topham's attic: a last first semester weekend

Friday, January 7, 2011

a last first semester weekend

CW: Here are some more of your classmates' projects:

Maggie http://web.me.com/maggiesling/Creative_Writing/Senior.html
Maddie http://blinkofaneye-md.blogspot.com/
Mia http://miascwpotfolio.blogspot.com/
Duncan http://duncanlamphere.blogspot.com/
Katie http://createwriting.weebly.com/index.html
Windsor wojenks.blogspot.com
Gabby http://gabz92.blogspot.com/
Eric ultimatekayoss.blogspot.com
Tyson http://tdeth.glogster.com/the-animal-tome/
Carolyn http://scatteredstories.tumblr.com/
Nicole http://justnicole-cw.blogspot.com/
Jori http://www.jorilynncreativewriting.com/index.html

And here is your last (sob!) letter from me! Don't forget to respond, and in that response to spend some time writing what you liked and disliked about the various aspects and elements of the class. Be as picky and specific as you'd like. :-)

E3H/E2CP: If there is anyone who has not yet shown me WW things, your last shot is Monday.

No Portrait reading is due this weekend.

This is the final exam prompt. (Yes the ACTUAL final exam prompt):

Write an essay that explores an important idea suggested by this story.

That idea may relate to a character or characters in the story, a dominant theme that emerges from it, or literary techniques the author uses to convey its central concepts. You may also use a combination of these approaches if you prefer.

Before you begin writing, plan your essay using any strategies you have found helpful—brainstorming, outlining, free writing, webbing, etc.

Focus your essay on a strong thesis statement; use mapping statements, mapping points, or some other clear plan to establish the paper’s organization; and prove your

arguments with solid textual support.

Remember, this essay is an exploration of ideas, not a plot summary.

You may bring with you the following items: dictionary, thesaurus, copy of rubric, hand-written notes about exam-taking, and something to do should you finish early.

Before 2010 goes too far away, here are what one compiler calls its Greatest Wins:

Notes to Parents

8/24/14

Hi, everyone, and welcome back to another (or your first) year at LFHS.

What you have heard is true. The English teacher has lost her ever-loving mind and is not going to be giving any grades at all in her classes this year. Not. One.

There will be no percentages, no numbers, no scores, no letters, no anything that will count toward anything that will end up being averaged for a final grade. But before you call in the men with the white coats, let me explain:

As I hope you have read in the doc your son or daughter (I have always hated the phrase "your student" when addressed to a parent) should have showed you, there is a wealth of research that indicates that grades--or the need to achieve them--are the single greatest thing that stand in the way of a great education. Studies show that the most influential thing a teacher can do to help a student grow academically is to allow him or her to self-grade. Most teachers would rather climb Mt. Everest dressed only in a swimsuit.

But the thing is: our academic system is severely broken. We say that our goal is to get our students to master Common Core Standards, and that is all well and good. But if that is truly the goal, then why do we care how long it takes them to master them? I'm serious. Think about it this way:

Try to remember back to when you were learning how to ride a bike. Oh, it was scary. You needed all kinds of support at first, lots of help from Daddy or Mommy. Then they let go and you were very, very wobbly. Probably you fell off, maybe several times. It took quite a while before you completely mastered the skill. But when you had...you had it down perfectly for the rest of your life.

Now imagine if you were being graded on that learning experience the way schools grade you. We would not score those first scaffolding attempts with Mommy and Daddy, but then...oh, you failed those quizzes when you fell off. And those wobbly rides? C's at best. Then a bunch of B's probably before you finally settled into 100% forever. But if we graded you right at that point, you'd probably average, oh, 83% or so. Why? You've mastered the skill perfectly. So why do you not get 100% if that is what we say we care about? Why on earth do we care about all those earlier times when you didn't have it down yet?

That will be what we go for here. Students will know what the goals are. They will understand what an "A" student looks like. And they will know when they have mastered an objective. Those who do so earlier than others will become tutors to those who have not yet done it: everyone gains from this and the newly learned skills, instead of being quickly forgotten as things studied for a test usually are, will continue being applied as masters tutor their classmates.

That is an awful lot to imagine will happen because I don't give grades this year, but what the heck: if you don't dream big, you never win big, right? The research is behind this, as is the school administration. I'm happy--well, actually I am excited--to pilot this concept at LFHS. As always, I'm glad to discuss this or anything else with you.

Karen

Feel free to email me any time at ktopham@lfschools.net.

topham's attic

Friday, January 7, 2011

a last first semester weekend

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