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(1) Navigating the Internet: A Uniform Resource Locator (URL) is the unique address which identifies a resource on the Internet for routing purposes. Know how to interpret URLs.

Use a "traceroute" program such as "WhatRoute" (Mac) or Neotrace (PC) to trace the route between your computer and and a website outside of the United States. Include a screen shot showing a map and the text of the specific route taken when contacting the website. Compare your findings with those of others in the class. Are websites always located in the country in which they are registered? What does this show about the nature of Internet-based business and commerce?

What is amazing is how the web is literally bringing everyone together. Noticing how countries are sharing server space and helping each other maintain web pages shows really how we are all communicating with each other. Even countries that have different political and economic agendas are realizing that we all need to use each other to keep information accessible to all. Some countries keep their tourism information in house – like Jordan, but

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others will keep their information outside their own country. Background sharing like this is what will keep the world united even when more noticeable issues arise.

Compare the connection in the CSUN laboratory with your connection at home or school. What are the IP addresses of the computers you are working with? What kind of connections are your working with (dial-up, DSL, cable, 100-Base TX (twisted-pair LAN), 100-Base FX (fiber LAN), etc.)? Compare are your connection speeds.

My IP Address at home…

My internet connection speed at home with DSL…

The computer I use in the computer lab has the following connection speed…

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The IP address for the computer in our class is…

It is quite obvious that the computers at school have much more speed and power than the one I am using at home. While DSL is a nice and suitable means for basic internet surfing, I am realizing that there are more applications and abilities I am comfortable with, and I will need quicker access later on. As a result of this class, I will be using much more computer technology in my classroom, and I have to upgrade my system in order to prepare at home. My computer is three years old, and while it has been satisfactory for me during its time, there is no question in my mind, that I will be upgrading significantly in the next year.

Most schools have developed Acceptable Use Policies (AUP) and have installed filters to keep student focused on education. Include text (scan or download is easiest) of your school's AUP and a description of the filters in place. If a school AUP is not available, provide a sample AUP, cite its source, and provide a link. If your are not working in a school, summarize how filters work.

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This is a sample AUP from Ludlow High School.It can be seen athttp://www.samnet.net/ludlowhs/lmc/AUP.htm

While no filter is perfect, they are there to limit the access of websites people can view on certain computers. Filters will either look for word combinations or categories of web sites, and it will block the access to any site that falls into a specified category. However, some valid sites may be blocked, but there is no perfect way to filter out information not wanted.

(2) Knowing your School: Teachers should have a good understanding of their school, students, and thc communities they represent. Much statistical data can be gained using online resources. *TPE-tip You may wish to develop a case study of your school using this and you personal observations to meet TPE 8.

Develop a written profile of your school and students. Your profile should include the following: School distinctives : Study your school website and discuss school history,

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distictives and goals.

Geography: Describe your campus and its community using satellite photos and maps. Using the photos, describe the nature of the community (commercial, apartments, single family homes, industry, etc.)

Socioeconomic status: Include maps showing the socioeconomic status (SES) of the communities contributing students to your school. Discuss two or more prominent SES characteristics of the school population.

School performance: Include test scores and the Academic Performance Index of your school. Discuss the academic climate of your school, including test scores, API, change in scores, dropout rate, English learners, students requiring special education, etc.

University Senior High School was originally built in 1924 and was called Warren G. Harding High School. We were originally called the Warriors because of the school’s relationship with Native Americans. The school is built on an ancient spring which is still active. The school, now called Uni for short, changed its name when UCLA opened down the street. The mascot also changed because of the Native American protests, and we are now the Wildcats. Over the years, as Los Angeles has grown, so has Uni. The school has added on newer classrooms and a theater. Because the school’s original building dates back to the 1920’s many studios film television shows and movies to get a traditional school feeling. In fact, many famous actors and actresses have gone to Uni over the years. One very interesting fact about Uni is that it is located directly over an earthquake fault (see below), and the school has had to close down some classrooms recently to construct safer buildings. From the start Uni was the flagship of the Los Angeles Unified School District; however, the past ten to fifteen years has seen a sharp decline in state test scores and graduation rates. This will all be discussed in the following sections.

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This satellite close-up of University Senior High School shows its immediate surrounding area. All around the school are apartment complexes. Two large streets border the school on the north and south – Wilshire to the north, and Santa Monica Blvd. to the south. The area of the school is quite large, and it is on three different levels. The buildings are on the upper level, the first field is on the next one, and the bottom field is on the lowest. The Springs discussed above is located in the south-east section of the school. Because the school is located in West Los Angeles, the property values are very high, so most people live in apartments. Most students who live with their families in separate houses go to Private Schools in the area.

Pulling back from the immediate area, we can see more of the surroundings. The school is located in a large urban area. The area is upscale, but many students cannot afford to live here, so they are bussed in from downtown or the south central area. Population is high all around the school with single family home neighborhoods few and far between.

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Pulling back even further, we can see the entire surrounding environment. Uni is now seen to be located just south of the Santa Monica Mountains and is only a few miles west of the Pacific Ocean. Beverly

Hills is just east and Santa Monica is just west. The locale is therefore one of the prime real estate areas in the country. The location also leads to an incredibly diverse community. Some students have extreme wealth while others are in near poverty.

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I have posted these two pictures to show and discuss the issue of the fault line running under the school. The Newport-Inglewood-Rose Canyon fault zone actually runs directly under one of our school fields. It is causing the school to close down the music department buildings, so they may be rebuilt with earthquake modifications. This has been quite an issue for the past two years.

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This map shows population numbers of the are in 1990. While we are in a dense area, most of the population numbers are east and north of Santa Monica. The reason is that the area is too expensive to live in for most families. Because of newer private schools opening up though, many of the students who live in the area did not go to Uni. Therefore, many students from overcrowded schools in the heavily populated areas were transferred to us to spread out the numbers.

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The average income for the area that the school is in is shown to be in one of the highest areas in the city. The large red dots surrounding the Santa Monica area show how much money West Los Angeles has. However, Uni is located in the small section of yellow and green dots in between all the red ones in Santa Monica. The pictures of the apartment complexes instead of large single homes shows the same portrait. Many of our students come from families to the east in the lowest average household earning sections in the city. They are at an immediate disadvantage to students coming from the large red dots right next to school.

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Finally, this map shows how much education the people in West Los Angeles have. Again, Uni is surrounded by people with large amounts of higher education, but the immediate area of the school shows that there is a small pocket people who did not attend 4 year colleges with in the same numbers. It is no surprise at all to see that the students who are bussed in from the east whose families make the least amount of money in the city are also the same families with lowest graduates of 4 year colleges. These students do not come from families with great educational backgrounds for the most part, so those parents may have difficulty with the educational system already. Such parents may want their children to succeed in school, but the tools to help them may seem out of reach to some even if they are capable.

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Our current API is 3. We have met our growth numbers for the past few years though, so improvements are being seen and recognized. However, we currently rank in the bottom 30% of schools in the state. Our target growth rate for next year is 8 points, and we as a faculty have been hearing about the importance of these numbers for a while, so I know many teachers have brought that same importance to their students. While it may take a while to climb up to an API of 5, we are on our way. Student performances have been improving, and another factor will be in effect shortly. With all of the new schools opening up throughout Los Angeles, many students from areas previously discussed will be going to schools in their home areas and not be allowed to bus in to Uni. While I am not going to discuss the ethics of that policy, the fact is that most of the students who are being bussed in show weaker educational philosophies than students who live in the immediate area. Therefore, our scores should improve in the next few years.

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This graph shows the number of English Learners enrolled throughout the recent years at Uni. Out of 2500 students, roughly 600-700 students are designated as ELs. Much of our focus at school must be to teach basic English skills to these students. How can they expect to have high scores on CAHSEE and CAT6 tests when they are still learning the language? The fact that many are indeed passing such exams shows how well we are working to that end though.

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Finally we have the drop out rates and the number of UC eligible grades of Uni compared with those of the district, county, and state. Over four years, 22% of our students will drop out. That is higher than any of the other totals seen. Class size and pupil to teacher ratios are also higher at Uni than at any other level. We also have more students taking a free and reduced lunch meal than at county and state levels. All of this shows the struggles we have at Uni to keep our students in school with so many other issues surrounding their lives.

(3) College Advisement: Secondary teachers often have the opportunity to advise students on decisions pertaining to college. In many environments, teachers are the only individuals students know who have been to college.

Describe a real or hypothetical student (interests, family SES, personality) who is interested in pursuing a career in a field related to what you teach. Recommend a major and 4-year college and explain the rationale for your recommendation using information found on college websites. Provide active links to the colleges, and quote relevant information.

Provide a paragraph of advice to the parents of this student regarding financing college. Consider their financial and family situation.

Jake Bavine is an 11th grade student in my English 11 honors class. Jake has proven to be a very motivated and eager student with his active participation in class activities, his interest in creative writing, and his involvement in the student newspaper. Recently Jake has approached me asking for my advice on a particular concern of his. Jake would like to continue his studies in English and writing at a 4-year university, but he is concerned about his financial ability to follow his dream. Jake comes from a family with little to no money. His father has not been active in his life since his birth, and Jake has been predominately raised by his mother. Jake has 4 younger brothers. His mother works two jobs to support the family. I have met with his mother, and she is supportive of Jake’s efforts in school. She only wants the best for her son and shows support for Jake to attend college, even if it forces him to leave home.

I did some research for Jake with regard to possible 4-year colleges that may fit his needs. I looked for a university that had an English department in which Jake could participate in writing seminars and possibly a school newspaper. Jake did fairly well on the SAT’s and his GPA was a steady 3.2. Jake’s academic progress did not qualify for the UC system; therefore, I limited my search to the California State University school system. Both Jake and his mother had a burning desire to be within 100 miles of each other; therefore, I limited the search to colleges within the state of California.

California State University Northridge seemed to be the best fit for Jake. The school was only about 30 miles from Jake’s hometown. Jake would be able to live on

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campus, experiencing the college dorm life and also be able to visit with his mom on weekends. The English department appears to be a great program for Jake. The major in English at CSUN offers undergraduate majors in English different options. Jake has expressed interest in Creative writing, and CSUN does have a creative writing program. The major also has other options under the English major, so if Jake found he wanted to focus on an additional route, he could switch gears but train in the same department.

This program also appears to be a great match for Jake, for he has expressed interest in a career as a broadcast or print journalist. I found that CSUN’s website highlights that studies in English provide a good academic foundation for such careers (see screen shot and link below)

Link: http://www.csun.edu/english/cwmajor.html

FINANCIAL ISSUES

I met with Jake’s mom and his uncle regarding financial requirements for Jake’s participation at CSUN. As stated earlier Jake’s family does not have any money, and his mom works two jobs to put food on the table for the entire family. Jake’s uncle is willing to help and can support Jake with living expenses. Jake’s uncle lives two miles from the University and has an extra room Jake can live in as he attends to the university. This will offset room and board costs for Jake. Jake will still need finances for tuition, books, and food.

I introduced Jake and his mom to the fafsa website (www.fafsa.gov). Because Jake does not have access to the Internet at home, we were able to complete the on-line

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application at University High School. Jake was awarded a student loan (interest free), which doesn’t have to be paid back until he graduates from the university. Knowing Jake’s ability to creatively write stories I encouraged Jake to apply for a scholarship. We perused through a list of scholarships using www.college-schoalrships.com and conducted a scholarship search for students interested in writing. I also discussed with Jake and his mother the possibility of Jake obtaining a work/study job at CSUN. CSUN hosts a work/study job fair where students can search and apply for jobs that may be of interest to them. Attached is the link.

http://www.csun.edu/finaid/workstudy-jobfair.html

(4) Professional Growth: Teachers should model "life-long learning" by attending workshops, reading journals, and participating in professional organizations.*TPE-tip You may wish to research professional organizations and employment opportunities and include plans for professional involvement and career development as part of your Individual Induction Plan required for TPE 13.

Describe a professional conference (related to your field) you may benefit from attending. Describe the purpose and scope of the professional organization sponsoring the conference and provide a synopsis of the conference and one or more selected workshops or presentations you would like to attend. Include a link to the professional organization and to the specific conference.

The National Council for the Teachers of English hold an annual conference. Their main website is at … http://www.ncte.org/

The NCTE is a large group with over 60,000 members, and it focuses on improving literacy at all levels of education. They try to conduct research and relate information that deals with the development of teaching English. Because they are a national society of educators which anyone may join, they are very reputable. Their annual conference in 2006 is Nashville, Tennessee, and it is one I would be interested in attending.

The direct link to the information in the screen capture is… http://www.ncte.org/profdev/conv/annual

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The specific workshop I am interested in attending is called MULTI-MODAL NARRATIVES, DOCUMENTARIES, AND MAPPING ACTIVITIES: NEW LITERACIES FOR TODAY'S STUDENTS AND TEACHERS It will discuss techniques for English teachers to use maps and documentaries to bring literature closer to the students. The use of technology interests me too.

(5) Employment: Most schools and districts advertise job openings on the Internet. Teachers should use such resources not only to find employment for themselves, but also to attract others to their schools and thus build strong departments.

Find a job announcement for a teaching position for which you are qualified. Include a screen capture of the advertisement. Describe the school and community using information found on the Internet. Cite your resources.

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The advertisement does not tell what schools they are for, so I did some research on the high schools in the district, and I am assuming that the school with the opening is Hawthorne High School.

From Google Earth…

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Using the link to their API scores at… http://data1.cde.ca.gov/dataquest/APIBase2006/2005BaseSch.aspx?allcds=19643521933951

I came up with the following screen capture and information…

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Their API is one lower than Uni’s right now.

Their population is a bit larger than Uni’s. Uni has 2500 students while Hawthorne has close to 3000. More than 75% of these students are Hispanic – up from the 55% at Uni.All of the above information was taken from the California Department of Education.

The following two maps are taken from the following web site…http://130.166.124.2/LA_1.html

Socioeconomically, the surrounding area looks like this…

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Hawthorne is located east of Manhattan Beach, and the map of household income in 1995 shows that the area has averages of 0-$50,000 per household. There are large differences between students then who attend the area although I will assume that some of the students from wealthier families will attend private schools much like the area Uni is located in.

The map below shows the percentage of severely uneducated people in the area.

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Hawthorne is just west and south of a major population of severely uneducated people. That will certainly have an effect on the students of the area.

(6) Multi-media resources: Numerous educational videos, sound clips, and animations are available on the Internet. Teachers should be able to find appropriate multimedia resources, and link to or download such files.

Identify an audio resource appropriate to teaching your subject (music, speech, animal sound, poem, newscast, etc.). Download the file and embed it in your portfolio, or provide an active link to it. Cite the source and describe how and why you will use it in instruction.

Identify a video or animation appropriate to teaching your subject. Download the file and embed it in your portfolio, or provide an active link to it. If you provide a link, also include screen captures of key sections of the video or animation. Cite the source and describe how and why you will use it in instruction.

You can go to my main web page to see embedded links, and you can look below to see some active links to other sites with the media in it.

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Click on Poe to listen to The Raven !!!!

Once there, you must scroll down to click on the box with the mp3 in it. Your soul will then cry nevermore!!

from www.salon.com

The Raven begins my unit on Edgar Allen Poe during the 11th grade year. We start with it because it is his most famous work, and it shows his mastery of the gothic genre. Before we read it as a class, we listen to Basil Rathbone read for us. His tone and speeds make the words come to life. His voice is the perfect fit. We then spend a few days deconstructing the poem to get at every inch of Poe’s mastery. While it is not scary by today’s standards, the students will gain an understanding of where all modern horror

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comes from.

Click on Mark Twain to jump to a website with actual footage of him!!!

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Before reading The Adventures of Hucklberry Finn with my 11th grade classes, I always give a little background to the author himself. Because Twain was such an interesting persona, and his wit was so keen, it is vital that we study his life and times to

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gain a better understanding of why he wrote the way he did. This video is supposedly the only live video of this famous American, and it is only appropriate to show such a treasured part of our past with the students.

(7) Interactive/Linked Unit Plan : Many application programs (including word processors, presentation managers and spreadsheets) allow users to hyperlink to local (e.g. movies, animations, presentations, text) and remote files. This can greatly facilitate the development and use of a unit plan. *TPE-tip You may wish to incorporate this material into a unit plan for TPE1.

Develop a unit plan (or augment an existing plan) for the subject you teach, incorporating as many resources as possible developed in this class.

Incorporate two or more good third-party lesson plans for teaching your subject. Cite the author and URL of the resources, and include screen captures of the relevant parts of the lessons.

Include links in you unit plan to at least five relevant external internet resources. Use a search engine with Boolean search features to locate web sites relevant to your subject. Embed the URLs for at least 5 excellent sites (or local files) that are related to a lesson you will provide.

Provide links to other relevant documents or resources you have developed.

See my main page for links to The Great Gatsby Unit Plan I have created and for outside internet sources I have found.

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The screenshot above is for a lesson from the Georgia Department of Education http://www.glc.k12.ga.us/seqlps/sudspres.asp?SUID=211&SSUID=200&SSTitle=American+Literature+

I can use mapping and google earth features to have students locate and create true life maps of the places detailed in The Great Gatsby.

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The lesson/project above was created by Mrs. Gwinn and can be accessed at http://www.lessonplanspage.com/more/LASSGG1ProjectDescription912.html

This lesson calls for the publishing of a magazine detailing the highlights of The Jazz Age. This allows students to use document creation techniques we have practiced, and if the magazine is on line, the students can embed sounds and movie links. This is a great

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way to begin our time on the 1920’s because the students will have an excellent background before beginning the novel.

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