Last week’s highlight came on Friday when author, writing guru, and ’71 alum Bobby Hawthorne spent the entire afternoon with scholastic journalists donating his time and expertise to improve our writing. The students who committed the time were blown away by the presentation. The most telling quote coming from a senior who said, “I learned more about writing in three hours than I have in four years of high school.” Unfortunately, not all staff members were able to commit, or chose to commit, the time to what could be a once in a lifetime opportunity. That kind of attitude never ceases to amaze me. That what they are doing is more important than an opportunity to sit at the feet of a master and learn. The handful that were able to stay for the entire afternoon spent quite a bit of time expressing gratitude for the exposure to someone who uses his talent in the real world to write about a real world. I was very proud of the scholastic journalists who are indeed committed not only to successful grades and winning awards, but to learning and self-growth.

Those students who are hungry to learn, to grow, to become more than what it takes to be traditionally successful in our school system are the fuel that drives me as a teacher. I do my dead level best to inspire that ambition for personal, as well as intellectual growth, and when it happens I am blessed beyond reason.

Sociology:

Students will be able to:

~explain basic terms and give real world examples verbally and in writing.

~identify and explain the five institutions that support society

~identify the building blocks of society

Monday:

Film clip:  Intro to Sociology

Survivor game (building a society from scratch)

Tuesday-Thursday:  film: Alive

Friday:  Essay Test

Intro to Journalism:

Students will be able to:

~explain the historical development of broadcast journalism

~discuss the implications of broadcast vs. print journalism

Monday:  Lecture & discussion development of broadcast journalism in radio & newsreels

Tuesday: film biography of Edward R. Murrow

Wednesday: discussion of combat journalism, read Ernie Pyle columns

Thursday:  film biography of Ernie Pyle

Friday:  Essay Test

The past week has been filled with flu, severe colds and numerous absences coupled with several school events that required students to miss class. To adjust to the missing masses one of the activities Sociology pursued was a self-administered IQ test. We also discussed perception and how it affects our view of self and others and how that impacts not only relationships but success.

J1 has continued to pursue its study of current events with daily forays into the Longview News-Journal and news and feature writing.

Sociology:

Students will be able to explain orally & in writing:

~the significance of IQ testing in the 20th century, its uses and fallacies

~explain emotional quotient assessment and growing importance

~the results of individual testing and the implications it has for the individual student

Monday:

Evaluation of IQ test and results

EQ Testing

Tuesday:

Personality testing

Wednesday:

Discussion of results

Thursday:  general overview of discipline of sociology, handouts

Friday:  completion of lecture and discussion

J1:

Students will be able to:

~explain orally and in writing as well as demonstrate the ability to produce news and feature writing that meets journalistic standards.

~explain the impact of Ernie Pyle’s writing on feature writing, war coverage, and on history

Monday:

Read samples of Ernie Pyle’s writing from WWII

Tuesday:  view biography film on Ernie Pyle

Wednesday:  Essay test over Pyle’s writing and impact

Thursday:  introduction of Edward R. Murrow and impact of his work

Friday:  biography film of Edward R. Murrow to be followed by essay test

Sociology:

Students will be able to explain orally and in writing:

~the dynamics of the relationships between self and others to be contributing members of the community

~evaluate role conflicts and methods of resolution that may occur among individuals and groups

~analyze groups in terms of membership roles, status, values and socioeconomic stratification

Tuesday:

Complete lecture and class discussion on early childhood development and socialization and the role of the institutional education in effecting socialization.

Wednesday:

film:  Sensation & Perception

Thursday:

Discussion & debate about role of perception in roles played in groups and subgroups

Friday:

Senior Friday:  College Prep

Intro to Journalism:

Students will be able to demonstrate in writing:

~correct use of AP Style rules

~correct use of attribution

~demonstrate an understanding of feature writing

Monday-Friday:

read LNJ daily & discuss current events and writing…

Powerpoint daily on writing:  UIL tipsheets

war correspondent history

read samples of of Ernir Pyle’s WWII columns

Ernie Pyle biography

Reflection:

Hot off a super UIL Journalism Team performance at Pine Tree’s Saturday meet it looks like a great UIL season shaping up. The team led by senior Austin Jordan, along with Cade Palmer, Mason Malone and Rachel Horne took the team championship. Austin took three of the four gold medals.  I must say that not only are these kids successful they are a joy to be with.

Last week in Sociology we wrapped up our study of “What Makes Us Happy”…and it is not as warm and fuzzy as it sounds. The lesson was about neural biology, development of self-identity, self-awareness and what really makes us tick, and click. The lesson ends with an eye to what we want out of life, both professional and personal. The focus was on future choices and creating a life with meaning.

J1 has pursued news writing and the power of words to tell a story, convey feelings, paint a picture of what is and what was. We continue to look at great writing inside and outside the field of journalism including Lee’s To Kill a Mockingbird, Divine Secrets of the Ya Ya Sisterhood, and all things Rick Bragg. We continue to study current events each day by diving into the Longview News-Journal daily.

Sociology:

Because we fully developed last week’s lesson which was left hanging at the end of the fall semester we used the entire week. This week we will begin with following the lesson plan that was posted for last week.

Introduction to Journalism:

Students will be able to:

~discern and explain the difference between news and feature stories.

~demonstrate the ability to write a news lead and a feature lead

~identify news versus feature stories daily in the Longview News-Journal

Monday-Friday:

Read the Longview News-Journal daily, id news and feature stories. Analyze leads and discuss.

Study basic news and feature writing rules using handout: Write Stuff.

Test:  News Story prompt & Feature Story prompt

Reflection pre-Christmas classes:

The first semester flew by much too fast. There didn’t seem to be enough time to absorb all the events, achievements and lessons learned. As is my tradition “It’s a Wonderful Life” was shared, discussed and written about to remind all of us of what is really important in life. That quality of life is made of the small daily acts of character that create a life, that family, faith and hard work are the foundation of a life well lived.  The grand story of James Stewart actually responding to former students letters in 1987 was not only shared, but my personally autographed picture and handwritten note were shared as well.  As usual I received emails and texts from former students who were watching the film with loved ones.  As we cruise into the spring semester it is my profound hope that my students take with them the life lessons learned beyond the confines of high school.

Sociology:

Students will be able to:

~identify the socio-cultural, economic and political trends that are shaping their future.

~identify social patterns that influence social behavior.

Monday:

Discuss what sociology is and why it is important to not only intellectual growth but practical living.

Watch intro to Love Actually to demonstrate visually social patterns in a large group.

Tuesday:

Watch film of major events from 2012. Discuss impact and repercussions. Project impact on 2013.

Wednesday:

Essay Reflection

Thursday:

Journal:  What will my life be like 5, years from now, 10 years and 20 years from ow.

Friday:

Identify cultural patterns that have contributed to life as we know it through discussion.

Intro to Journalism:

Students will be able to:

~identify and discuss the impact of the major news stories of 2012

~based on knowledge of year’s events demonstrate critical thinking skills through reading, writing, discussing and creative projects

Monday:

~Students will list the biggest events in 2012? How will the year be remembered? What will 2013 be like?

Tuesday:

~Quiz yourself. We scoured the headlines and selected the biggest stories from the year to put together our 2012 News Quiz. Students can test their knowledge of current events by taking our quiz, or they can write their own based on the events they think were most important this year.

Wednesday:

Define the year. Take a page from our lesson “From ’00 to ’10: Defining the Decade,” and come up with the defining moments and elements of 2012. What will have lasting impact? In five, 10 or 25 years from now, what will seem “so 2012″?

David Corio Whitney Houston was one of the notable people who died in 2012. Here, she is performing in 1988. Go to related article »

Thursday:

 Write a eulogy. The year saw the deaths of many important and famous individuals, from Whitney Houston to Neil Armstrong. Visit The Times’ “Notable Deaths of 2012″ page, and choose someone to research and eulogize. Your class can read the eulogies aloud as a tribute to the end of an era.

Make a “Best of 2012″ list. Choose the movies, books, songs or other artistic creations from 2012 that deserve to be on your “best of” list, and explain why this art represents the year’s best. For inspiration, you can refer to The Times’ lists of best books, movies and albums. This activity can might even be more rewarding if done in pairs or groups, since it then requires discussion and negotiating. You might even play with a new tool from The Times, Compendium, and create a collection there, the way this user did with his “Favorite Stories of 2012.”

Friday:

~Predict the future. Think about all that has taken place in 2012, and make your predictions for what will happen in 2013. You can choose news events, like the so-called “fiscal cliff” or Hurricane Sandy, and predict what, if anything, will happen as a result of them in the coming year. Will the U.S. make change in the areas of climate change, budget deficits or gun violence? Or, keep your predictions closer to home. What do you think will happen in your life or school in the next 12 months? Write your predictions and seal them in an envelope, and then don’t open them until this time next year.

~ Rethink the past: Choose a watershed year in global or American history and have students create a retrospective modeled on one or more of the ideas above. Imagine, for instance, the “most searched terms” if Google had existed in 1776, or a “Words of the Decade” compiled by someone in, say, Elizabethan England.

In psychology we have looked at the lost world of the mind in relation to delusional disorders that create an alternate reality for those who suffer from mental disorders like schizophrenia. We immersed ourselves into that world by watching A Beautiful Mind.  After much discussion and study of the disease as explained in the DSM the students dug into an essay test that challenged their perceptions and applications for their own lives.  This week we move from the delusional to the world we create by our attitude as we study and reflect on What Makes Us Happy.  Strategies for building happiness into our lives will be emphasized.  Appropriate at this season of JOY.

In J1 we learned about the impact of the film Citizen Kane and the innovative techniques it introduced, as well as the controversy the film generated.  After an extensive essay test this class is ready to move to another topic. This week we will work on our writing.

Psychology:

Students will be able to:

~explain how to optimize the contentment and satisfaction in their lives

~cite emerging research in the field of ‘happiness’ and its application for our individual lives

~identify the role we play in our own happiness

Monday:  film:  John Stossel:  What Makes Us Happy & discuss

Tuesday:  Take Happiness survey and discuss

Wednesday:  Brain research & happiness

Thursday:  Happiness Project:  What will we do to make someone else happy?

1.  Christmas letter to parents    2.  bags for homeless

Friday-Tuesday:  film:  It’s a Wonderful Life

J1

Students will be able to:

~identify the parts of a feature story

~explain how to write an impact lead

Monday-Wednesday:  Feature Writing-lecture, discussion, Pulitzer Prize stories

Thursday:  Christmas story assignment

Friday-Tuesday:  It’s a Wonderful Life

Psychology

Students will be able to:

~identify the specific parts of the brain and the function of each

~explain the function of serotonin, dopamine and other chemicals produced in the brain

~discuss the new research on ‘happiness’ and how it applies to student

~identify the ‘things’, activities, people that make them happy and draw conclusions about how to apply the information in personal and career development

~explain how mental disorders like schizophrenia and bipolar disorder impact an individual’s perception

Monday:  Review of common mental disorders and their causes

Tuesday-Thursday:  A Beautiful Mind

Friday:  Essay Test

Introduction to Journalism:

Students will be able to:

~explain why Citizen Kane is considered to be the greatest American film ever made

~identify cultural impact of film

~explain parallels to Wm. Randolph Hearst

Monday-Wednesday:  Film:  Citizen Kane

Thursday & Friday:  Discuss film, essay test & current events

With a short week and a school full of kids looking forward to their grandmas’ home cooking, there were still some amazing moments.  On Tuesday all classes took a moment to consider how important it is to be thankful and how much we have to be thankful for.  I shared with my classes the story of my severely handicapped older brother and how his life shaped mine.  I urged them to consider the miracles their lives are and how they do not have the right to be bored…EVER!  Their lists of blessings were rather amazing and blessed me by their sincerity and genuineness.  We are indeed blessed beyond compare to spend our days in such a place and with each other.

Psychology:

Students will be able to:

~identify the main points of the Behaving & Responsive Brain

~identify and explain the function of each part of the brain

~explain the significance of biochemistry and brain function

~explain how disease or injury can alter the functionality of the brain both physically & psychologically

Monday & Tuesday:

Lecture & discussion on text chapter on brain

Wednesday:

Diagram parts of brain & identify function

Thursday:

film:  Responsive Brain

Friday:

Begin film:  Beautiful Mind

Intro to Journalism:

Students will be able to:

~clearly explain the impact of Pulitzer & Hearst in writing

~explain the impact of the Newsboy Strike of 1899

Monday & Tuesday:

Read handout & articles from New York Times about 1899 Strike ]

Essay Test over material

Wednesday:

Review of William Randolph Hearst biography

Thursday & Friday:

Citizen Kane

Psychology:

Students will be able to:

~explain the basics of the disorder of autism,

~explain what savantism is and why it may occur

~explain the implications of the latest research on autism, brain function etc.

Monday & Tuesday:

Complete YouTube films on famous autistic savant Kim Peek.  Discuss implications of research findings in relation to Peek.

J1

Students will be able to:

~identify the repercussions of yellow journalism on American History

~explain the impact of the 1899 New York Newsboy strike

Monday:

Complete Newsies

Tuesday:

Essay test response

The week was exciting and chaotic with illness, recovering from my only child’s wedding, volleyball and football playoffs.  The step back and punt psychology lesson for Monday was to finish the film Rainman and answer questions about it.  Tuesday  & Wednesday there was lecture and discussion on the ‘Behaving Brain’ as well as an educational film by reknowned psychologist Dr Philip Zimbardo.  Thursday we were out of school for state volleyball. Friday we watched three of five parts of film about the actual ‘Rainman’ Kim Peek and discussed the implications of new brain research and autism.

J1 pursued current events, newspaper analysis and viewing of the film Newsies based on the 1898 New York newsboy strike.  The history of the period has been examined and discussed.