

2. What is the most interesting thing that you saw on the website?

3. What were some strategies that were used to get the reader’s attention?

4. Find an article that you think is interesting and that you would like the class to read for bellwork sometime in the next few weeks, print it out, and hand it in along with this worksheet.

Week of 22-25 August 2012

Welcome back to school! Whether you are a new student or a returning student, it is great to see all of your faces in class. I look forward to working with you this school year as we "strive to take captive every thought to make it obedient to Christ" (2 Cor. 10:5).

Homework for the week:

American Literature:

Monday: study for summer reading test tomorrow

Tuesday: none (summer reading test)

Wednesday: have all your books covered by Monday next week

Thursday: paraphrase the Aquinas prayer (handout) and write your own version; have books covered by Monday

World History:

Monday: finish survey (if unfinished)

Tuesday: read handout and take two-column notes (at least one page)

Wednesday: read Genesis chapters 1-3 and take two-column journal notes (at least one page)

Thursday: Write a paragraph: Which view of history do you agree with and why?

Journalism:

Monday: finish flash mob worksheet (if unfinished)

Tuesday: finish two-column notes

Wednesday: finish worksheet if unfinished

Thursday: grammar worksheet

Gospel of John:

Monday: finish survey and diagnostic if unfinished

Tuesday: read pp. 14-15 (textbook). List reasons there are four gospels and reasons John may have wanted his to be different from the others.

Thursday: Read John chapters 1-10. Answer pp. 10-11 questions 1, 2, and 3 if applicable.

Journalism Syllabus

Syllabus

Journalism

Hour: 3rd

Teacher Name: Ms. Amber Fontenot

Room Number: 332

Email address: Amber.Fontenot@ocsi.org

Blog address: http://ocsi-humanities.blogspot.com

School Phone Number: 958-3000

The best time for parents to call me is: from 3-5 PM

Course Description: Journalism is a writing course in which students will gather information using a variety of research methods, then present information in formats such as news stories, features, reviews, columns, editorials, survey stories, sports stories, and yearbook copy. Students will also read and emulate professional examples from online news sources, critically evaluate media messages, implement ethical journalism practices, and edit pieces to follow the conventions of written English (grammar, usage, mechanics). This course will help you to become a better writer and communicator, a better thinker, and a more critical consumer of media.

Course Objectives:

• Students will compile, synthesize, produce, and disseminate information using technology.
• Students will identify and evaluate parts of stories (e.g. lead, body, conclusion, quote).
• Students will model appropriate journalistic writing that is focused and coherent, using a variety of organizational strategies.
• Students will listen for bias and/or authority to evaluate the reliability of sources, identify and interpret a source’s message and intent, and accurately record direct and indirect quotations.
• Students will legally and ethically gather information from a variety of sources, using one source to check another.
• Students will use persuasive language and techniques appropriately: distinguish fact from opinion; recognize a source’s authority, special interest, propaganda, and bias.
• Students will use editing strategies and journalistic style rules to correct grammatical, spelling, and style errors (e.g., punctuation, capitalization, sentence structure), use word processing programs to prepare and edit text, and apply specialized vocabulary appropriately (e.g. sports, technology).

Class Text:

Introduction to Journalism

Materials you should bring to class every day:

- Two notebooks

- Loose-leaf paper

- A folder for handouts; a folder for your final portfolio

- Pens, pencils, erasers, highlighters

Grading:

Writing assignments and projects 50%

News stories, features, reviews, columns, editorials, sports stories, yearbook copy, etc.

Summative quizzes 30%

May include topics such as grammar and mechanics, terminology, background information, editing symbols, and writing.

Daily assignments 10%

Homework assignments and classwork.

Class participation and notebook 10%

Participation includes on-task work during individual and group work time, peer reviews, demonstrating engagement in class activities by asking and answering questions, commenting during class discussions, etc. The notebook grade will include items such as bellwork, freewrites, writing prompts, etc.

Portfolio Final Exam Grade (10%)

A portfolio containing pieces selected from your work during the course, revisions, and a reflection assignment.

Expectations:

- Come to class with a positive attitude and be ready to learn and to write.

- Be in your seat and working when the bell rings; begin bellwork immediately at the beginning of class.

- Assignments are expected to be turned in on time; 10% or one letter grade will be deducted per day from writing assignments handed in late, at the teacher’s discretion.

- Maximize your use of class time by taking notes, participating in discussions, participating in peer review exercises, and by writing.

• Writing assignments must be submitted typed and in hardcopy. On some occasions, you may be asked to print multiple copies for the purpose of peer review.
• Revision and editing will be a major focus of the class; major assignments will not be given a grade until they have been revised at least once. Your willingness to revise, not just the quality of your writing, will be taken into consideration for your grade on the assignment.
• Save all you work. You will be compiling a portfolio throughout the school year to track and evaluate your progress.

Class Rules:

- Respect: Respect each other, your teacher, and all school rules.

- Expectations: Come with an open mind and a positive attitude; be ready to explore, create, and ask questions.

- Materials: Come to class prepared—you should have all necessary materials and assignments when the bell rings.

Approximate Class Schedule:

The schedule below is estimated, and may be adjusted based on class needs, at the teacher’s discretion, at any point throughout the year.

Semester 1:

Week 1: Introduction to journalism

Weeks 2-3: Journalism conventions and ethics

Weeks 4-5: Sports stories

Weeks 6-7: Information gathering; evaluating sources

Weeks 8-9: News stories

Weeks 10-11: Analyzing media messages

Weeks 12-13: Yearbook copy

Weeks 14-15: Features (part 1)

Week 16: Portfolio

Semester 2:

Weeks 1-3: Interviews

Weeks 4-6: Features (part 2)

Weeks 7-9: Field research and reports

Weeks 10-12: Persuasive writing and editorials

Weeks 13-15: Reviews

Week 16: Portfolio

American Literature Syllabus (English 11)

Syllabus

English 11 - American Literature

Hour: 1^st period

Teacher Name: Ms. Amber Fontenot

Room Number: 332

E-mail Address: Amber.Fontenot@ocsi.org

Blog Address: http://ocsi-humanities.blogspot.com

School Phone Number: 958-3000

The best time for parents to call me is: from 3-5 PM.

Course Description: The students study literature that coincides with what they are studying in their US History class. Students develop oral skills, critique selected readings, and develop their knowledge of the writings of America throughout its history.

Class Activities: The students study literature that coincides with what they are studying in their US History class. Students develop oral skills, critique selected readings, and develop their knowledge of the writings of America throughout its history.

Class Texts:

McDougal Littell - The Language of Literature

Language Network

Grammar, Usage, and Mechanics (non-consumable workbook)

Wakatsuki and Houston - Farewell to Manzanar

Arthur Miller - The Crucible

Charles M. Sheldon - In His Steps

Fitzgerald - The Great Gatsby

John Grisham - The Testament

Materials you should bring to class every day:

- Two notebooks (B5)
- Loose-leaf paper
- A binder or folder
- Pens, pencils, erasers
- Class textbooks with book covers

-An IR book

Grading:

Tests/research paper 40%

Quizzes/projects 30%

Daily assignments 20%

Class participation 10%

Expectations:

- Come to class with a positive attitude and be ready to learn, explore, and ask questions.

- Be in your seat when the bell rings and begin bellwork immediately at the beginning of class.

- Assignments are expected to be turned in on time; no credit will be given for late assignments.

- During class, be prepared to take notes and participate in class discussions.

Class Rules:

- Respect: Respect each other, your teacher, and all school rules.

- Expectations: Come with an open mind and a positive attitude; be ready to explore and ask questions.

- Materials: Come to class prepared—you should have all necessary books, materials, and assignments when the bell rings.

Approximate Class Schedule:

The schedule below is estimated, and may be adjusted based on class needs, at the teacher’s discretion, at any point throughout the year.

Summer reading: Farewell to Manzanar

First quarter: Historical overview, the Puritan tradition (The Crucible), extra credit opportunity (The Scarlet Letter)

Second quarter: Spirit of Individualism, informative speeches, Gothic literature, research papers

J-term reading: In His Steps

Third quarter: Civil War and Beyond (19^th ce. short stories and poems), Modern Age (The Great Gatsby)

Fourth Quarter: 1940s-Present (The Testament), Twentieth Century American Literature

World History Syllabus

Syllabus

World History

Hour: 2nd period, 5th period

Teacher Name: Ms. Amber Fontenot

Room Number: 332

E-mail Address: Amber.Fontenot@ocsi.org

Blog Address: http://ocsi-humanities.blogspot.com

School Phone Number: 958-3000

The best time for parents to call me is: from 3-5 PM

Course Description: This course is a survey of world social and political history from ancient civilizations, including biblical history, to the present. This survey will trace man’s progress throughout history from Adam and Noah to the present, and it will provide perspective for understanding contemporary world events. These historical movements will be evaluated from a critical, ethical, and biblical viewpoint.

Course Objectives:

• Students will recognize the hand of God in human affairs: the rise and fall of empires, kingdoms, and nations. Students will recognize the pattern of creation, fall, and redemption throughout human history.

• Students will describe the world’s major civilizations and their major achievements; students will understand historical events and influences that have shaped the world today.

• Students will evaluate historical events from a moral and biblical perspective; students will express their own points of view through writing and class discussion.

• Students will trace the chronology of major world events and explain cause-and-effect relationships. Students will have an over-arching concept of historical time periods.

• Students will interpret and evaluate information gained through research and primary sources.

• Students will express understanding in forms such as charts, maps, timelines, projects, creative writing, and formal reports.

Materials you should bring to class every day:

- Two notebooks (B5 or A4)

- Loose-leaf paper

- A binder or folder

- Pens, pencils, erasers

- colored pencils

- Your textbook, with a book cover

Grading:

Tests/research paper 40%

Quizzes/projects 30%

Daily assignments 20%

Class participation 10%

Class Texts:

World History: Human Legacy – Ramirez, Stearns, and Wineburg, Holt 2008.

Expectations:

- Come to class with a positive attitude and be ready to learn, explore, and ask questions.

- Be in your seat when the bell rings and begin bellwork immediately at the beginning of class. There will be one or two bellwork questions every day, which will be counted as part of your notebook grade.

- Assignments are expected to be turned in on time; no credit will be given for late assignments.

- During class, be prepared to take notes and participate in class discussions.

Class Rules:

- Respect: Respect each other, your teacher, and all school rules.

- Expectations: Come with an open mind and a positive attitude; be ready to explore and ask questions.

- Materials: Come to class prepared—you should have all necessary books, materials, and assignments when the bell rings.

Approximate Class Schedule:

The schedule below is estimated, and may be adjusted based on class needs, at the teacher’s discretion, at any point throughout the year.

Semester 1:

Weeks 1-2 – Introduction; The Beginnings of Civilization; The Ancient Near East

(Prehistory - 1000 BC)

Week 3-4 – Nile Civilizations; Ancient India and China (5000 BC - 250 BC)

Weeks 5-7 – Ancient Greece and Rome (2100 BC - AD 576)

Weeks 8-9 – The Americas; Empires of India and China (1000 BC - AD 600)

Week 9-10 – Muslim civilization; African Kingdoms (550-1500)

Week 11-12 - Cultures of East Asia; Kingdoms and Christianity (550-1400)

Weeks 13-14 – The Middle Ages (1000-1500)

Week 15-16 – Renaissance and Reformation; Exploration and Expansion (1300-1700)

Semester 2:

Weeks 1-2 – New Asian Empires; Monarchs of Europe (1200-1800)

Weeks 3-4 – Research paper

Weeks 5-6 – Enlightenment and Revolution; French Revolution and Napoleon (1550-1815)

Week 7 – The Industrial Revolution and Industrial Age (1700-1900)

Week 8 – Reforms, Revolutions, and War (1800-1900)

Weeks 9-10 – Nationalism in Europe; Age of Imperialism (1800-1920)

Weeks 11-12 – World War I and the Interwar Years (1914-1939)

Week 13 – The Pacific War; World War II (1930-1945)

Weeks 14-15 – The Contemporary World (1945-present)

Week 16 – Today's World; review for final exam