1. No category

Using Technology to
Increase
Reading and Writing
Achievement
Jim Harmon
Secondary English Teacher
Euclid City Schools
Euclid, Ohio
jharmon@euclid.k12.oh.us
www.throughstudentseyes.org
11th Annual Michigan Charter Schools Conference, 2008
Digital Tableau
Jim Harmon
Secondary English Teacher
Euclid City Schools
Euclid, Ohio
jharmon@euclid.k12.oh.us
www.throughstudentseyes.org
11th Annual Michigan Charter Schools Conference, 2008
OMAM Exam:
10th Grade English - AIID - Mr. Harmon
Choose two of the following options to demonstrate your knowledge of the book. Each option is 150 points.
Group options:
1. Act out and videotape a critical scene in the book that you feel is important to understanding the
story. Use costumes and props to enhance your presentation. Your presentation should reflect your
understanding of the motivations of the characters. Edit this video into a finished product with titles,
sound effects and background music.
2. Create a PowerPoint presentation to be delivered in class that examines how modern-day Salinas
honors and remembers John Steinbeck. Graphics/pictures are a must and you should not read the
presentation to the class.
3. Complete the OMAM WebQuest contained in Mr. Harmon’s network shared folder and design a
brochure that convinces migrant workers to come work in Salinas, California.
http://www.euclid.k12.oh.us/teachers/jharmon/omam/
4. Research migrant workers across the last 100 years and create a memorial that captures your
understanding of migrant workers lives and the hardships they faced, as well as their contributions to
America. Create a model and present and explain your work to the class. Consider interviewing one
of our art teachers regarding restrictions that govern public art.
Individual Options:
5. Create an epilogue that describes in great detail what George experiences after he shoots Lennie and
leaves the Soledad and the ranch. You decide how life will treat him. Remember to provide
significant details.
6. Complete a take-home essay exam.
7. Write a brief 3-4-paragraph essay that compares and contrasts the migrant workers of The Great
Depression and The Dust Bowl with modern day migrant workers.
8. Write a poem or rap that expresses Crooks’ frustrations, borrowing text from the actual play.
9. Create a soundtrack on CD with at least 8 songs that are appropriate for school, but yet reflect the
mood and tone of OMAM, or the personality of a specific character(s). The CD should be in a case
with cover art, copies of each song’s lyrics, and liner notes that help the listener understand the
connection to the songs you’ve chosen.
10. Create a fake MySpace page and blog using iWeb for one of the characters in the book. The main page
can be in casual register, but the blog must be in formal register and respond to three chronological
events in the book. What are the characters inner-most thoughts about each particular incident?
11. Examine George, Lennie, Curly’s Wife and Curly’s actions in the novel as related to William Glasser’s
research on human needs. Your findings should be presented in the form of a brief paper (one to two
pages) or PowerPoint presentation.
You must inform Mr. Harmon of your choice by October 27, 2008. All finished projects are due by
November 14, 2008 at 2:40 pm. Effort will be weighed heavily on your grade for this exam.
Mr. Harmon will schedule lab time in his classroom for individuals wishing to work on these options after
school. Limited class time will be allowed for the completion of these projects. All written work MUST be
word-processed (unless otherwise agreed upon) and submitted via email or Mr. Harmon’s drop folder!
AIID/Sophomore English/Harmon
Fall 2008
OMAM Group Options Rubric
Exceeds
Teamwork
Research/
Content
Time
Management
Meets
Approaches
Attempts
The group has evidence of working
well together and this partnership
shows in the final product. Everyone
contributed equally and the group’s
effort played a significant role in the
excellence of the project.
The group feels it worked well
together, however they are unable
to provide evidence that shows
they did. Individuals worked
harder than others to complete the
project.
The group tolerated each other
to get the project done but
some members may have
done more than others.
No effort was put into the
group and therefore, the group
was unable to function in
completing the assignment.
30
20
10
0
The research used in the project is
thorough, comes from reliable
sources and is documented
appropriately. Content is based on
real information (ie: the book itself, a
credible website, etc…)
The research used in the project is
thorough, although sources and/or
documentation is questionable.
Content is unclear or is not
aligned to factual information.
Minimal research was
conducted with little attention to
facts and or documentation.
No research was conducted
and/or content is inaccurate.
20
15
10
0
The group can account for all time
spent on the project and are finished
within the allotted time frame.
The group may have managed its
time well but submitted the project
late.
The group did not manage its
time well and submitted the
project late.
The group wasted its time and
was unable to submit a
finished project.
15
10
5
0
15
10
5
0
70
50
35
0
MUGS
(Mechanics,
Usage,
Grammar,
Spelling)
Less than 3 MUGS errors
3-5 MUGS errors
5-7 MUGS/logic errors
MUGS/logic errors detract
from readability
Product/
Presentation
The finished product shows effort and
familiarity that goes above and
beyond the assignment listed on the
OMAM Exam handout. Presentation
is clear, organized and creative and
demonstrates thorough knowledge of
the story.
The finished product shows
significant effort and familiarity
with the assignment listed on the
OMAM Exam handout.
Presentation is clear and
organized and demonstrates
thorough knowledge of the story.
The finished product shows
minimal effort and familiarity
with the assignment as listed
on the Crucible Exam handout.
OMAM is unclear or
disorganized creative and
demonstrates little knowledge
of the story.
The finished product does not
follow the assignment as listed
on the OMAM Exam handout.
Presentation is not completed.
Demonstrates no knowledge
of the story.
Names: __________________________________________________________________
Comments:
Grade: _________
Score
Points: __________/150
Crucible Exam:
10th Grade Honors English - AIID - Mr. Harmon
Choose two of the following options to demonstrate your knowledge of the play. Each option is 150 points.
Group options:
1. Act out and videotape a two-page section of the play that you feel is critical to understanding the story.
Use costumes and props to enhance your presentation. Your presentation should reflect your
understanding of the motivations of the characters. Edit this video into a finished product with titles,
sound effects and background music.
2. Create a Keynote or PowerPoint presentation to be delivered in class that examines how modern-day
Salem honors and remembers the witch trials and victims. Graphics/pictures are a must and you
should not read the presentation to the class.
3. Research the life of a person who was blacklisted in the 1950s. Pretend that you are a descendant of
that person. Write a business letter to Senator Joseph McCarthy that explains what happened to
your ancestor, what your ancestor’s life was like for the last fifty years, and what impact this event
had on you as the relative of someone who had been blacklisted. This letter should reflect your
research of the era and of the person who was blacklisted. If possible, interview someone who lived
through the Red Scare and who remembers that period, who watched the hearings on television, or
who had some personal involvement with it.
4. Research the Salem Tercentenary Memorial dedicated to those who died as a result of the Salem Witch
Trials. Design a new memorial that captures your understanding of the events. Create a model and
present and explain your work to the class. Consider interviewing one of our art teachers regarding
restrictions that govern public art.
Individual Options:
5. Complete a take-home essay exam.
6. Write a brief 3-4-paragraph essay that compares and contrasts the Salem Witch Trials to
McCarthyism and the actual Red Scare.
7. Write a poem or rap that expresses John Proctor’s frustrations, borrowing text from the actual play.
8. Create a soundtrack on CD with at least 8 songs that are appropriate for school, but yet reflect the
mood and tone of the Salem witch trials, or the personality of a specific character(s). The CD should
be in a case with cover art, copies of each song’s lyrics, and liner notes that help the listener
understand the connection to the songs you’ve chosen.
9. Create a fake MySpace page and blog using iWeb for one of the characters in the play. The main page
can be in casual register, but the blog must be in formal register and respond to three chronological
events in the book. What are the characters inner-most thoughts about each particular incident?
10. Examine Parris, Abigail, Hale, Abigail and John Proctor’s actions in the novel as related to static
versus dynamic characters. Your findings should be presented in the form of a paper (one to two
pages).
You must inform Mr. Harmon of your choice by October 24, 2008. All finished projects are due by Friday
October 31, 2008 at 2:30 pm. Effort will be weighed heavily on your grade for this exam.
Mr. Harmon will schedule lab time in his classroom for individuals wishing to work on these options after
school, during lunch or study hall. Limited class time will be allowed for the completion of these projects. All
written work MUST be word-processed and emailed to Mr. Harmon (unless otherwise agreed upon)!
Euclid HS / Academy of Intellectual & Interpersonal Development
Mr. Harmon – Sophomore Honors English
Digital Tableau Assignment – worth 150 group work points
Your group will be assigned One Act and must create a digital tableau for each of two critical scenes to be
photographed by Mr. Harmon.
o Each person in your group must appear at least once in a scene
o You must have the posing complete and ready-to-go for each character represented in the scene
o You must have written thoughts for each character represented
o Props are encouraged, but not necessary
o You must go BEYOND the obvious for the characters: what are their deepest thoughts at the very moment in the
scene that is photographed?
o You have until our class tomorrow to be ready for me to photograph your group
o I will provide the resulting images in my shared network folder based on your assigned act
You will import the image into iPhoto, make any adjustments needed, and then insert the image into ComicLife and create
a description of the scene, note the Act #, scene description, page # and include thought bubbles for each character
included in the scene.
My Group members are: ________________________________________________________________________________
My Act # is ____________ My due date is: _____________________________________________________
Euclid HS / Academy of Intellectual & Interpersonal Development
Mr. Harmon – Sophomore Honors English
Digital Tableau Assignment – worth 150 group work points
Your group will be assigned One Act and must create a digital tableau for each of two critical scenes to be
photographed by Mr. Harmon.
o Each person in your group must appear at least once in a scene
o You must have the posing complete and ready-to-go for each character represented in the scene
o You must have written thoughts for each character represented
o Props are encouraged, but not necessary
o You must go BEYOND the obvious for the characters: what are their deepest thoughts at the very moment in the
scene that is photographed?
o You have until our class tomorrow to be ready for me to photograph your group
o I will provide the resulting images in my shared network folder based on your assigned act
You will import the image into iPhoto, make any adjustments needed, and then insert the image into ComicLife and create
a description of the scene, note the Act #, scene description, page # and include thought bubbles for each character
included in the scene.
My Group members are: ________________________________________________________________________________
My Act # is ____________ My due date is: _____________________________________________________
(Carlson)… That’s
what that yella belly
frog gets! I hope he
kicks his God
damned head off.
(Whit)… Ha-ha!
These guys are
idiots… Hope
Lennie snaps his
neck…
(Lennie)… Why
is he hitting me?
Where’s George?
What will Curly
do next? Should I
let go?
(Candy)…
Hahahahaha… go
Lennie, go! This is
the most action I’ve
seen in a long time!
(Slim)… Wow, it’s
about time, that’s
what he deserves!
Why won’t George let
me stop this?
(George)… I bet
Curly won’ mess
with Lennie
anymore. Get ‘im
Lennie. Here we go
again… I hope he
don’t kill ‘im.
(Curly)… God dammit,
he’s stronger than I
thought! I made a
mistake. My hand hurts,
I wish he’d let go!
Somebody help me!
OMAM Ch. 4
Sophomore English/Mr. Harmon
5th Period Digital Tableau
(Curly’s Wife)… I need
someone to talk to. Why are
these guys all here? Why is
my husband always at the
whorehouse? I hope I get
lucky with one of these
guys to make Curly jealous.
(Candy)… ewww, why
is this slut always
here? She disgusts me.
She thinks she’s better
than everybody.
(Lennie)… She’s purdy.
Would I get in trouble
for touching her dress,
like in Weed… Where’s
George? I love rabbits!
Where are the puppies?
(Crooks)… My back
hurts! Now that she’s
here, my head hurts too!
First these honkeys, now
this slut!
OMAM Ch. 4
Sophomore English/Mr. Harmon
5th Period Digital Tableau
(Curly’s Wife)… I
know… I’m all that…
All I want is to flirt with
these guys!
(Candy)… I’d love to
slap her… What a
whore! Her attitude thru
out here.
(Lennie)…
Oooooohhhhh. She’s
pretty! I wanna touch
her scarf! Hmmmm….
Rabbits!
(Crooks)… Boy I
oughta… She’s such a
B… my back really
hurts. I wish they’d get
outta my room, but it is
nice to have company.
OMAM Ch. 4
Sophomore English/Mr. Harmon
3rd Period Digital Tableau
(Candy)… Ha-haha! I bet that hurts!
Shoulda brought
my Kodak! That’s
what that
sonofabitch gets!
(Whit)…
What is going
on? Hope he
broke Curly’s
hand!
(Lennie)…
I’m scared…
Hmmm…
puppies.
(Carlson)…
What’s that
cracklin noise?
Ha-ha! What you
get…
(Slim)… Oh my God,
why is he doing that?
Should I break it up?
(George)… Get
him, Lennie! OK,
maybe I better
stop this now…
(Curly)… Owwwww!
That hurts! Get offa
me! Please let go…
OMAM Ch. 4
Sophomore English/Mr. Harmon
3rd Period Digital Tableau
(others)
Yeah, it's nice...
so take a
picture, it'll
last longer!
(servant)
It better
look nice, it
took me a
week to
make this
place spicn-span!
(Lady macbeth)
What beautiful
scenery!
But things
are about to
get ugly!
(Banquo)
Yes, this is
very exquisite!
Act 1 Scene 6... King duncan and his party
arrive at Inverness, Macbeth's castle. Lady
macbeth acts the perfect host despite the
murderous plot.
(King Duncan)
Whoa, this view is
absolutely
monderful! I've
never seen
anyhting like it.
(Three Witches)
Oh, how macbeth
has been fooled!
(Macbeth) I
can't believe
what's
happening! How
unreal> I am
going to be
KING!!!
(Banquo) My
bloodline will
be kings?!
Hmm... we'll
see.
Act 1 Scene 3...
(angus)
Finally! That
back-stabbing
thane is out
of power!
(Ross) I am
so Honored
to be with
the new
thane of
cawdor!
Who is the strong one
in this relationship? I
am twice the man he
is! What a big wus...
I cannot handle the
pressure. ghosts,
blood, murder... what
will come next? What
did i get myself into?!
MacBeth Act 3 Scene 4: MacBeth begins
to question his own sanity after beginning
his murderous path to the throne, while
lady macbeth continues to manipulate him.
Fake
MySpace
Pages
Jim Harmon
Secondary English Teacher
Euclid City Schools
Euclid, Ohio
jharmon@euclid.k12.oh.us
www.throughstudentseyes.org
11th Annual Michigan Charter Schools Conference, 2008
About Me
Blog
Crooks the stable buck
CROOKS’ DETAILS
Name: Crooks
Age: 29
Orientation: Straight
College: None
Location: Salinas, CA
Status: Single
Here For: I need somebody
Zodiac: Leo (grrrrrr!)
Favorite Color: black
Favorite Book: California
Penal Code
Favorite Movie: They don’t let
me watch no movies
Life is Good!
Favorite Food: Peach Cobbler
Favorite Quote: "A guy goes
nuts if he ain't got nobody!"
Whatup playas? It’s me, yo boy Crooks. Holla! I am
straight trippin on this MySpace gig. It’s raw with a capital
R! I hope you like the “Kodak moment” of me above.
Check it.
My favorite songs
Brother can you spare a dime?
My crib, quite frankly, stinks. No, for real. These folks got
me sleepin’ out in the barn with the damned horses!
Hobbies: pitchin’ horseshoes
Check out my blog, yo. I’m writing about all kinds of
whack dudes here in Salinas. They be cappin’!
About Me
Blog
Crooks’ Blog
That’s right party people! The Crooks has a
blog. I am so 21st century it scares me. I
think I’m gonna pick up a Blackberry so I can
keep this sucker updated on a daily basis.
Lots to tell so look below for the dirt.
Leave the damned puppies alone!
Thursday, August 21, 1930
So today this new fella, Lennie, comes into the barn to mess with Slim’s new pups. That fella
had no business messin with em and if Slim finds out, he’ll put a whoopin on the new guy. I
don’t have any...
Read more...
The new guys
Tuesday, August 19, 1930
Some new bindlestiffs arrived yesterday. They got here so late and the boss was not happy, no
sir. The shorter guy, I think his name is George, looked OK. But the other guy, Lennie, I think,
looks...
Read more...
Go to archive
What if the
characters of
had
pages?
Students were given the assignment to create a
fake MySpace page for characters in the book
The Great Gatsby, by F. Scott Fitzgerald, as a
means of better understanding characters in the
novel.
As a class, we analyzed the components of
common MySpace pages and identified the
content that should be included on the
assignment. Students were also responsible for
writing a 5-entry blog (like an online journal or
diary) that got into the character’s head in ways
the novel did not.
These pages are examples of the best work
completed by Mr. Harmon’s junior English
classes. We hope you enjoy them!
index.htm
10/30/08 10:04 AM
About Me
Blog
The One and Only: Jay
Gatsby!
GATSBY’S DETAILS
Name: Jay Gatsby
Age: 24
Orientation: Straight
College: Oxford (The one in
England)
Location: Long Island, NY
Status: Single (sort of)
Here For: Friends and fun
Zodiac: Leo (grrrrrr!)
Favorite Color: Pink
Life is Good!
Favorite Book: Simon Called
Peter by Robert Keable
Whatup playas? It’s me, yo boy Jay. Holla! I am
straight trippin’ on this MySpace gig. It’s raw
with a capital R! I hope you like the “Kodak
moment” of me and my beautiful ride (above). I
had it pimped at West Coast Customs. Did you
know they left MTV? For real.
Favorite Movie: Anything with
Charlie Chaplin
Favorite Food: Scotch on the
Rocks
Hobbies: Polo, tennis,
swimming, looking across the
water for that “special someone”
Favorite Quote: "Can’t repeat
the past?…Why of course you
can!"
My favorite songs
Speaking of MTV, don’t be a hater, but my crib
is one of the hottest on Long Island! The design
was based on Normandy's Hotel de Ville.
Anyhow ol’ sport, I am having another p-a-r-t-y
this weekend and due to popular demand, I’ve
file:///Users/jharmon/Documents/Euclid/Gatsby/Fake%20My%20Space%20Pages/Gatsby/index.htm
Page 1 of 2
index.htm
10/30/08 10:04 AM
My favorite songs
1. Hello, Beautiful
2. One of These Days
3. One Funky Cat
My favorite cars
1. Lamborghini Gallardo
Spyder
2. Ferrari 612 Scaglietti
3. Ford Mustang Super
Cobra Jet
this weekend and due to popular demand, I’ve
invited the Black Eyed Peas back to spit it out
all night long. Hey! Fo Shizzle! (At least, that’s
what my gardener keeps saying...)
Check out my blog, yo. I’m writing about all
kinds of whack dudes here on the Eggs. They
be cappin’!
My favorite links
LeChateau De Gilly
International Sailing
Organization
Mr. Stephens’ Homepage
If you like rides, check the horses in my stable
on the left.
file:///Users/jharmon/Documents/Euclid/Gatsby/Fake%20My%20Space%20Pages/Gatsby/index.htm
Page 2 of 2
blog.htm
10/30/08 10:05 AM
About Me
Blog
Gatsby’s Blog!
The Original Ol’ Sport!
June 21, 1925
A new neighbor moved in the other day... His name is Nick
Carraway. From what I understand, he is Daisy Buchanan’s
cousin! I can’t believe it! What a stroke of luck! I will make it a
point to go over and introduce myself. Perhaps I won’t have to
Hello Ladies!
and he’ll just wander over to my next big bash... That would be
too perfect. Note to self: order more crates of lemons and
oranges. MMmmmmmmm... fresh squeezed juice: there’s
That’s right party people! The
J-dawg has a blog. I am so
21st century it scares me. I
think I’m gonna pick up a
Blackberry so I can keep this
sucker updated on a daily
basis. Lots to tell so look
below for the dirt.
nothing quite like it.
I went out to the water’s edge last night. I could see her dock
from my property. There’s a green light on the end of her dock
and it makes it easy to pick it out from across the bay. I wonder
if she was looking out and thinking of me. I don’t know what
came over me, but I felt as if I could just reach out and touch
her. Soon, Jay... soon.
__________________________________________________
Blog Entry #2
June 21, 1925
Highlight this block of text and replace it with your second blog
entry... His name is Nick Carraway. From what I understand,
he is Daisy Buchanan’s cousin! I can’t believe it! What a stroke
of luck! I will make it a point to go over and introduce myself.
Perhaps I won’t have to and he’ll just wander over to my next
Page 1 of 4
file:///Users/jharmon/Documents/Euclid/Gatsby/Fake%20My%20Space%20Pages/Gatsby/blog.htm
blog.htm
10/30/08 10:05 AM
Perhaps I won’t have to and he’ll just wander over to my next
big bash... That would be too perfect. Note to self: order more
crates of lemons and oranges. MMmmmmmmm... fresh
squeezed juice: there’s nothing quite like it.
I went out to the water’s edge last night. I could see her dock
from my property. there’s a green light on the end of her dock
and it makes it easy to pick it out from across the bay. I wonder
if she was looking out and thinking of me. I don’t know what
came over me, but I felt as if I could just reach out and touch
her. Soon, Jay... soon.
__________________________________________________
Blog Entry #3
June 21, 1925
Highlight this block of text and replace it with your third blog
entry... His name is Nick Carraway. From what I understand,
he is Daisy Buchanan’s cousin! I can’t believe it! What a stroke
of luck! I will make it a point to go over and introduce myself.
Perhaps I won’t have to and he’ll just wander over to my next
big bash... That would be too perfect. Note to self: order more
crates of lemons and oranges. MMmmmmmmm... fresh
squeezed juice: there’s nothing quite like it.
I went out to the water’s edge last night. I could see her dock
from my property. there’s a green light on the end of her dock
and it makes it easy to pick it out from across the bay. I wonder
if she was looking out and thinking of me. I don’t know what
came over me, but I felt as if I could just reach out and touch
her. Soon, Jay... soon.
__________________________________________________
file:///Users/jharmon/Documents/Euclid/Gatsby/Fake%20My%20Space%20Pages/Gatsby/blog.htm
Page 2 of 4
blog.htm
10/30/08 10:05 AM
Blog Entry #4
June 21, 1925
Highlight this block of text and replace it with your fourth blog
entry... His name is Nick Carraway. From what I understand,
he is Daisy Buchanan’s cousin! I can’t believe it! What a stroke
of luck! I will make it a point to go over and introduce myself.
Perhaps I won’t have to and he’ll just wander over to my next
big bash... That would be too perfect. Note to self: order more
crates of lemons and oranges. MMmmmmmmm... fresh
squeezed juice: there’s nothing quite like it.
I went out to the water’s edge last night. I could see her dock
from my property. there’s a green light on the end of her dock
and it makes it easy to pick it out from across the bay. I wonder
if she was looking out and thinking of me. I don’t know what
came over me, but I felt as if I could just reach out and touch
her. Soon, Jay... soon.
__________________________________________________
Blog Entry #5
June 21, 1925
Highlight this block of text and replace it with your fifth blog
entry... His name is Nick Carraway. From what I understand,
he is Daisy Buchanan’s cousin! I can’t believe it! What a stroke
of luck! I will make it a point to go over and introduce myself.
Perhaps I won’t have to and he’ll just wander over to my next
big bash... That would be too perfect. Note to self: order more
crates of lemons and oranges. MMmmmmmmm... fresh
squeezed juice: there’s nothing quite like it.
file:///Users/jharmon/Documents/Euclid/Gatsby/Fake%20My%20Space%20Pages/Gatsby/blog.htm
Page 3 of 4
blog.htm
10/30/08 10:05 AM
I went out to the water’s edge last night. I could see her dock
from my property. there’s a green light on the end of her dock
and it makes it easy to pick it out from across the bay. I wonder
if she was looking out and thinking of me. I don’t know what
came over me, but I felt as if I could just reach out and touch
her. Soon, Jay... soon.
__________________________________________________
file:///Users/jharmon/Documents/Euclid/Gatsby/Fake%20My%20Space%20Pages/Gatsby/blog.htm
Page 4 of 4
Where I’m
From Poems
Jim Harmon
Secondary English Teacher
Euclid City Schools
Euclid, Ohio
jharmon@euclid.k12.oh.us
www.throughstudentseyes.org
11th Annual Michigan Charter Schools Conference, 2008
Where I’m From iPhoto/GarageBand Project
Sophomore English – Mr. Harmon
Turn this sheet in with your completed project: do not lose it!
Name: ____________________________________ Period: ________ Due Date: May 28 (no exceptions)
Complete the checklist below to make sure you’ve performed all of the following requirements:
❏ I word processed and revised my poem and saved it to my EHS network folder
❏ My recorded voice in GarageBand is clear, understandable and is my best spoken work possible
❏ If I used background music, it has no vocals and does not compete with my spoken words
❏ I imported at least one photograph for each line of my poem into iPhoto.
❏ I used high-resolution images from the Internet or high resolution scans/digital camera images
❏ I included at least three photographs that I can logically defend as abstract or symbolic
❏ I exported my video to a Large (640x480) Movie file for maximum quality and gave it to Mr. Harmon
❏ I completed the self-assessment writing in formal register on the back of this sheet
❏ I included a photo of myself (15 extra credit points)
Feedback (rewrite and respond with detail to the following statements on the back of this paper):
One thing I thought worked well on this project was…
One thing that was confusing about this project was…
One thing that I learned while doing this project was…
The grade I deserve on this project is _________ because…
The grade you earned:
Comments/Feedback:
/300 =
❏ Extra Credit
❏ Deduction for losing rubric
Where I’m From Feedback
Harmon/Sophomore English
Name: __________________________________ Date: ________________ Period: _______
Part 1: Take your partner’s poem and read it carefully. Respond to the following statements:
I liked (a word, idea, line, feeling, etc…) ____________________________________________
_____________________________________________________________________________
because: ______________________________________________________________________
_____________________________________________________________________________
I wonder about (a word, idea, line, feeling, etc…) _____________________________________
_____________________________________________________________________________
The poet responded to this by saying: _______________________________________________
_____________________________________________________________________________
Identify one noun, one verb, and one adjective that could be more clear:
Noun: __________________ Verb: ___________________ Adjective: ___________________
Part 2: Now trade partners with another group and have your new partner read their poem to you. Respond to the
following statements:
I liked (a word, idea, line, feeling, etc…) ____________________________________________
_____________________________________________________________________________
because: ______________________________________________________________________
_____________________________________________________________________________
I wonder about (a word, idea, line, feeling, etc…) _____________________________________
_____________________________________________________________________________
The poet responded to this by saying: _______________________________________________
_____________________________________________________________________________
Identify one noun, one verb, and one adjective that could be more clear:
Noun: __________________ Verb: ___________________ Adjective: ___________________
Writing Our Own “Where I’m From” Poems
Name: __________________________
What kinds of items, verbs, and describing words seem to make the best “Where I’m From” poems?
Let’s brainstorm…
Other kinds of items, verbs, and describing words to consider when creating your own poem:
Items found around your home:
Items found in your yard:
Items found in your neighborhood:
Names of relatives, especially ones that link you to the past:
Sayings (e.g., “If I’ve told you once…”):
Names of foods and dishes that recall family or friendly gatherings:
Names of places where you keep your childhood memories:
Strengths and weaknesses:
Sophomore English: Mr. Harmon
Sophomore English – Mr. Harmon
The 10 “Read-Around” Rules for Where I’m From poems
1. The class will be seated in a circle.
2. Each person in the class will complete three feedback cards.
3. Each person will write the reader’s name on a separate feedback card.
4. Sitting in the “Chair of Honor”, each person must read their entire poem.
5. Each member of the class must complete responses to three reader’s
writing, responding to three of the following questions as guides and noting
responses on a feedback card:
a. What is a specific compliment you might offer the reader on her/his
writing?
b. What did you like in this person’s writing? Think especially about the
writing style—the word choice, the alliteration, rhymes, repeating
words, or humor?
c. What worked in this person’s writing? (specific details, like emotion,
voice, ideas, word choice, imagery)
d. What particular writing strategies did this person use?
e. What sentence or word did this person use that you appreciated?
f. What ideas in this person’s writing might you use in your own “Where
I’m From” poem?
g. At what point did you have a question about what the reader shared?
h. What did you learn from the reader’s poem—about this person, about
the topic at hand, about yourself?
i. What is one memory that surfaced for you based on what the reader
shared? Provide this in a complete, coherent thought, such as “I
remember when my brother spilled fruit punch on my Mom’s white
couch. Boy, was he in trouble!”
6. Each feedback card must include at least one compliment for each reader.
7. We will ALL applaud after each person reads and show the respect and
support we each deserve.
8. Each “feedbacker” will verbally share at least one comment from their
feedback card and must look the reader in the eye when she/he is giving
feedback.
9. Each “feedbacker” will sign the feedback cards she/he completed and
deliver these to the teacher as you exit the room.
Through
Students’
Eyes
Jim Harmon
Secondary English Teacher
Euclid City Schools
Euclid, Ohio
jharmon@euclid.k12.oh.us
www.throughstudentseyes.org
11th Annual Michigan Charter Schools Conference, 2008
Through students’ eyes
HOME
10/30/08 10:30 AM
PURPOSE
SUCCESS
IMPEDIMENTS
CURRICULUM
ABOUT/CONTACT
JOIN
THROUGH STUDENTS’ EYES
Have you ever wondered why some urban kids get up and come to
school every day?
How do some urban students excel in spite of an environment that
doesn’t value education?
Are students aware of the things in their own lives that interfere with
their success in school?
As urban educators, teacher educators and activists in Cleveland,
recently ranked the poorest city in America, dropout (or push-out) rates
average close to 60% annually. That means 60% of Cleveland
freshmen never graduate from high school with the most basic of tickets
to future success: a high school diploma.
We asked 100 Cleveland-area high school students to consider these
questions and answer them with photographs and text. We offer this
site to students, teachers and teacher educators everywhere who are
interested in increasing student achievement in urban centers.
©2008 Through Students’ Eyes
http://www.throughstudentseyes.org/Through_Students_Eyes/HOME.html
“The reason why I go to
school is to make it. It’s to
know one day I will reach
my hand out to receive my
diploma and know that my
mother will be so proud of
me.”
-Ebony, 10th Grade
“As I watched my friends
go to jail and die, it made
me think I don’t want that
for my family or myself. My
family has a lot of hope for
me and I don’t want to
disappoint them.”
-Cortez,10th Grade
“I've been doing my own
laundry since I was 12. My
mom used to have a job
where she had to stay
overnight with kids, so I
couldn't wait for my mom,
and I started to do my own
laundry.”
-Jonnatan, 11th Grade
Page 1 of 2
“Through Students’ Eyes: What Urban Youths’
Photographs SHOW Us About the Purposes of School”
Kristien Zenkov, George Mason University
Jim Harmon, Euclid High School
Purposes
• What do YOU believe are the purposes of school?
• What would your STUDENTS suggest are the reasons to go to school?
Supports
• What helped YOU to be successful in school?
• What supports your STUDENTS’ abilities to engage with and achieve in
school?
Impediments
• What impeded YOUR ability to succeed in school?
• What are the obstacles to your STUDENTS’ abilities to show up for, to
engage with, and to find success in school?
Picturing Our Responses
• Which of the pictures to the right could serve as illustrations of any of
YOUR OWN or YOUR STUDENTS’ responses to the questions above?
• What OTHER pictures would YOU or YOUR STUDENTS take to represent
responses to the questions above?
“Through Students’ Eyes: What Urban Youths’
Photographs SHOW Us About the Purposes of School”
Kristien Zenkov, George Mason University
Jim Harmon, Euclid High School
Project Description
What do city students think are the purposes of school? In addition to the traditional reasons they cite (e.g.,
because they’re required to attend), why do urban youth go to school? Even more importantly, what do they
believe helps them to succeed in school and what gets in the way of this success?
Founded in 2004, the “Through Students’ Eyes” (TSE) project has worked with Cleveland, Ohio area high
school and middle school youth to address these questions through both photographs and written reflections.
TSE was begun by veteran local teachers, activists, photographers, and teacher educators in response to the
consistently high dropout rates common in most urban centers in the United States.
Using “photovoice” and visual sociology methods, TSE researches and documents urban youths’ and
community members’ perspectives on school—our nation’s most important and unifying institution. The
project has collaborated with nearly 100 city students, displayed their work at numerous regional and national
exhibitions, published articles and catalogues of youths’ images and reflections, and contributed to the dialogue
about US schools and their abilities to serve their most diverse and disenfranchised constituents.
TSE is interested in addressing these questions using photographs and writing with populations of students
from around the United States and beyond. Please contact us if you are interested in more details about our
project or about conducting this project with your own students.
Publications/References
Marquez-Zenkov, K. & Harmon, J. (forthcoming). Seeing the purposes of, supports for, and impediments
to urban students’ school success. Theory Into Practice.
Harmon, J., Marquez-Zenkov, K., van Lier, P., & Marquez-Zenkov, M. (in press). Picture this: Seeing diverse
city students’ ideas about schools’ purposes, impediments, and supports. Multicultural Perspectives.
Marquez-Zenkov, K. (2007). Through city students’ eyes: Urban students’ beliefs about school’s
purposes, supports, and impediments. Visual Studies, 22(2), 138-154.
Harmon, J., Marquez-Zenkov, K., van Lier, P., & Marquez-Zenkov, M. (2007). “If they’ll listen to us about
life, we’ll listen to them about school”: Seeing city students’ ideas about quality teachers. Educational Action
Research 15(3), 403-415.
Marquez-Zenkov, K., & Harmon, J. (2007). Seeing English in the city: Using photography to understand
students’ literacy relationships. English Journal, 96(6), 24-30.
Contact Information
Kristien Zenkov, Associate Professor
College of Education and Human Development
George Mason University
4400 University Drive
Fairfax,Virginia 22030
703.993-5413
kzenkov@gmu.edu
Jim Harmon, English Teacher
Euclid High School
711 East 222nd Street
Euclid, OH 44123
216.797-7915
jharmon@euclid.k12.oh.us
Website: www.throughstudentseyes.org
Funding and Support
Funding and support for the “Through Students’ Eyes” project have been provided by the Cleveland
Foundation, the George Gund Foundation, the Martha Holden Jennings Foundation, the KnowledgeWorks
Foundation, Cleveland State University, and the Euclid City School District