A Public Service Announcement

The culmination of Kristin's argument-based research project was a series of public announcements. Not only were these shared with her classmates, but with the entire school community, when they were broadcast for several mornings in a row following the morning news announcements.

Everything's an Argument

After months of studying, analyzing, and composing arguments, the senior class projects are complete! Each student had the option of presenting an argument through a video, a series of public service announcements, a prepared oration (similar to a TED talk), or a formal essay. In the next few posts, we will be sharing a few of these projects here on the blog.

Today's video comes to us from senior Kaisha. who explores the issue of consumerism.

The Search Begins

Each year, English 12 students immerse themselves in their third quarter research projects. The projects begin with students selecting a controversial topic of their choice.  Students then develop research-based arguments, a process that requires reading critically, reflecting seriously, researching thoroughly, and presenting their views strategically. 

Here is a peek at a few of this year's topics: 

• Why should the arts remain in the curriculum of all schools? 
• Should the same laws that we abide by in the physical world apply to the world online as well?
• Should fast food chains be required to sell healthier alternatives due to the rising levels of obesity in America?
• Is the popularity of the double-eyelid surgery among Asians a cause for concern?
• Do television networks have a social responsibility to their viewers?
• Should calculators be allowed in math classes and on tests? (including the SAT?)
• Does having autism mean one cannot be productive in society?
• Are laptops a form of advancement toward a new educational age or the start of dependence?
• Should the role that standardized tests such as the SAT and ACT play in college admissions be reconsidered?
• Should schools continue to teach cursive handwriting?
• Is a single-sex education more beneficial to students than a coed education?
• Where is our food coming from? Should we eat with a conscience when eating meat?
• Are school uniforms or mandatory dress codes beneficial?
• Should people focus on pursuing their dreams or should they focus on ensuring financial security instead?
• Can the cultural conception of what is beautiful be reconciled with personal conceptions of beauty? Is beauty just an illusion?
• Should the government provide more funds to prevent the euthanization of healthy
• animals in animal shelters?  
• Should cigarettes be illegal?
• Is revenge ever justified?
• Is consumerism unhealthy for our society?
• Are today’s youth better or worse than that of previous generations?

Students will  have the option of presenting their arguments in the form of an essay, a film, a series of public service announcements, or an oration that incorporates visual elements (modeled after a TED talk). 

Oh, the Drama.

Our study of Shakespeare's Much Ado About Nothing this quarter has culminated in the performance of monologues and dialogues from the play. The performances have been highly entertaining, revealing what we all have suspected for some time:  the senior class possesses a penchant for the dramatic!  

BEATRICE 

I had rather hear my dog bark at a crow than a man
swear he loves me.

BENEDICK

God keep your ladyship still in that mind so some
gentleman or other shall 'scape a predestinate
scratched face.

BEATRICE

Scratching could not make it worse, an 'twere such
a face as yours were.

CLAUDIO

Thou thinkest I am in sport: I pray thee tell me
truly how thou likest her.

BENEDICK

Would you buy her, that you inquire after her?

CLAUDIO

Can the world buy such a jewel?

BENEDICK

Yea, and a case to put it into.

Happy Thanksgiving!

I am grateful for those moments

when words fail

when I am humbled

by the realization

that I don’t have all the answers.

I am grateful for every chance to say,

With honesty,

“I don’t know,”

Because it welcomes

An opportunity to learn.

I am grateful for the hands and mouths and minds

That transform the tasks of word-work

into the wonders of word-play,

for days that end not in periods

or exclamation marks,

but with question marks,

or hopefully, with ellipses.

Most of all,
I am grateful for a God 

who guides me toward

A greater understanding

of the extraordinary story 

at the heart

of every one of us.

Happy National Day on Writing!

On October 19, students and teachers in English 11 and English 12 participated in the 2012 National Day on Writing.  People across the globe were invited to share their writing selves by posting tweets with the hashtag #WhatIWrite.  

Farewell, First Quarter!

This week, we bid a fond (and for some, a frantic) farewell to the first quarter, and welcome the second quarter of the year.  One of the highlights of the first quarter was a tableaux project that the seniors worked on in groups. A tableau is a form of enactment in which a “frozen” scene or pose is presented, to capture a relationship or moment. It's also a creative way of interpreting a piece of literature, in that it challenges readers to retell a story through image and gesture while communicating the main themes of the text.  Students collaborated with each other to create a series of five to six "essential" scenes from the Anglo-Saxon epic Beowulf. 

Here are a few glimpses of the English 12 classes at play work: 

 "A powerful monster, living down / In the darkness, growled in pain, impatient..." (1-2).  Grendel, a "sin-stained demon", emerges from the depths to wreak havoc on humanity.    

"He slipped through the door and there in the silence / Snatched up thirty men..." (36-37).  Grendel visits the vulnerable Danes in the mead hall for his usual midnight snack. 

"Hell-forged hands" (66): some students got particularly creative with props (even though props weren't required).  Note Grendel's claws and the (detachable) arm that he eventually loses. 

Beowulf to the rescue!  He "heard how Grendel filled nights with horror / and quickly commanded a boat fitted out" so that he could travel to the land of the Danes (112 - 113).

"Hail, Hrothgar!" (142). Beowulf arrives in Herot and informs Hrothgar, king of the Danes, that he is there on a monster-hunting mission. Hrothgar (obviously relieved) welcomes Beowulf and holds a banquet to honor him. 

Beowulf is victorious, defeating not only Grendel, but Grendel's mother as well.  "Then the Geats' brave prince entered / Herot, covered with glory for the daring / Battles he had fought" (589-600). 

 Alas, even heroes like Beowulf are mortal.  "He'd reached the end of his days, their mighty / War-king, the great lord of the Geats, / Gone to a glorious death " (868 - 870).

Bravo, English 12!