The format is altered by the limitations of the blog, but I hope the words themselves do their job without the formatting help.
Can’t help but think a life
IS MORE
Than 12 column inches,
Give or take –
Especially when the giving
Lingered long.
The pens and inkwells
Treasured up –
NO LESS
Than fascination with the craft -
The stylus scraping paper
Cast a spell almost as strong
As any sullen art.
Perhaps it is fitting –
AFTER ALL
A foot of copy
Fashioned for the press -
He prized conciseness and reduced
In verse, his observations.
A ruler length is also apt-
A schoolroom symbol channeling
(A trolley ride through Green Town?)
SO, GIVEN
The tenure – teaching –
Maybe a dozen column inches
Can serve as fitting tribute.
For what is absent in the post
IS NOT
the quirky combinations –
Marine – and – poet
Thespian, director, mentor, leader.
All-in-one
What the ones who knew him feel
IS MISSING
Is the part they carry still.
For me? The charge to rise beyond –
And find what made me tick
OR TOCK.
Advice, suggestions, reprimands
Invariably garnished
With respect and affirmation.
IN THE END
“…faithful and just, to me”
He did not “go gentle” everywhere,
(And some say Anywhere)
But now, in retrospect -
A vantage point he loved
BY THE WAY –
This verse can pay a debt.
Since part of who I am took seed
In stilted conversations
That obliquely lit the way.
Saturday, March 19, 2011
Saturday, March 5, 2011
Pluralism etc. - What Happens in 9th grade...?
During 9th grade, students will have the opportunity to choose an area of concentration, anticipating the source of their post-secondary training. For instance, a student who is committed to the liberal arts program referenced earlier, and who wishes to pursue a B.A. or B.S. at a traditional four year college, will pursue 9th grade course that lead in that direction. A student who prefers to pursue a trade will begin his specialization. Those who are interested in technology will have a course to follow, as will those who lean toward a certification program, such as the ones offered at community colleges and technical schools.
The curriculum for these four tracks will be very similar in 9th grade, but they will become very different during each year of school subsequently. For instance, all 9th graders will have some brand of algebra, most likely. The exceptions would be students whose track through middle school has allowed thme to advance further. The other end of the spectrum will be those whose math skills will not support intense study of algebra. They will take a lower level course that sill supports the development of algebra skills.
The same concept will drive the science curriculum. Most 9th graders will take earth and spece science, but advanced students may opt for biology. Even the less interested will need to ultimately pass a biology course, but they may also do so in 10th grade.
Social studies will be comprised of a World History course in 9th grade, and an American government course in 10th grade. Four year degree students will have access to courses in Political Science, Psychology, Sociology, American History, during 11th and 12th grades, but those who wish to pursue other post-secondary education will need no other social studies credits after their 10th grade year.
The same is true for the math and science tracks mentioned above. After students have demonstrated facility with algebra and biology, they will not need to schedule further math or science courses.
The English curriculum will follow the same pattern. The 4 year college bound student will follow a track that is similar to the current one. Those who look to alternative post-secondary training will take a ninth grade course that includes training in writing, speaking, and reading comprehension. The reading comprehension component will use materials that run the full gamut from literature, to periodicals, to e-texts, blogs, news forums, etc. The key component here is that after 10th grade, students who do not plan to pursue a traditional four year degree will not be forced into literature driven courses.
If one follows the pattern set, 11th and 12th grade will provide students will time to pursue specific areas of interest. Without math, science, English, and social studies requirements in those two grades, artists and musicians will have room for intensive study of those fields. Likewise, the student who is interested in a business track, like accounting, for example, will have time to fit in a number of business courses.
Furthermore, the student who doesn't plan to pursue a four year degree will have the option of finishing school early, after he or she demonstrates competency in the math, science, English, and social studies courses mentioned above. The student who has not demonstrated competency in those areas will have two years to do so, in courses that are specifically designed for those who have struggled in a specific area.
To be clear, a student who does not make the grade in Algebra in ninth or tenth grade will have 11th and 12th grade to tackle the subject. The same will hold true for the other disciplines.
I believe that Career Pathways are Bunk, as currently conceived and implemented in many of our schools. However, the idea that the last two years of high school can be used to train students in a specific, interest and desire driven area is desirable.
I am throwing out numbers here, but I wouldn't be surprised if they are accurate. 60-70% of students don't need to know a lick of trigonometry, chemistry, physics, calculus, or any higher level lit. They don't need to know about European History or Sociology.
Imagine the success level for chemistry students if their classes are populated solely by students who are interested in those courses. Imagine the success rate for Trig and Calc classes where few are enrolled because they need the math credit.
The curriculum for these four tracks will be very similar in 9th grade, but they will become very different during each year of school subsequently. For instance, all 9th graders will have some brand of algebra, most likely. The exceptions would be students whose track through middle school has allowed thme to advance further. The other end of the spectrum will be those whose math skills will not support intense study of algebra. They will take a lower level course that sill supports the development of algebra skills.
The same concept will drive the science curriculum. Most 9th graders will take earth and spece science, but advanced students may opt for biology. Even the less interested will need to ultimately pass a biology course, but they may also do so in 10th grade.
Social studies will be comprised of a World History course in 9th grade, and an American government course in 10th grade. Four year degree students will have access to courses in Political Science, Psychology, Sociology, American History, during 11th and 12th grades, but those who wish to pursue other post-secondary education will need no other social studies credits after their 10th grade year.
The same is true for the math and science tracks mentioned above. After students have demonstrated facility with algebra and biology, they will not need to schedule further math or science courses.
The English curriculum will follow the same pattern. The 4 year college bound student will follow a track that is similar to the current one. Those who look to alternative post-secondary training will take a ninth grade course that includes training in writing, speaking, and reading comprehension. The reading comprehension component will use materials that run the full gamut from literature, to periodicals, to e-texts, blogs, news forums, etc. The key component here is that after 10th grade, students who do not plan to pursue a traditional four year degree will not be forced into literature driven courses.
If one follows the pattern set, 11th and 12th grade will provide students will time to pursue specific areas of interest. Without math, science, English, and social studies requirements in those two grades, artists and musicians will have room for intensive study of those fields. Likewise, the student who is interested in a business track, like accounting, for example, will have time to fit in a number of business courses.
Furthermore, the student who doesn't plan to pursue a four year degree will have the option of finishing school early, after he or she demonstrates competency in the math, science, English, and social studies courses mentioned above. The student who has not demonstrated competency in those areas will have two years to do so, in courses that are specifically designed for those who have struggled in a specific area.
To be clear, a student who does not make the grade in Algebra in ninth or tenth grade will have 11th and 12th grade to tackle the subject. The same will hold true for the other disciplines.
I believe that Career Pathways are Bunk, as currently conceived and implemented in many of our schools. However, the idea that the last two years of high school can be used to train students in a specific, interest and desire driven area is desirable.
I am throwing out numbers here, but I wouldn't be surprised if they are accurate. 60-70% of students don't need to know a lick of trigonometry, chemistry, physics, calculus, or any higher level lit. They don't need to know about European History or Sociology.
Imagine the success level for chemistry students if their classes are populated solely by students who are interested in those courses. Imagine the success rate for Trig and Calc classes where few are enrolled because they need the math credit.
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