Sunday, June 6, 2010
5:00-6:30pm presentation block 1
6:30-7:00pm dinner (stretch as needed)
7:00-8:30 presentation block 2
Daytime presentations will be Wed 6/9, Thurs 6/10.
Please Let us know which times; early evening or later evening will work better for your family so we can organize the presentations.
Sunday, May 2, 2010
Make your first decision:
Are you a sixth grader? Then relax, you already have your assignment started. No, wait, you have due dates soon, get back to work!
Select a passion and consider options for a “going-out” and interview opportunity.
Consider your family history and your point of immigration. Collect family stories.
Submit your topic and plan for this project by 4/19/10.
Brainstorm a list of questions for your interview. (by April 23rd – review in class)
A word web style might organize your thoughts.
Be sure to prepare related/ follow-up questions
Schedule your interview.
Plan a method for notes (written or recorded).
Practice before calling what to say.
Know possible dates to meet beforehand.
Conduct the interview (Unless scheduled as a “going-out”, parents will need to sign off this area.)
Dress nicely for your interview.
Be attentive to the answers so you may ask follow-up questions.
Be sure to thank your subject. (Also, send a thank you note afterward with a copy of your transcript or summary.)
Review notes or prepare a transcript of your recording. (by May 14th – review in class)
Write a summary of the interview. (by June 1st – review in class)
Length will depend on the depth (or challenge) you aim for.
Call with follow-up questions if things don't make sense in your notes.
Use quotes rather than a script format.
Prepare a presentation for the class. (Present on June 7th or 8th .)
Practice sharing information or a story from your interview.
Consider only highlights to share in a five minute or less period (note-cards may be helpful).
Prepare any props or displays that compliment your presentation (photos, objects relevant to your study, etc.)
Evaluate yourself with the rubric. Add comments about the process, esp. what you found valuable or interesting.
Before the interview, the student prepared several in-depth AND factual questions to ask.
Before the interview, the student prepared several factual questions to ask
The student did not prepare any questions before the interview.
Scheduling the Interview
The student introduced himself, explained why he wanted to interview the person, and asked permission to set up a time for an interview.
Student sent a thank-you note to the subject afterward.
The student asked needed reminders to set up an interview.
The student needed assistance in all aspects of setting up the interview.
The interviewer took occasional notes during the interview, but usually maintained focus on the person rather than the notes. Notes were added to immediately after the interview so facts were not lost.
The interviewer took notes during the interview, but did so in a way that interrupted the "flow" of the interview.
The interviewer took no notes during or after the interview.
The student listened carefully to the person being interviewed and asked several relevant follow-up questions based on what the person said.
The student asked a couple of follow-up questions based on what s/he thought the person said.
The student did not ask any follow-up questions based on what the person said.
Formatting and Editing
The student edited and organized the transcript or notes in a way that made the information clear and interesting.
The student edited and organized the transcript or notes but the information was not as clear or as interesting as it could have been.
The student did NOT edit or organize the transcript.
(Summary of interviews)
The report is well organized and contains accurate quotations and facts taken from the interview.
The report contains accurate quotations and facts taken from the interview.
The report is lacking facts and quotations from the interview OR the quotes and facts are not accurately reported.
Presentation to Class (knowledge gained)
Student can accurately answer several questions about the person who was interviewed and can tell how this interview relates to the subject of interest.
Student can accurately answer a few questions about the person who was interviewed.
Student cannot accurately answer questions about the person who was interviewed.
Preparedness for Presentation
Student is completely prepared and has obviously rehearsed. He/ she used a display or props to compliment the information.
The student is somewhat prepared, but it is clear that rehearsal was lacking. He/ she may have added items to share.
Student does not seem at all prepared to present.
Student met all deadlines and challenged self toward a worthwhile project.
Student met requirements.
Student lost enthusiasm for the project and just plodded along.
Thursday, March 25, 2010
Tuesday, March 23, 2010
Friday, February 19, 2010
Thursday, February 18, 2010
Thursday, February 11, 2010
Monday, February 8, 2010
Thursday, February 4, 2010
Thursday, January 21, 2010
In February, they have an essay contest. I plan to talk to the teachers about submitting a few of the essays that will be written next week. Do your best and let's see how many author's we can publish in one year.
Monday, January 18, 2010
1.In an intro paragraph, write the position on this topic giving some ideas from below.
2.Choice three or four of the ways listed below and expand each idea in three or four follow-up paragraphs. Please list other resources that you use in your paper.
V Values & beliefs-what most people believe
E/O Expert opinion-what experts say
S Statistics-summary of survey
A Analogies-if A then B
E Examples-things found in nature
C Cause & effect-the outcome of something else
T Traditions & customs-cultural explainations
S Special rules-
2. Use the T bar we used in class. Write a complete sentences about the topic and briefly identify. Then expand into a multiple paragraph essay.
Arguments against topic Arguments for the topic
3. In a closing paragraph, rewrite your opinion.
Friday, January 15, 2010
Here’s how it works:
Use the information below to access the Scholastic Book Clubs Web site.
Browse the titles with your child and place your order with your credit card.
Your order will come to me, and your credit card payment will go directly to Scholastic’s secure server. There’s no need to send money to school.
After I submit the entire class order to Scholastic, your order will be delivered to our classroom for your child to take home.
To get started, go to the Web address below and enter our class’s personalized user name and password in the sign-in fields on the right side of the page. Note: You do not need to create your own user name and password.
User Name: Berfield
Ordering online is the most convenient way to use Scholastic Book Clubs. You can order anytime, right up until the online order due date. You’ll also get instant access to over 500 additional titles plus online-only specials and discounts.
And don’t forget: Every time a parent places an order online, we earn a FREE book for our classroom library!
If you have any questions, please don’t hesitate to contact me.
Thursday, January 14, 2010
Owyhee students participate in the preparation, serving, and cleaning of lunch every Tuesday. As of this week, groups of 3 to 4 students work for two hours in the kitchen(one group in the morning from 10:30-12:30, a second group from 12:30-2:30). This way students are only working in the kitchen once a month. I hope your son or daughter is enjoying the opportunity to be part of this unique food program.
Valentine's brings up the discussion of health. HDMS encourages students that choose to bring treats to make snacks with a small amount of sugar, no processed foods, and individually wrapped for easy distribution and consumption over time. I hope that this gives you enough information. Any comments or suggestions can be added by clicking the comment box or clicking on the E-mail Me link at the bottom of the page(it should be fixed now).