Thursday, March 26, 2009

Playwriting contest

ANNOUNCEMENT:
New Works of Merit Playwriting Contest is accepting scripts through June 30, 2009 for new works that:
1) Enhance self-realization
2) Support peace and social justice
3) Foster new understanding of=2 0minority issues that focus on racial, ethnic and gender discrimination both in the United States and abroad
4) Empower youth to build healthy inner foundations
5) Educate to gain further insight into healthy social/emotional living
6) Shed new light on religious, spiritual, and cultural differences and issues
7) Build respect for cultural expression and identity in a world that is experiencing rapid globalization
8) Explore the widening gap between the values this country was founded on and the values we present to the world today
For Guidelines and Application Form: PLAYWRITINGCONTEST (dot) CJB (dot) NET

Congratulations on meeting the first deadline

Draft 1 of the editorials were due today and I am pleased to say that all but 3 people turned them in. The three people assured me that the drafts would be in by the end of the day.

Tomorrow you have first drafts of section articles due. We have chorus, but I expect you to have either emailed me the draft tonight (before class) or hand me a hard copy in class tomorrow.

Second drafts are due next week. Some of you have the added task of completing an investigative feature. Make sure you check in with Livi and put final drafts in the shared folder saved in a format we can work with (Microsoft Word 97-03). The computers can't handle the 07 version.

Monday, March 23, 2009

Hip Hop Workshop - Wed. 3/25

On Wednesday, we will be offering a hip hop workshop to 5 students from each grade who are interested. If you have interest in being a part of this experience, please email me at mssackstein@yahoo.com

The first 5 people to show interest will be notified by tomorrow afternoon.

Friday, March 20, 2009

Editorials to read - what do they do well? What can you use in your own writing?

http://www.nytimes.com/2009/03/18/opinion/18wed2.html

http://www.nytimes.com/2009/03/12/opinion/12thu1.html

so more ideas...

What do you notice about these opinion pieces? Are they balanced and persuasive?

Investigative Feature and Feature

The following people still need to do investigative features: (please make sure that you revisit the assignment to make sure that you meet all requirements - like surveys and secondary sources for research) you must have at least 1 sidebar too.

Omar A
Gisselle B
Tanya C
Adriana C
Kaity C
Vinny G
Andrew J
Arianna M
Pria N
Erin O
Christian
Victor R
Eirene S
Jamie T

****Eric, Chris and Georgina - you all finished yours, but needed to polish and turn in for publication. Please email to me so that I can drop them in the shared folder so that Livi can start planning her next section...

First homework of the third trimester

Due for Monday - Current Events #1 - one article (editorial)

Topic for your section article is due (in writing to your section leader)

Reminder that your indpendent reading #1 of third trimester is due on Tuesday, 3/31

Thursday, March 19, 2009

Corrections for the 4th issue

Okay, so now it is time for us to start printing corrections and/or retractions

Corrections/retractions are when we apologize for wrong info and/or misspelling of names in particular.

Ms. Pepe pointed out to me that the caption under Ms. Vitale's picture was incorrect and was very upset about it... Ms. Pepe does the budget, not Ms. Vitale. The picture is of her ordering stuff or writing something... so the caption is misleading. We need to rectify this. Whomever wrote the caption and/or took the picture, pleaase go back to Ms. Vitale and get some information to be printed with the retraction.

3rd issue reflection

Please read the third issue for homework tonight and think about what we are doing well...

What did we do well? specifically.
What do we need to make more improvements? Be specific...

Overall, what did you think? What articles and pages looked best? Why?

Please start looking for corrections for our first ever corrections box in the 4th issue...

For instance, Omar was given credit for "Kill for your life" when Victor wrote it.

Regent diagnostics

In an effort to make sure that you are all at least exposed to what the Regents look like this year, I have decided at the end of the year, we will be doing a Regents exam in pieces. You will get to look at the questions and we will go over what is being expected of you. You will write the essays and I will give you an idea of where you are at now and where you need work for the real deal.

I don't want you to be surprised next year when you take the test.

This will be discussed further in class.

Wednesday, March 18, 2009

IMPORTANT - read this post

Please copy all of the below dates into your planners -
Please post that you have read and wrote down all of the below information.

Current Events #1 - due for Monday, 3/23 (must be an editorial) - only 1 article
Current Events #2 - due for Monday, 3/30 (must be an editorial) - only 1 article
Current Events #3 - due for Monday, 4/6 (must be an editorial) - only 1 article
Current Events #4 - due for Monday, 4/20 (must be whatever section you are working in) - 1 article

Please read the editorial handouts given in class, annotate and take notes... more to follow on this...

Independent reading #1 for 3rd trimester has been pushed back to 3/31 (Tuesday)
Independent reading #2 due 4/30
Independent reading #3 due 5/29

No person will be changing sections for the 4th issue.

Editorial timeline -
Topic due on Tuesday, 3/24
First draft due on Thursday, 3/26
Second draft due on Monday, 3/30
Final draft due on Wednesday, 4/8 (day before break)

Section article:
topics due Monday, 3/23 (please see the blog for things that have to be covered)
First drafts due Friday, 3/27
Second drafts due Friday, 4/3
Final drafts due Monday, 4/20 (when we return from break)

Regent diagnostics -
Task 2 - will be given over break (4/8) due Wednesday, 4/22 when you return
Task 3 - will be given on Friday (4/24) and will be due on Wednesday, 4/29
Task 4 - will be given on Friday (5/1) and will be due on Wednesday, 5/6

Task 1 - listening passage will be done on Friday, 5/8 and the essay will be due on Monday, 5/11

The 5th and final issue will be set to come out 6/5 -
In this issue, everyone will be writing 1 article for each section (1 news article, 1 feature, 1 entertainment, 1 editorial and 1 sports * if you didn't complete an investigative feature, 1 of these as well) Every person will have to lay out at least 1 page of the issue...

*******If you DO NOT comply with all of the deadlines, your piece will NOT appear in the next issue set to come out April 30th... (Finished by 4/27)
******We will know what is going in by the time all second drafts are due. We will be planning layout by Friday, 4/3

Monday, March 16, 2009

debate coverage

Please see Ms. Moreno for information about Urban Debate league from this weekend for the 4th issue...

Also the Comedy Night with the concert should be covered.

Friday, March 13, 2009

NSTA Express: Students Benefit from Depth, Rather Than Breadth, in High School Science Courses‎

http://www.sciencedaily.com/releases/2009/03/090305131814.htm - What do you think of this?

How well does our school do this?

Possible news or feature story idea - see below

Unless You Take Action, You Will Not Receive Free TV On Analog Sets From Roof-Top Antennae Or Rabbit Ears From Most TV Stations After June 12, 2009.

Digital TV ConversionCongress has mandated that all “full-power” TV stations cease broadcasting in analog after June 12, 2009, and broadcast only in digital. Virtually all TV stations are full-power. Many of these stations have already stopped analog broadcasting.
Digital broadcasting promises to provide a clearer picture and more programming options and will free up airwaves for use by emergency responders.

Your TV set will be affected if it is an analog set that receives signals from rabbit ears or a VHF-only antenna. You’ll need to look at every TV set you have. Even if one TV set is not at risk, others in your home may be.

If you have one or more of these sets and haven’t taken appropriate action, your set has already lost some stations and will lose almost (if not all) stations after June 12.

OPTIONS TO KEEP RECEIVING TV SIGNALS
Consumers at risk of losing TV signals have three options:
Keep your existing analog TV and purchase a TV converter box and possibly a new antenna. A converter box plugs into your TV and will keep it working for stations which turn off their analog transmissions; or

Purchase a television with a digital tuner; or

Connect your TV set to a cable, satellite or other pay service.

Most full-power TV stations are already broadcasting in digital (even if they are still broadcasting in analog). You need not wait until June 12 to get the benefits of digital television.
Note that even analog TV sets that lose TV reception should still work with gaming consoles, VCRs, DVD players, and similar products

PURCHASING A TV CONVERTER BOX
Most converter boxes range from $40 to $80, although some can run higher than $100.
When installing the converter box, the directions will instruct you to “scan” the channels to make sure the box picks up everything available. Since digital stations are becoming available regularly, and existing digital stations may be changing to different channel locations or adding subchannels over time, you should rescan on a periodic basis to get all of the digital programming available.

Converter-Box Coupon ProgramTo defray the cost of the boxes, Congress created the TV Converter Box Coupon Program for households wishing to keep using their analog TV sets after stations stop broadcasting in analog. The Program allows U.S. households to obtain up to two coupons, each worth $40, that can be applied toward the cost of eligible converter boxes. However, residents of state-licensed intermediate-care, assisted-living and nursing-home facilities whose only address is the facility itself may only request one coupon.

You can only use one coupon per converter box.
Due to a high demand for coupons from the program, consumers requesting coupons are being placed on a waiting list. The federal government will mail coupons to these people on a first-come-first-served basis, as funds from expired coupons become available. Recent legislation now allows consumers with expired coupons to re-apply for new ones. Also, President Obama’s Stimulus Package has allocated money for this program, which may reduce the number of people on the waiting list.

To avoid being on the waiting list, you should ask friends, family members or neighbors if they have unexpired coupons that they don’t need. Note that coupons can only be given for free; they cannot be bought and sold.

Please note that coupons only reduce the cost of a converter box. If you like, you can purchase the converter box at full price (if you don’t have a coupon).
You should always protect yourself about coupons and setting up converter boxes by keeping these rules in mind:

Never pay for a coupon for a digital converter box. The coupons are free from the federal government.

Don't give your Social Security number or other sensitive financial information when you order - or redeem - your coupon.

If you return a converter box you bought using a coupon, you can't get the value of the coupon back. Before you buy a converter box, ask the retailer about the box's features, any manufacturer's warranty, and the store's return policy.

Before you leave the store with your new converter box, check to make sure installation instructions are included. If you have questions, ask the retailer to explain the installation - or check to see whether the manufacturer offers a toll-free help line. You can find general installation instructions at www.dtv.gov/publications.html.

Installing a converter box is easy, but if you decide to hire someone to install it, get the price in writing before you agree to the job, and put any personal information you may keep in your home in a safe place.

Ignore any offer for a "free" converter box, especially if it requires you to pay for shipping or a warranty. The companies that are making these offers are not certified by the government, and their converter boxes are not eligible for the coupon program.

PUCHASING A NEW ANTENNA
Do I need a new antenna to get free TV signals?
Until June 12, rabbit ears or a VHF-only antenna will only pick up three stations: WABC (channel 7), WPIX (channel 11), and WNET (channel 13). Rabbit ears by themselves or a VHF-only antenna will not pick up any station after June 12.

If you want additional free TV from other stations, you'll have to have a "loop" antenna with the rabbit ears or a "combination VHF/UHF" antenna. A combination antenna picks up channels 2-13 (VHF) and 14-83 (UHF).

TV sets with digital turners or those hooked up to a cable, satellite or other pay service need not purchase an antenna.

How can I get the best signal?If you're having trouble receiving stations after hooking up a converter box with an indoor antenna, you should try moving the antenna around and changing its angle. If that doesn't work, you may need to get a different indoor antenna design or consider changing to an outdoor antenna. In general, mounting an antenna higher gets better reception.
Generally, an outdoor antenna will get better reception than an indoor antenna. While older combination antennas will get all over-the-air channels, newer designs may work better in some situations. The best antenna type for you depends on how far you are from the transmitting station, whether you live in a house or an apartment, and whether there are hills, tall buildings or large trees near your home. Your can find suggestions for appropriate outdoor antennas by entering their street address at www.antennaweb.org. Using geographical maps and signal strengths, the site's database predicts which stations are available at a particular location, the type of antenna needed and which direction to which the antenna needs to be pointed.
Viewers can also visit www.fcc.gov/cgb/consumerfacts/dtvantennas.html for more information

Will my building's master antenna system work with digital TV signals?

What is a Master Antenna System?Some people who live in an apartment building, condominium, home owners' association, high-rise, co-op or other multiple-dwelling units receive local TV stations through a master antenna system, sometimes called a common antenna or an "MATV" system. These antenna systems receive TV signals through an antenna on the roof or in a central location and provide the signals through wiring in the building or development that connects to the TV set in individual apartments or homes. Some of these systems provide the local TV stations for free, and some of them are packaged with satellite programming and charge a fee. These shared or community antenna systems are sometimes known as satellite master antenna systems, or "SMATVs.” Also, some people who live in multiple-dwelling units receive local TV stations through a private cable operator serving just one building or homeowners' development.

How is this different from having cable in my building?If you subscribe to the cable TV service offered in your city or town, or if you subscribe individually to satellite TV service and receive your local channels through your own satellite dish, you will continue to receive your local broadcast channels without having to buy a digital television or DTV converter box.

Will my apartment building’s master antenna system work with digital TV signals?If you receive local TV stations through a shared antenna or private cable system serving just your building or homeowners' development, then you need to check with your building, landlord, condo association, co-op association, home owners' association, or private cable operator to find out if you need to take action to continue to receive local stations after the analog signals are turned off.

Many of these antenna systems will need some adjustment so that the digital signals can be received and delivered through the wiring to your apartment or home for you to view with a digital converter box or with a digital television set. Each building's antenna system is different, so check with your landlord, building manager, homeowner or condo association or video provider to find out how you are affected.

TELEVISIONS WITH DIGITAL TUNERS
If your TV set has a built-in digital tuner, then you will continue to receive free programming after the transition. To determine if your has this tuner, look on the set for an indication of an Advanced Television Systems Committee (ATSC) tuner or ask the TV manufacturer. If you want to buy a set with a digital tuner, you should know that all television sets now being sold must either contain a digital tuner or have a label showing it does not have the tuner.

TELEVISIONS CONNECTED TO A CABLE, SATELLITE OR OTHER PAY SERVICE
Any TV sets connected to any of these services will not be affected by this transition.

ROLE OF THE CITY OF NEW YORK
The DTV transition and the coupon program are mandated by federal law and regulations and are administered solely by the federal government. The City of New York has no ability to change any aspect of the transition or coupon program.

MORE INFORMATION
For more information on the transition, visit www.dtv.gov, call 311, 1-888-CALL-FCC (1-888-225-5322) (voice) or 1-888-TELL-FCC (1-888-835-5322) (TTY), or send an e-mail to DTVinfo@fcc.gov. For more information on the coupon program, visit www.dtv2009.gov, call 1-888-DTV-2009 (1-888-388-2009) (voice), 1-877-530-2634 (English/TTY) or 1-866-495-1161 (Spanish/TTY), or send an e-mail to https://www.dtv2009.gov/ContactUs.aspx.
INFORMATION IN FOREIGN LANGUAGES
The Federal Communications Commission (FCC) has posted instructions for setting up converter boxes in Spanish, Amharic, Arabic, Bosnian, Cambodian, Chinese, Creole, Farsi, French, Greek, Hmong, Ilokano, Italian, Japanese, Korean, Kurdish, Laotian, Navajo, Polish, Portuguese, Romanian, Russian, Samoan, Somali, Sudanese, Tagalog, Taiwanese, Thai, Tongan, Vietnamese and Yupik at http://www.dtv.gov/publications.html. The FCC will soon be posting general information about the transition in the same languages at the same website.

Upcoming events to be covered for the 4th issue

The 4th issue will come out April 30th
  • Spanish spelling bee 3/23 and 3/30 - Mr. Vargas and Ms. Garzon are your contact people
  • Town hall meeting for middle school - 3/18
  • Town hall meeting for whole school -3/25
  • portfolio conferences 3/26-3/27 (possible editorials here too - pro/con?)
  • 6th grade Alley Pond trip on 3/31
  • Urban Voices concert - 7th and 10th grade - review
  • Model UN competition - Ms. Fong is contact person
  • Debate - Ms. Moreno is the contact person
  • Queensborough Community College performance -4/23- Poulos
  • College trips - review
  • College profiles (of the schools visited)
  • Student profiles (select 2 students that are note worthy)
  • 1 teacher profile
  • JV basketball finals (Francis Lewis HS) 3/13
  • All high school sports at Francis Lewis - see Millman for coach names and contacts
  • 8th grade book club/lumetta's book club (Sackstein/lumetta)
  • International Photography Museum field trip for photojournalism - March 29th
  • Testing in the middle school/practicing testing in the high school - past
  • spotlight on classroom projects

The 5th and final issue will come out June 5th
  • end of year activities
  • regent testing and preparation
  • tbd

Independent reading assignment #1 - 3rd trimester

The first independent reading assignment (officially the 6th) is due March 27th (Friday) -

Yes this is portfolio conference day, but we have class in the morning and I expect the assignments come in.

It is the first major assignment of the last trimester... lets all try to stay on top of the work this trimester, end things right.

Independent reading assignment #2 will be due on Thursday, April 30th.

Current Events

There will be no current events assignment due Until March 23rd - the first one in the new trimester (This means there is no assignment due on Monday this week coming up)

Current events #1 - it will have to be on editorial taken from the NY Times

Thursday, March 12, 2009

Investigative Feature

If you never finished your investigative feature (got a grade of 2 or better), then you MUST continue to work on it and turn it in.

Please check teacherease to find out if you still haven't turned in a final.

We will be running these investigative features for the rest of the school year in each of the papers... so you are NOT off the hook if you didn't complete it for this trimester.

Tuesday, March 10, 2009

How to use Teacherease for the 1000th time

Please do not look at the grade you have on teacherease...

use this tool as a way to know what you are missing and to record what you have received on finished work... make sure to read the comments written on there as well.

As far as knowing where you stand, refer to the following:
4= A
3=B
2=C
1= Needs Improvement

other break downs:
3.5= A-/B+
2.5=B-/C+
1.5=C-

I hope this helps... when I tabulate grades, I look at your standards and the work you have completed. If you would like to have a conference about your grades, please email me... Do NOT post it to this blog.

3rd issue

In an effort to complete the 3rd issue on time (Monday by the end of the class), I'd like to see all hands on deck at lunch on Thursday and Friday.

In class, all students should be working toward completing the paper. Monday in class all members of all sections should be working together to complete their pages.

Every section is looking to have 4 pages. We have some extra editorials from the foundations class, so we can always add more pages to that section.

Every student should be working to hand in their sports article, and section article as well as investigative feature which was due a long time ago. We will never be able to get together a whole section with only 5 finished pieces. So please make sure you continue to work on these pieces have them done ASAP.

All make up work is due tomorrow for the 2nd trimester (blog posts and anything that can be emailed). Since we don't have class, if you get big writing assignments into me on Thursday in class, that will be okay with all prior drafts.

Your work WILL NOT go into the paper if it is not complete.

make up work

Tomorrow is the last day make up work will be accepted for the second trimester... this includes all rewrites, papers, and blog posts.

Portfolio pulling should be happening now, please make sure you go through your work in progress folder in class and select the pieces you'd like to put into your portfolio and make sure to write standard based reflections on each piece. You should try to select 3 pieces.

Wednesday, March 4, 2009

Beats

As we are wrapping up teaching new information this year, I want us to start working beats -

beat reporters "cover breaking news and features in specific geographic and subject areas every day, such as police and fire departments; county and federal courts; and city, county and state governments. They generally come up with their own story ideas, based on knowledge of their beats and constant contact with sources"(p.6 Itule/Anderson) from News Writing and Reporting for Today's Media.

Some beats I'd like us to have in the paper are:
  • Student government
  • Clubs
  • Francis Lewis Sports
  • Outside Sports
  • Meet the teachers
  • Intro to colleges
  • Student profiles

Tuesday, March 3, 2009

Fullsail University

Tomorrow at the Town Hall Meeting there will be a guest speaker from Full Sail University. I'd like use to cover their presentation in the next issue... If you would like to take on this opportunity or consider doing the college beat (I'd like to highlight different colleges in every issue)

Heather Minarovic High School Outreach Liaison Admissions Department Full Sail University
T 407.679.0100 ext. 8619 C 610.451.1372 F 407.551.2032

3300 University Boulevard Winter Park, FL 32792

Website http://www.fullsail.com/
Online Catalog www.fullsail.com/fs1/catalog
Online Enrollment Application www.fullsail.com/enap.cfm
Apply for Financial aid http://www.fafsa.ed.gov/ (Full Sail School Code: 016812)

“Full Sail University Awarded College of the Year by Florida Association of Postsecondary Schools & Colleges”


ABOUT FULL SAIL UNIVERSITY
Full Sail (ACCSCT, Accredited School) offers a real world education in the entertainment media arts. Creative students from all over the globe come to Full Sail to turn their interests in music, animation, film, gaming, the Web, and many other facets of the media arts into fulfilling careers. By paring a passion for the entertainment business with hands on education, we help students launch the careers they only read about!



The person coming to present is: Kathryn f. hoxie I regional admissions representative I new york I full sail university
m 407.637.4013 I t 800.226.7625 I f 888.204.9742
3300 university boulevard I winter park, fl I 32792



Please write down questions you have for her based on her presentation and then you can interview her before she leaves. We can get pictures too of her being interviewed.

Please select three pieces that you feel best displays your command of the standards we have worked on so far in this trimester...

Major assignments that should be considered are:

  • Section articles
  • investigative feature
  • sports article
  • independent reading assignments
  • current events assignments
  • a collection of good blog posts

Please make sure to reflect on your selections particularly discussing the standards and skills your work is displaying. We need these completed by 3/20

Visit nylearns.org to look up standards.

The trimester ends 3/20

All make up work must be turned in no later than Wed. 3/11.

Rally that needs coverage

PLEASE SPREAD THE WORD. THERE HAS BEEN A TIME CHANGE FOR OUR BROADWAY-FLUSHING LANDMARK RALLY SCHEDULED FOR SUNDAY, MARCH 8TH. THE NEW TIME IS 10 AM AT THE SAME LOCATION 32ND AVE AND 159TH STREET. COUNCILMAN AVELLA HAS A CONFLICT AND MUST BE IN STATEN ISLAND AT 1 PM.

THANK YOU FOR YOUR ASSISTANCE

Rewards for Students Under a Microscope - From the Science Times today... Please read and make comments about the content and writing style

This copy is for your personal, noncommercial use only. You can order presentation-ready copies for distribution to your colleagues, clients or customers here or use the "Reprints" tool that appears next to any article. Visit www.nytreprints.com for samples and additional information. Order a reprint of this article now.

March 3, 2009
Rewards for Students Under a Microscope
By LISA GUERNSEY
For decades, psychologists have warned against giving children prizes or money for their performance in school. “Extrinsic” rewards, they say — a stuffed animal for a 4-year-old who learns her alphabet, cash for a good report card in middle or high school — can undermine the joy of learning for its own sake and can even lead to cheating.
But many economists and businesspeople disagree, and their views often prevail in the educational marketplace. Reward programs that pay students are under way in many cities. In some places, students can bring home hundreds of dollars for, say, taking an Advanced Placement course and scoring well on the exam.
Whether such efforts work or backfire “continues to be a raging debate,” said Barbara A. Marinak, an assistant professor of education at Penn State, who opposes using prizes as incentives. Among parents, the issue often stirs intense discussion. And in public education, a new focus on school reform has led researchers on both sides of the debate to intensify efforts to gather data that may provide insights on when and if rewards work.
“We have to get beyond our biases,” said Roland Fryer, an economist at Harvard University who is designing and testing several reward programs. “Fortunately, the scientific method allows us to get to most of those biases and let the data do the talking.”
What is clear is that reward programs are proliferating, especially in high-poverty areas. In New York City and Dallas, high school students are paid for doing well on Advanced Placement tests. In New York, the payouts come from an education reform group called Rewarding Achievement (Reach for short), financed by the Pershing Square Foundation, a charity founded by the hedge fund manager Bill Ackman. The Dallas program is run by Advanced Placement Strategies, a Texas nonprofit group whose chairman is the philanthropist Peter O’Donnell.
Another experiment was started last fall in 14 public schools in Washington that are distributing checks for good grades, attendance and behavior. That program, Capital Gains, is being financed by a partnership with SunTrust Bank, Borders and Ed Labs at Harvard, which is run by Dr. Fryer. Another program by Ed Labs is getting started in Chicago.
Other systems are about stuff more than money, and most are not evaluated scientifically. At 80 tutoring centers in eight states run by Score! Educational Centers, a national for-profit company run by Kaplan Inc., students are encouraged to rack up points for good work and redeem them for prizes like jump-ropes.
An increasing number of online educational games entice children to keep playing by giving them online currency to buy, say, virtual pets. And around the country, elementary school children get tokens to redeem at gift shops in schools when they behave well.
In the cash programs being studied, economists compare the academic performance of groups of students who are paid and students who are not. Results from the first year of the A.P. program in New York showed that test scores were flat but that more students were taking the tests, said Edward Rodriguez, the program’s executive director.
In Dallas, where teachers are also paid for students’ high A.P. scores, students who are rewarded score higher on the SAT and enroll in college at a higher rate than those who are not, according to Kirabo Jackson, an assistant professor of economics at Cornell who has written about the program for the journal Education Next.
Still, many psychologists warn that early data can be deceiving. Research suggests that rewards may work in the short term but have damaging effects in the long term.
One of the first such studies was published in 1971 by Edward L. Deci, a psychologist at the University of Rochester, who reported that once the incentives stopped coming, students showed less interest in the task at hand than those who received no reward.
This kind of psychological research was popularized by the writer Alfie Kohn, whose 1993 book “Punished by Rewards: The Trouble With Gold Stars, Incentive Plans, A’s, Praise and Other Bribes” is still often cited by educators and parents. Mr. Kohn says he sees “social amnesia” in the renewed interest in incentive programs.
“If we’re using gimmicks like rewards to try to improve achievement without regard to how they affect kids’ desire to learn,” he said, “we kill the goose that laid the golden egg.”
Dr. Marinak, of Penn State, and Linda B. Gambrell, a professor of education at Clemson University, published a study last year in the journal Literacy Research and Instruction showing that rewarding third graders with so-called tokens, like toys and candy, diminished the time they spent reading.
“A number of the kids who received tokens didn’t even return to reading at all,” Dr. Marinak said.
Why does motivation seem to fall away? Some researchers theorize that even at an early age, children can sense that someone is trying to control their behavior. Their reaction is to resist. “One of the central questions is to consider how children think about this,” said Mark R. Lepper, a psychologist at Stanford whose 1973 study of 50 preschool-age children came to a conclusion similar to Dr. Deci’s. “Are they saying, ‘Oh, I see, they are just bribing me’?”
More than 100 academic studies have explored how and when rewards work on people of all ages, and researchers have offered competing analyses of what the studies, taken together, really mean.
Judith Cameron, an emeritus professor of psychology at the University of Alberta, found positive traits in some types of reward systems. But in keeping with the work of other psychologists, her studies show that some students, once reward systems are over, will choose not to do the activity if the system provides subpar performers with a smaller prize than the reward for achievers.
Many cash-based programs being tested today, however, are designed to do just that. Dr. Deci asks educators to consider the effect of monetary rewards on students with learning disabilities. When they go home with a smaller payout while seeing other students receive checks for $500, Dr. Deci said, they may feel unfairly punished and even less excited to go to school.
“There are suggestions of students making in the thousands of dollars,” he said. “The stress of that, for kids from homes with no money, I frankly think it’s unconscionable.”
Economists, on the other hand, argue that with students who are failing, everything should be tried, including rewards. While students may be simply attracted by financial incentives at first, couldn’t that evolve into a love of learning?
“They may work a little harder and may find that they aren’t so bad at it,” said Dr. Jackson, of Cornell. “And they may learn study methods that last over time.”
In examining rewards, the trick is untangling the impact of the monetary prizes from the impact of other factors, like the strength of teaching or the growing recognition among educators of the importance of A.P. tests. Dr. Jackson said his latest analyses, not yet published, would seek to answer the questions.
He also pointed out that with children in elementary school, who typically show more motivation to learn than teenagers do, the outcomes may be different.
Questions about how rewards are administered, to whom and at what age are likely to drive future research. Can incentives — praise, grades, pizza parties, cash — be added up to show that the more, the better? Or will some of them detract from the whole?
Dr. Deci says school systems are trying to lump incentives together as if they had a simple additive effect. He emphasizes that there is a difference between being motivated by something tangible and being motivated by something that is felt or sensed. “We’ve taken motivation and put it in categories,” Dr. Deci said of his fellow psychologists. “Economics is 40 years behind with respect to that.”
Some researchers suggest tweaking reward systems to cause less harm. Dr. Lepper says that the more arbitrary the reward — like giving bubble gum for passing a test — the more likely it is to backfire. Dr. Gambrell, of Clemson, posits a “proximity hypothesis,” holding that rewards related to the activity — like getting to read more books if one book is read successfully — are less harmful. And Dr. Deci and Richard M. Ryan report that praise — which some consider a verbal reward — does not have a negative effect.
In fact, praise itself has categories. Carol Dweck, a Stanford psychologist, has found problems with praise that labels a child as having a particular quality (“You’re so smart”), while praise for actions (“You’re working hard”) is more motivating.
Psychologists have also found that it helps to isolate differences in how children perceive tasks. Are they highly interested in what they are doing? Or does it feel like drudgery? “The same reward system might have a different effect on those two types of students,” Dr. Lepper said. The higher the interest, he said, the more harmful the reward.
Meanwhile, Dr. Fryer of Ed Labs urges patience in awaiting the economists’ take on reward systems. He wants to look at what happens over many years by tracking subjects after incentives end and trying to discern whether the incentives have an impact on high school graduation rates.
With the money being used to pay for the incentive programs and research, “every dollar has value,” he said. “We either get social science or social change, and we need both.”

Sports article due tomorrow

Please remember that your sports articles are due tomorrow in class. We do have a town hall, but I still expect to get your assignments.

Turn in with all prior drafts.

Email a copy of your final draft to me and/or drop it in the shared folder yourself.

Thanks.

We start laying out on Thursday.

Monday, March 2, 2009

Sports articles are due on Wednesday

All final sports articles are due on Wednesday with all earlier drafts attached.

In addition, please place all final drafts in the shared folder at school or email them to me.

Final drafts

Please make sure to drop a final draft of your article into the shared folder or email it to me so that I can put it there in the appropriate folder for layout.

Happy Snow Day

Good morning everyone... I was just about at school this morning when I found out we had a snow day :)

I hope you are all still sleeping...

For the rest of your day, however, please make sure to finish the midterm reflections as well as all other missing work... particularly articles due for this issue of the paper.

We have a town hall meeting on Wed. so we will be losing another class period as well. Let's use time wisely over the next couple of weeks...

Remember the paper needs to be ready by March 16th

Sunday, March 1, 2009

Reflections in general

It is really important when writing reflections that you really go into depth about what your understanding of the assignment was and then how your work demonstrates you have done it.

Use the rubrics provided by your teachers to be specific in the standards and skills expected of you and then you can address many of them in your reflection.

Talk about what you did well.

Talk about what you could still do better.

Talk about how you felt about the assignment while you were doing it.

What do you want the reader of your reflection to take away from the piece you have used?

Sample standard based portfolio reflection

I have chosen my independent reading assignment for my portfolio because I feel that it illustrates my ability to demostrate a variety of skills and standards in this class. Because I have achieved a 93 on it, I feel that I am more than meeting many standards. It shows that I can identify texts of various genres independently and then write brief critical analysis about my selections.

For questions 3 and 4 where it asked me to locate a passage that shows the author's effective use in language, I show that I am both able to identify different literary elements such setting and characterization as well as literary techniques like foreshadowing and figurative language in the text. In addition to identifying these elements, I can discuss and analyze the author's craft and effectiveness. I feel that is not enough to just mention, but rather also to discuss the effect it has on the audience by using these things. I feel that reading published author's work has further helped me develop my writing as well.

Other things I am successful with in the assignment is my ability to understand texts on more than one level. I show that there is deeper meaning by selecting a passage and then drawing my own conclusions and making inferences.
I think this assignment demonstrates my successful mastery of these standards. I have learned to read a novel more closely and become acutely aware not only of story line meaning, but author's purpose while reading. I've also been able to write about these things in a meaningful way.

In the future, I feel that I will need to be more specific in addressing theme in this assignment. I think that I misunderstood what theme was about in question 6. I could have also worke with symbolism, but I think I mistook theme to be the main idea, when really it is just an overriding idea and there could be many in a text. Author's use them to connect the story to readers. Sometimes I could have selected more effective passages too. I think I may have rushed alittle in my selection of a passage about setting.

Current Events Standards

Here are the standards that you are working on when doing the current events assignment:


Performance Indicator 03--> ELA1.12.RE1.03::-->
Students analyze and synthesize information from different sources by making connections and showing relationships to other texts, ideas, subjects, and the world at large:
employ a range of post-reading practices to think about new learning and to plan future learning


Standard ELA2.12.RE1: Language for Literary Response and Expression
Students will read, write, listen, and speak for literary response and expression.

  • Performance Indicator 01--> ELA2.12.RE1.01::-->
    Students recognize and analyze the relevance of literature to contemporary and/or personal events and situations from short stories, novels, plays, film and video productions, poems, and essays:
  • read and discuss literary criticism
  • engage in a variety of collaborative conversations, such as peer-led discussions, paired reading and responding, and cooperative group discussions, to make applications of the ideas in the text to other situations, extending the ideas to broaden perspective

Performance Indicator 02--> ELA2.12.RE1.02::-->

  • Students read, view, and respond independently to literary works that represent a range of social, historical, and cultural perspectives.


Performance Indicator 02--> ELA2.11.RE1.02::-->

  • Students read, view, and respond independently to literary works that represent a range of social, historical, and cultural perspectives:
  • monitor their own comprehension by questioning, reviewing, revising, and rereading to enhance overall comprehension


Performance Indicator 07--> ELA2.11.RE1.07::-->
Students recognize and analyze the relevance of literature to contemporary and/or personal events and situation


Performance Indicator 02--> ELA1.11.WR2.02::-->
Students analyze and integrate data, facts, and ideas to communicate information.


Standard ELA3.11.WR2: Language for Critical Analysis and Evaluation
Students will read, write, listen, and speak for critical analysis and evaluation.
Performance Indicator 01--> ELA3.11.WR2.01::-->
Students develop critiques from more than one perspective, such as historical, cultural, and social.


Performance Indicator 02--> ELA2.11.WR2.02::-->

  • Students write interpretive and responsive essays of approximately three to five pages to:
    express judgments and support them through references to the text, using direct quotations and paraphrase
  • explain how the author's use of literary devices affects meaning
  • examine development and impact of literary elements, such as character (protagonist and antagonist), action (conflict, intrigue, suspense, and climax), and setting (locale and time period), in literary texts and performances
  • compare and contrast the treatment of literary elements in different genres and by more than one author
  • use literary criticism to expand personal analysis of the literary texts
    engage in a variety of prewriting experiences, such as using a variety of visual representations, to express interpretations, feelings, and new insights

Independent Reading Standards

In an effort to help you all write better, more specific reflections, I wanted to help you understand the specific standards we have been addressing in the independent reading assignment:

For the whole assignment:

  • Standard ELA2: Language for Literary Response and Expression
    Students will read, write, listen, and speak for literary response and expression.
  • Listening and Reading
    Key Idea 1 -->ELA2.LR1:
    Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text
  • Students read and view independently and fluently across many genres of literature from many cultures and historical periods
  • Students identify the distinguishing features of different literary genres, periods, and traditions and use those features to interpret the work.
  • Students recognize and understand the significance of a wide range of literary elements and techniques, (including figurative language, imagery, allegory, irony, blank verse, symbolism, stream-of-consciousness) and use those elements to interpret the work.
  • Students understand how multiple levels of meaning are conveyed in a text
  • Students read aloud expressively to convey a clear interpretation of the work


Performance Indicator 01--> ELA2.12.WR2.01::-->
Students write interpretive and responsive essays of approximately five pages to:
express judgments and support them through references to the text, using direct quotations and paraphrase

  • explain how the author's use of literary devices, such as allegory, stream of consciousness, and irony, affects meaning


Performance Indicator 06--> ELA2.12.RE1.06::-->
Students interpret multiple levels of meaning and subtleties in text

Performance Indicator 02--> ELA2.11.WR2.02::-->

  • Students write interpretive and responsive essays of approximately three to five pages to:
  • express judgments and support them through references to the text, using direct quotations and paraphrase
  • explain how the author's use of literary devices affects meaning
  • examine development and impact of literary elements, such as character (protagonist and antagonist), action (conflict, intrigue, suspense, and climax), and setting (locale and time period), in literary texts and performances
  • compare and contrast the treatment of literary elements in different genres and by more than one author
  • use literary criticism to expand personal analysis of the literary texts engage in a variety of prewriting experiences, such as using a variety of visual representations, to express interpretations, feelings, and new insights