Friday, September 27th

Do Now:

• Take out The Color of Water
• Prepare for today's reading
• Consider the literal and figurative significance of James and Ruth combining stories

Agenda:

• Read The Color of Water
• Discuss the concept- "The burden of secrets"
• Discuss next week

SWBAT:

• Apply elements of the memoir to the college essay

Homework:

• Finish The Color of Water an questions packet - Due Monday
• The Color of Water test Monday, October 7th

Thursday, September 26th

Do Now:

1. Take out The Color of Water
2. Consider where you stand on ACT and SAT prep

Agenda:

1. Discuss ACT and SAT prep sites and questions
2. Continue reading The Color of Water

SWBAT:

1. Understand the importance of using prep materials for college entrance exams
2. Look objectively at their college essay
3. Prepare of college entrance requirements
4. Add elements of the memoir to the college essay

Homework:

1. Register and use the prep sites for the ACT and SAT
2. Adjust college essays for Monday's final peer editing session.

Monday, September 30th

College Essay Peer Editing Round 2
 

Name of Author:___________________________    Name of Peer Editor:___________________
 

Directions: Trade papers with a partner and complete the following steps.

 
STEP 1:
Read your partner’s paper VERY carefully. Make comments/suggestions/grammatical and other corrections as you go. When you have finished reading their paper, answer the following questions for them.

 
STEP 2:
1. Does the opening hook the reader? Explain.

 


2. By the end of the introduction, do we know the focus/main idea of the essay? What is it?

 


3.   Are the author’s achievements/background/goals/stengths/etc. mentioned in a natural way? Name some of them below:
 


 

4.  Are there smooth transitions between ideas/paragraphs? If so, list a few below. If not, tell them where their paper is a bit awkward. Does each paragraph have a topic sentence that ties into the theme?

 





5.   Does the writer’s personality come through?  Do we know what the speaker cares about?  Do we get a sense of  “who he or she is”?   List some examples of how the author achieves this.


 


7. Is it organized? Is there a clear follow through on the central idea/theme throughout the essay (ex: Birkenstocks)? Is this theme mentioned throughout the entire paper?


 

8. Are the details and examples specific—do they truly allow you to see, hear, smell, touch, taste (picture) the subject?   List at three examples where they use sensory language:


 


9. Are there passive "to be" verbs or active verbs driving the essay.  Think, "show, don't tell."  Explain or point out concerns.





10. Does the conclusion of the essay give you a sigh of appreciation, a sense of closer or completion, an “ah-ha” feeling? What is it? (Write it below). If not, give them some suggestions as to how to achieve this.




 


11.   What are the strengths of this essay? Be specific. What needs the most improvement? What recommendations would you give to the writer before his/her next revision?

Wednesday, September

Do Now:

• Take out your draft of your college essay.
• Consider your writing from an objective standpoint

Agenda:

Peer Editing: College Essay (1^st day of editing)

Name on paper:                                                         Your name:

1.) The essay... _____ (5) has a memorable story that captures the reader’s interest and attention _____ (4) has an okay story that needs more drama, interest, or suspense _____ (2) may be interesting to the writer but needs a more general spark to interest others. _____ (4) has a intriguing, insightful reflection clearly connected to the narrative _____ (2) has a reflection part but it seems forced or has no original insights. _____ (0) has no reflection

2.) The narrative part is... _____ (5) is well-paced. Each event is given the right amount of time. Less important aspects are summarized quickly while more important aspects are described with descriptive detail. _____ (3) takes too long to get to its climax _____ (3) arrives at climax too quickly _____ (2) has a first sentence that awakens the reader _____ (1) has an average first sentence

3.) The second section of the body paragraphs... _____ (4) continues the story by telling the effects of the main event and starts reflecting on it. _____ (3) starts reflecting on the story but stops telling it. _____ (1) continues the story by focusing on the effects but doesn’t reflect on it.

4.) The conclusion... _____ (3) seems thoughtful, fresh, insightful, and interesting. _____ (1) seems a bit too predictable. _____ (4) includes insightful explanation of the significance of the narrative and leaves the reader with something to think about. _____ (3) includes explanation of the narrative and gives a predictable final thought. _____ (0) ends the story but never talks about its significance.

5.) The last part of the essay... _____ (2) has a strong clincher _____ (1) could use a stronger hook _____ (0) leaves the reader hanging

6.) The essay contains words that (check all that apply)... _____ (5) have great examples of imagery and descriptive writing _____ (3) uses clichés or other predictable language. _____ (3) uses strong sensory descriptions _____ (2) uses average sensory descriptions (suggest improvements) _____ (3) has great verbs that are very descriptive and specific _____ (1) contains average verbs including is, are, get/got, have/has, am/are.

7.) The essay has... _____ (3) clear organization that is easy to follow. _____ (2) organization that sometimes makes random jumps or confuses the reader. _____ (0) confusing organization. _____ (2) separate paragraphs for each idea. _____ (0) seems to need more paragraph breaks.

8.) Mark any “to be” verb (am, is, are, were, was, be, being, been, become, became) and check the correct box. ______ (5) The essay uses less than five of them. ______ (4) The essay uses 6-7 of them.

______ (3) The essay uses 8-9 of them.. ______ (0) The essay uses more than 10 of them.

Now start making suggestions to move their essay up to a higher point section. 

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SAT Prep Site:
click here
and
Watch this and join the site

ACT Prep Site:
click here

Monday, September 23

Do now:

• Take out your homework
• Reflect on homework reading
• Prepare to discuss: What makes for a "quick read?"

Agenda:

• Discuss the term, "quick read."
• Discuss homework questions
• Discuss ACT vs SAT
• college essay work

SWBAT:

• Apply elements of the author's craft into their own writing.
• Appreciate the impact that dialogue has on pacing and energy of a piece of writing.
• Transfer the appropriate elements of memoir writing to the college essay.

Homework:

• Full rough draft, common application essay/ memoir  due on Wednesday. Peer editing in class on Wednesday. Those who are unprepared will receive a zero for homework and class participation. Essays must be a minimum of 500-650 words.

Friday, September 20th

                                   

Do Now:

1. Take out your copies of The Color of Water and your questions packets.
2. Prepare to discuss our previous homework.
3. Prepare to discuss the SAT and ACT.

Agenda:

1. Discuss SAT and ACT questions.
2. Review chapters 13 & 14
3. Read chapter 15 together.

SWBAT:

1. Apply elements of the author's craft into their own writing.
2. Appreciate the impact that dialogue has on pacing and energy of a piece of writing.
3. Transfer the appropriate elements of memoir writing to the college essay.

Homework:

• Read, answer questions and annotate chapters 15, 16, and 17

Wednesday, September 18

Do Now:

• Take out laptops and open to common applications.
• Review questions and pool information.
• What is your plan to complete the form?

SWBAT:

• Apply the elements of memoir writing from The Color of Water.
• Self -edit the college essay.

Agenda:

• Review the common application.
• Discuss the college essay process.
• Listen to James McBride interview.
• Read chapters 11 & 12

Homework:

1. Read annotate and answer questions for chapters 13 & 14

Monday, September 16th

Do Now:

• Take out laptops and prepare for the common application.
• Take out your drafts of your college essay.
• Skim through your draft and ask if it reveals your strengths in a positive, creative way.

Agenda:

• Review college essays writing criteria.
• Break off into groups based on essay choice.
• Begin self-editing process.

SWBAT:

• Assess writing through the eyes of the memoir.
• Begin looking objectively at their own writing.
• Objectively self-edit.

Homework:

• Fill in the Common Application.
• Schedule an appointment with Mr. Brintle in order to access any additional information you need.

Friday, September 13, College Essay Writing

Do Now:

1. Take out your college essay draft.
2. Prepare to discuss with a partner.
3. Have you decided to stay with your choice of prompt?
4. Does your essay topic REVEAL something positive about you to a college admissions officer?

Agenda:

1. Work on college essay drafts.
2. Prepare a complete draft 500-800 words.

SWBAT:

1. Apply the elements of memoir writing to their own college essays.
2. Consider how a single event can REVEAL critical information about a person.

Homework:

1. Continue working on college essay drafts.  500-800 words due on MONDAY.

                                            

Early Decision & Early Action

The benefits and drawbacks of applying early

Early decision (ED) and early action (EA) plans can be beneficial to students — but only to those who have thought through their college options carefully and have a clear preference for one institution.

Early decision versus early action

Early decision plans are binding — a student who is accepted as an ED applicant must attend the college. Early action plans are nonbinding — students receive an early response to their application but do not have to commit to the college until the normal reply date of May 1. Counselors need to make sure that students understand this key distinction between the two plans.
Approximately 450 colleges have early decision or early action plans, and some have both. Some colleges offer a nonbinding option called single-choice early action, under which applicants may not apply ED or EA to any other college.
ED plans have come under fire as unfair to students from families with low incomes, since they do not have the opportunity to compare financial aid offers. This may give an unfair advantage to applicants from families who have more financial resources.

ED applicants

• Apply early (usually in November) to first-choice college.
• Receive an admission decision from the college well in advance of the usual notification date (usually by December).
• Agree to attend the college if accepted and offered a financial aid package that is considered adequate by the family.
• Apply to only one college early decision.
• Apply to other colleges under regular admission plans.
• Withdraw all other applications if accepted by ED.
• Send a nonrefundable deposit well in advance of May 1.

EA applicants

• Apply early.
• Receive an admission decision early in the admission cycle (usually in January or February).
• Consider acceptance offer; do not have to commit upon receipt.
• Apply to other colleges under regular admission plans.
• Give the college a decision no later than the May 1 national response date.

Who should apply early?

Applying to an ED or EA plan is most appropriate for a student who:

• Has researched colleges extensively.
• Is absolutely sure that the college is the first choice.
• Has found a college that is a strong match academically, socially and geographically.
• Meets or exceeds the admission profile for the college for SAT® scores, GPA and class rank.
• Has an academic record that has been consistently solid over time.

Applying to an ED or EA plan is not appropriate for a student who:

• Has not thoroughly researched colleges.
• Is applying early just to avoid stress and paperwork.
• Is not fully committed to attending the college.
• Is applying early only because friends are.
• Needs a strong senior fall semester to bring grades up.

Encourage students who want to apply early to fill out NACAC's Early Decision Self-Evaluation Questionnaire, in the Deciding About Early Decision and Early Action handout. You may want to share this with parents as well.

The benefits of applying early

For a student who has a definite first-choice college, applying early has many benefits besides possibly increasing the chance of getting in. Applying early lets the student:

• Reduce stress by cutting the time spent waiting for a decision.
• Save the time and expense of submitting multiple applications.
• Gain more time, once accepted, to look for housing and otherwise prepare for college.
• Reassess options and apply elsewhere if not accepted.

The drawbacks of applying early

Pressure to decide: Committing to one college puts pressure on students to make serious decisions before they've explored all their options.
Reduced financial aid opportunities: Students who apply under ED plans receive offers of admission and financial aid simultaneously and so will not be able to compare financial aid offers from other colleges. For students who absolutely need financial aid, applying early may be a risky option.
Time crunch for other applications: Most colleges do not notify ED and EA applicants of admission until December 15. Because of the usual deadlines for applications, this means that if a student is rejected by the ED college, there are only two weeks left to send in other applications. Encourage those of your students who are applying early to prepare other applications as they wait to receive admission decisions from their first-choice college. 
Senioritis: Applicants who learn early that they have been accepted into a college may feel that, their goal accomplished, they have no reason to work hard for the rest of the year. Early-applying students should know that colleges may rescind offers of admission should their senior-year grades drop.
Students and parents can use our Pros and Cons of Applying to College Early, in the Deciding About Early Decision and Early Action handout, to weigh their options.

Does applying early increase the chance of acceptance?

Many students believe applying early means competing with fewer applicants and increasing their chances for acceptance. This is not always true. Colleges vary in the proportion of the class admitted early and in the percentage of early applicants they admit.
Higher admission rates for ED applicants may correlate to stronger profiles among candidates choosing ED. Students should ask the admission office whether their institution's admission standards differ between ED and regular applicants, and then assess whether applying early makes sense given their own profile.

The ethics of applying early decision

The Common Application and some colleges' application forms require the student applying under early decision, as well as the parent and counselor, to sign an ED agreement form spelling out the plan's conditions.
Make it clear in your school handbook and at college planning events that your policy for early-decision applications is to send the student's final transcript to one college only: anything else is unethical.

Keep in mind

• ED and EA program specifics vary, so students should get information as soon as possible directly from the admission staff at their first-choice college.
• ED and EA applicants must take the October SAT or SAT Subject Tests™ in order for these scores to make it to the college in time.

Wednesday, September 11, 2013

Do now: 

1. Take out your homework
2. Take out your copies of The Color of Water
3. Prepare to discuss:  “There's such a big difference between being dead and alive, I told myself, the greatest gift that anyone can give anyone else is life. And the greatest sin a person can do to another is to take away that life. Next to that, all the rules and religions in the world are secondary; mere words and beliefs that people choose to believe and kill and hate by. My life won't be lived that way, and neither, I hope, will my children's.”
   ― James McBride, The Color of Water: A Black Man's Tribute to His White Mother

Agenda:

1. Review homework questions for The Color of Water
2.  common application

Homework:

1. Begin your common application. 
2. Based on today's conversations, determine which essay topic you will address.

THE ASSOCIATION

The Common Application is a not-for-profit membership organization that, since its founding over 35

years ago, has been committed to providing reliable services that promote equity, access, and integrity

in the college application process. We serve students, member institutions, and secondary schools by

providing applications that students and school officials may submit to any of our over 500 members.

Membership is open to colleges and universities that promote access by evaluating students using a

holistic selection process.

THE MEMBERSHIP

There are currently 517 member schools including colleges from 47 states plus Washington, DC

•

82 public institutions

•

17 public flagships

•

6 Historically Black Colleges and Universities (HBCUs)

•

16 international members from 7 countries outside of the US

 

Essay Topics:

 

The essay demonstrates your ability to write clearly and concisely on a selected topic and helps you distinguish yourself in your own voice. What do you want the readers of your application to know about you apart from courses, grades, and test scores? Choose the option that best helps you answer that question and write an essay of no more than 650 words, using the prompt to inspire and structure your response. Remember: 650 words is your limit, not your goal. Use the full range if you need it, but don't feel obligated to do so. (The application won't accept a response shorter than 250 words.)

  Some students have a background or story that is so central to their identity that they believe their application would be incomplete without it. If this sounds like you, then please share your story.

Recount an incident or time when you experienced failure. How did it affect you, and what lessons did you learn?

Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again?

Describe a place or environment where you are perfectly content. What do you do or experience there, and why is it meaningful to you?

Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family.

Monday, September 9th The Color of Water

Do now:

• Prepare to discuss "Memoirs are the backstairs of history."
                                                                    -George Meredith

• Take out The Color of Water

• Take out your The Color of Water Packets for a homework check

• Write down tonight's homework

SWBAT:

• Reflect on their sense of self.
• Reflect on their own "stories"
• Understand the structure of the memoir
• Apply elements of self-reflection the the college essay process

Agenda:

•  Review the homework questions

• Begin reading chapter 9 and discussing questions and annotations

Homework:

• Read chapters 9-12, annotate and answer questions in packet

Friday, September 6, 2013

Do Now:

•  Consider what advice Ruth McBride Jordan would give you on the college application process...
• Students who didn't hand in yesterday's college questions, hand in now.

 SWBAT:

• Reflect on their sense of self.
• Reflect on their own "stories"
• Understand the structure of the memoir
• Apply elements of self-reflection the the college essay process

Agenda:

• Today we will wrap up yesterday's discussion.
• Review answers up through chapter 6.

Homework:

• Read chapters 7 & 8 and answer questions in packet.

Thursday, September 5th

Do Now:

•  Consider what advice Ruth McBride Jordan would give you on the college application process...

 SWBAT:

• Reflect on their sense of self.
• Reflect on their own "stories"
• Understand the structure of the memoir
• Apply elements of self-reflection the the college essay process

 

Ms. O’Donnell                                        Name ______________________________________

College and Creative Writing                     September 5, 2013

COLLEGE PLANNING – STUDENT QUESTIONNAIRE

Describe your academic strengths.

__________________________________________________________________________________

__________________________________________________________________________________

What has been a rewarding academic experience for you in High School?

__________________________________________________________________________________

__________________________________________________________________________________

What three words would you use to describe yourself? _________________________________________________________________________________

__________________________________________________________________________________

What are you most interested in studying in college? Why?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

What is your greatest concern about applying and/or attending college?  Be specific.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

What aspect of the college process are you the most confused about?

_________________________________________________________________________________

__________________________________________________________________________________

What information and/or help would you like to better understand the college application process?

_________________________________________________________________________________

__________________________________________________________________________________

What colleges/universities have you visited?

_________________________________________________________________________________

__________________________________________________________________________________

Which exams do you plan to take over the next few months? (SAT, ACT. Subject tests, etc.)

_________________________________________________________________________________

__________________________________________________________________________________

If you have a colleges or universities that you would like to target, list them here.

_________________________________________________________________________________

__________________________________________________________________________________

Who, if anyone, is helping you organize your college search, applications, financial aid, etc.?

_________________________________________________________________________________

__________________________________________________________________________________

If Ruth McBride Jordan could give you advice, what would she say to you?  (Take this seriously; I 

honestly want to hear what you think.)

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

The Color of Water, chapters 4-6

                                                     


Do Now:

• Review the first 6 chapters of the book.  Consider questions that you had about Ruth's childhood, her upbringing and the Orthodox Jewish traditions discussed.
• Prepare to ask Mrs. Spiegel when she comes to class today.

          (Shiva, Sabbath, Orthodox, Kosher, Rabbi, Synagogue, Yiddish, etc.)

• Read Ruth's obituary...

SWABT:

• Reflect on their sense of self.
• Reflect on their own "stories"
• Understand the structure of the memoir
• Apply elements of self-reflection the the college essay process
• Reflect on their sense of self.
• Reflect on their own "stories"
• Understand the structure of the memoir
• Apply elements of self-reflection the the college essay process

Homework:

• Read and answer questions for chapter 7 and 8.

Essential Questions:

•  Who are you?

•  Do you create an identity or are you born with one? 

•  Is it possible to reject certain parts of one’s identity while embracing other parts?

•  What is the importance of culture/religion?

 

Do Now:

• Discuss the significance of the chapter titles separately and/or in comparison to others within the book.

• What effect does alternating chapters focusing on aspects of McBride’s life and that of his mother (Ruth McBride Jordan) have on our understanding of McBride, his mother, or any of the issues that the story of their lives evokes? 

SWBAT:

• Reflect on their sense of self.
• Reflect on their own "stories"
• Understand the structure of the memoir
• Apply elements of self-reflection the the college essay process

Homework: Read and answer questions through chapter 6