Tuesday, May 28, 2019

Senior Project


The purpose of the Senior English Project is to enable students to effect change in our community and/ or school.  This project will be worth two test grades. By completing each day’s agenda, you will earn 10 points a day (100 points in total).  The presentation/ speech will be 100 points in total.

Day 1                                                                                                             
  • Outline your research                                                                                                                    
    1. Describe the issue/ problem
    2. How will resolving this issue benefit others?
    3. Brainstorm what is needed to research:
                                                              i.      Who are the players involved in this issue?
                                                           ii.      What is the historical background of this issue?
                                                         iii.      What policies are involved in this issue?
Day 2
  • List the pros of this issue/ problem
  • Include images and/or visual aids or videos
  • Cite your sources on the bottom of the slide

Day 3
  • List the cons of the issue/ problem
  • Counter-argue the cons
  • Include images and/or visual aids or videos
  • Cite your sources at the bottom of each slide

Day 4
  • What are the laws/ policies involved in this issue?
  • Who are the stakeholders?
  • Include images and/or visual aids or videos
  • Cite your sources at the bottom of each slide

Day 5
  • Detail the solution to your issue/ problem
  • List how people would benefit from your solution.
  • Include images and/or visual aids or videos
  • Cite your sources at the bottom of each slide

Day 6
  • How much will it cost to fund your solution?
  • Who will pay for the solution?
  • Include images and/or visual aids or videos
  • Cite your sources at the bottom of each slide

Day 7
  • How can you build capital for your solution?
  • Include images and citations

Day 8
  • Interview a person who can affect change, or is affected by the problem/ issue.
  • Include a video or a transcript of the interview

Day 9
  • Draw conclusions from the interview about what can/ should be done about the issue or problem from the interview experience
  • Include images and/ or videos

Day 10:
  • Revise and edit your slide show
  • Prepare note cards to use that outline your speech

Day 11 - 15 Presentations
  • 3 to 5 minute presentations!
  • Be sure to speak to us and DO NOT READ FROM YOUR SLIDE SHOW!
Present your slideshow as a background to your speech!

100 Points for Presentation/ Speech

20 Points        Hook and introduction/ relevant background information
ü  Persuasive techniques used to hook audience
ü  Sources cited
ü  Engaging voice and eye contact
20 Points        Persuasive pros and logical counter-arguments to cons
ü  Relevant transitions used to create a logical flow
ü  Logical development
ü  Sources cited
20 Points        What was learned from interview(s) – conclusions drawn?
ü  Thoughtful insights and connections made
20 Points        How this issue can be resolved by what is proposed
ü  Logical; coherent flow of ideas and steps
ü  Persuasive techniques uses
20 Points        What listeners can do to help (call to action)
ü  Use of logical transitions that make the steps easy to follow and understand
ü  Psychological closing clear through language and gestures

Possible Research Project Topics Per Class

  1. teen pregnancy

  1. gang violence in school       

  1. lack of school spirit

  1. homophobia

  1. open campus

  1. poverty-related issues

  1. community entertainment

  1. cell phone distraction/ addiction   

  1. institutional racism

  1. lack of parental involvement and school

  1. truancy/ chronic absenteeism

  1. curriculum design and school success

  1. mandatory drug testing for teachers and students

  1. teachers tenure and merit pay

  1. Community amusement park

  1. Cyber bullying

  1. Gender- neutral spaces

  1. School to prison pipeline

  1. School Cafeteria/ nutrition and success in school

  1. Parent licenses

  1. Approved choice

Monday, April 8, 2019

Pie Pie Pie Pie Pie

Pie Lesson - Brecher

Pie Lesson - Mr. Brecher
Your task is to research the origin and ingredients of your assigned pie to help you become proficient in describing and ultimately creating a pie in class. Remember to write down the citation information for each resource that you use during your research.  Use the websites and databases available to you in the library.  This activity will count as a quiz grade.  As you research your pie, please respond to the following questions:

Pie Lesson Slides

Describe the taste of your pie (10 points)

Identify the composition of this pie: (10 points)
- Filling, Topping and Crust
What is the origin of your pie? Identify the region or country of your pie: (10 points)
At what point during the meal would you serve this pie? How would you classify your pie? (Sweet or Savory)  What is the ideal temperature to serve this pie?

Please describe in detail a variation of your pie.  Apply your knowledge and experience with gourmet foods and build on the knowledge you acquired today to create an original variation of the pie with a modern twist. (10 points)

List of Resources (30 points)

Fill in the information below for each website you found today. (Additional forms are available if needed)
1. Full name of the author of the site (if available) 

2. Name of the article on the website (if available)

3. Name of the website (for example: CNBC or Discover Channel

4. The publisher or sponsor of the site (for example: ehow or National Geographic)

5. The publication or last revised date of the site (hint: usually found at the bottom of the site)

6. The actual address or URL of the site (for example: www.biography.com)

7. The date you viewed the site (for example: May 7, 2012)
Exit Activity (20 points)
List one interesting fact about pies and share with the class

Resources - Pie History
Everything Pies
This site provides a brief history of pie and many individual pie facts.

This site includes recipes and healthy eating links.

What’s Cooking America?
This site includes a comprehensive list of individual pie histories and links to recipes.

Food Timeline
This site includes a general overview of pie and pie history.  It also lists recipes and interesting facts about pies.

Derby Pie

History of Pie

Database - Culinary Arts

Tuesday, February 5, 2019

Battles of WWII

Using the resources below, you are to research 5 specific World War II battles.  

Invasion of Poland
Operation Barbarossa
Invasion of France
Battle of Britain 
Battle of the Bulge
D-Day (US)
Pearl Harbor (US)
Battle of Stalingrad
Battle of Midway (US)
Invasion of the Philippines (US)

Research needed in your Google Site: 

Include Title of presentation
Who is involved?
Explain what happened during this event
When did it happen?
Where did it occur?
What were the causes of the event?
What were the effects?
Provide 7-10 visual representations of your topic: pictures, maps, graphs, etc 
Include Youtube clip
Websites need to be cited - put in your own words

Thursday, January 31, 2019

Spice Project - Brecher

The Spice of Life

You will research and explore a spice or herb for classroom use. 
Using the links and materials provided you will answer the following questions: 

What does your herb or spice taste like? 

Where does your spice/herb originate from? How does it grow? 

What are some products, dishes and or cuisines that are usually paired with this herb or spice? 

What other herbs or spices does your herb/spice pair well with? 

Does your herb or spice have any non food functions? How much does this herb or spice cost? Why should someone use it in a dish? 

The SpiceHouse (prices) 




Benefits of Herbs&Spices

The Epicenture


In addition to these resources the library has many print sources that can assist you in finding this information.
Please ask for help if you need it :)

Tuesday, January 29, 2019


IB Dance

IB Dance Research 
IB Dance - Research
History Origin & Current Context- Describe how your dances came to be and how they evolved into modern day society.
- Clearly explain who created them, where and when they were created, why they were created and how  they were created.
- Discuss the evolution of the styles from inception to its current context.
- When discussing the current context, explain how these dances function today, in present day society.  For example, what purpose do they serve: social, political, spiritual/religious?  How does this evolved state compare to its original purpose? 

Dance Elements 

In a paragraph or two, discuss both dance styles' distinguishing elements, including:
- Dominant Dynamics - The dominant Laban Effort Actions include......
- Main Body Initiations
- Outstanding Movement
- Levels
- Musicality/Music
- Typical length of a piece
- Costumes, Make Up

The Critique

Complete a well developed analysis of a video clip or live performance of your second dance style.

The Interview

Investigate your unfamiliar dance style by interviewing a dance, dance teacher, dance researcher, dance historian or choreographer in the unfamiliar dance style.  
Your first assignment is to contact a person to interview. 


Start with a strong topic sentence, linking the two styles together.
Write the body of your paragraph - include the following:
- who began the dance
- when it began
- who watched it
- purpose it served, how it was evolved  and what purpose it now serves
Include MLA cited sentences
Current context
Conclusive sentence

Finding an Unfamiliar Style - Videos:

La Belle au Bois Dormant (Jonas, p. 134)
Interview with Tamasaburo (Jonas p. 136)
Commedia Dell' Arte (Jonas, p. 155)
Pas de Quatre (Jonas, p. 158)

List of Choreographers: 

  1. Alvin Ailey, modern
  2. Fred Astaire, Broadway, tap
  3. Josephine Baker, burlesque, theatre
  4. George Balanchine, ballet
  5. Don Campbell, locking
  6. Jack Cole, theatrical jazz
  7. Dean Collins, swing
  8. Merce Cunningham, modern
  9. Ruth St. Denis, modern
  10. Charles Louis Didelot, ballet
  11. Isadora Duncan, modern
  12. Agnes de Mille, ballet, theatre
  13. Jacques d’Amboise, ballet
  14. Katherine Dunham, modern
  15. Norberto Esprez, Tango
  16. Bob Fosse, musical theatre, jazz
  17. Lois Fuller, modern, lighting
  18. Antonio Gades, Spanish Flamenco
  19. Gus Giordano, jazz
  20. Martha Graham, modern
  21. Savion Glover, tap
  22. Tatsumi Hijikata, Butoh, Japanese dance
  23. Gregory Hines, tap, theatre
  24. Lester Horton, modern, Native American, jazz
  25. Doris Humphrey, modern
  26. Judith Jamison, modern, ballet
  27. Bill T. Jones, modern, ballet
  28. Rudolph Laban, Laban
  29. Jose Limon, modern
  30. Frankie Martinez, salsa
  31. Mario Maya, Flamenco
  32. Mia Michaels, jazz, contemporary dance
  33. Alex Moore, ballroom
  34. Mark Morris, modern, ballet
  35. Vaslav Fomich Nijinsky, ballet
  36. Christian Oviedo, Latin
  37. Pearl Primus, modern
  38. Kimia Ravangar, Iranian dance
  39. Gerome Robbins, classical ballet, contemporary musical theatre
  40. Bill Robinson, tap
  41. 41.  Jimmy Slyde, tap, jazz
  42. 42.  Sylvia Sykes, swing
    43.  Paul Taylor, modern
    44.  Hong Ten, breakdancing
    45.  Twyla Tharp, modern, theatre
    46.  Eddie Torres, salsa
    47.  John Weaver, pantomime
    48.  Mary Wigman, modern
Research Sources:::

Fine Arts and Music Database

Wednesday, December 12, 2018

World War 1 Project

You will be researching one of the topics below and creating a Google Slide presentation to present to the rest of the class.

World War 1 Facts 

World War 1 pictures from 100 years later

Life in the Trenches

War and Medicine

War in the Air

War at Sea

Poison Gas

Weapons and New Technology

Art and War

Project Requirements:

Presentations should have at least 4 slides with a picture on each slide

Each slide should have 2-3 sentences explaining the topic

Presentation is organized and concepts are understood 

Google Slides 

5 points extra credit for class presentation