Monday, November 30, 2009
The Golden Boy
It is no secret that I hate Jimmy Clausen. I think he is a whinny little prick. I have thought he was overrated and overhyped from the day his spiked head stepped out of the Hummer strech limo on national television to announce that he was going to save Notre Dame from the doldrums of Division I futility.
In three years he has done nothing of the sort. ND has lost big game after big game, but somehow, because they are Notre Dame, and people grew up watching their dads watching Notre Dame, they remain in the national spot-light, every year.
Following Saturday's thrilling last second victory, the conversation was not about Stanford and their Heisman Trophy candidate running back Toby Gerhart...
What was left out of this highlight was Gerhart absolutly Beasting the saftey for Notre Dame that left the young golden domer searching the field for his displaced dignity.
I enjoy few things more in sports than watching Notre Dame suffer. This was awesome.
That black eye is symbolic of all the unfufilled promises of Jimmy Clausen's tenure with the Irish.
Thursday, November 19, 2009
Wednesday, November 18, 2009
Thursday, November 12, 2009
603-Learning Targets, State Standards
1. Students will be able to define the key names and event of the Civil War.
(describe, identify, list, name, match)
Standard 1: History of the United States and New York
Standard 3: Geography
Standard 5: Civics, Citizenship, and Government
Comprehension
2. Students will be able to explain the major causes of the war as well as their effect on the outcome.
(distinguish, estimate, infer, paraphrase, summarize)
Standard 1: History of the United States and New York
Standard 2: World History
Standard 3: Geography
Standard 4: Economics
Standard 5: Civics, Citizenship, and Government
Application
3. Students will be able to produce a thematic or document based essay based on acquired knowledge.
(demonstrate, discover, manipulate, prepare, produce)
Standard 1: History of the United States and New York
Standard 2: World History
Standard 3: Geography
Standard 4: Economics
Standard 5: Civics, Citizenship, and Government
Analysis
4. Student will be able to outline the major battles of the war, describing their impact on the war at large.
(illustrate, relate, select, diagram, differentiate)
Standard 1: History of the United States and New York
Standard 3: Geography
Synthesis
5. Students will be able to summarize the major causes, events, and outcomes of the Civil War.
(categorize, combine, compile, compose, create)
Standard 1: History of the United States and New York
Standard 2: World History
Standard 3: Geography
Standard 4: Economics
Standard 5: Civics, Citizenship, and Government
Evaluation
6. Students will be able to draw conclusions about the impact the Civil War had on American History.
(appraise, discriminate, explain, justify, interpret, relate)
Standard 1: History of the United States and New York
Standard 2: World History
Standard 3: Geography
Standard 4: Economics
Standard 5: Civics, Citizenship, and Government
NYS Social Studies Standards
(describe, identify, list, name, match)
Standard 1: History of the United States and New York
Standard 3: Geography
Standard 5: Civics, Citizenship, and Government
Comprehension
2. Students will be able to explain the major causes of the war as well as their effect on the outcome.
(distinguish, estimate, infer, paraphrase, summarize)
Standard 1: History of the United States and New York
Standard 2: World History
Standard 3: Geography
Standard 4: Economics
Standard 5: Civics, Citizenship, and Government
Application
3. Students will be able to produce a thematic or document based essay based on acquired knowledge.
(demonstrate, discover, manipulate, prepare, produce)
Standard 1: History of the United States and New York
Standard 2: World History
Standard 3: Geography
Standard 4: Economics
Standard 5: Civics, Citizenship, and Government
Analysis
4. Student will be able to outline the major battles of the war, describing their impact on the war at large.
(illustrate, relate, select, diagram, differentiate)
Standard 1: History of the United States and New York
Standard 3: Geography
Synthesis
5. Students will be able to summarize the major causes, events, and outcomes of the Civil War.
(categorize, combine, compile, compose, create)
Standard 1: History of the United States and New York
Standard 2: World History
Standard 3: Geography
Standard 4: Economics
Standard 5: Civics, Citizenship, and Government
Evaluation
6. Students will be able to draw conclusions about the impact the Civil War had on American History.
(appraise, discriminate, explain, justify, interpret, relate)
Standard 1: History of the United States and New York
Standard 2: World History
Standard 3: Geography
Standard 4: Economics
Standard 5: Civics, Citizenship, and Government
NYS Social Studies Standards
Wednesday, November 11, 2009
603-Final Assessment-Learning Targets
Knowledge
1. Students will be able to define the key names and event of the Civil War.
(describe, identify, list, name, match)
Comprehension
2. Students will be able to explain the major causes of the war as well as their effect on the outcome.
(distinguish, estimate, infer, paraphrase, summarize)
Application
3. Students will be able to produce a thematic or document based essay based on acquired knowledge.
(demonstrate, discover, manipulate, prepare, produce)
Analysis
4. Student will be able to outline the major battle of the war, describing their impact on the war at large.
(illustrate, relate, select, diagram, differentiate)
Synthesis
5. Students will be able to summarize the major causes, events, and outcomes of the Civil War.
(categorize, combine, compile, compose, create)
Evaluation
6. Students will be able to draw conclusions about the impact the Civil War had on American History.
(appraise, discriminate, explain, justify, interpret, relate)
1. Students will be able to define the key names and event of the Civil War.
(describe, identify, list, name, match)
Comprehension
2. Students will be able to explain the major causes of the war as well as their effect on the outcome.
(distinguish, estimate, infer, paraphrase, summarize)
Application
3. Students will be able to produce a thematic or document based essay based on acquired knowledge.
(demonstrate, discover, manipulate, prepare, produce)
Analysis
4. Student will be able to outline the major battle of the war, describing their impact on the war at large.
(illustrate, relate, select, diagram, differentiate)
Synthesis
5. Students will be able to summarize the major causes, events, and outcomes of the Civil War.
(categorize, combine, compile, compose, create)
Evaluation
6. Students will be able to draw conclusions about the impact the Civil War had on American History.
(appraise, discriminate, explain, justify, interpret, relate)
Monday, November 9, 2009
Welcome to the Freeman Era
I would be lying if I said yesterday did not excite me. Maybe after what happened to Penn State Saturday (Daryll Clark, you sir have cemented your place as a guy who sucked in big games) I am just looking for any bright spot in my sports universe.
But hey, after the year that I have had (Penn State in the Rose Bowl, Mets collapse, Mets Epic Fail, Bucs lose last 4 games to miss playoffs) any bright spot looks like the sun.
Josh Freeman got his first start as a Buccaneer yesterday, and the rookie from Kansas State did not disappoint. He threw 3 TDs and one INT. He led the team on a 72 yard scoring drive to take the lead in the 4th quarter. He moved well. He looked generally great and brought a level of excitement to an otherwise putrid Buccaneers season.
I have begun cheering for the Jets. I have a true Jets fan living under my roof. But hard as I have tried, I simply cannot abandon my Buccaneers.
So the Freeman era at least will keep me afloat for a while.
And hey, with any luck, Matt Holliday will be a Met before you can say "Fire Omar Minaya"
Saturday, November 7, 2009
Friday, November 6, 2009
603 Final Assessment Proposal
Original Post:
The unit of study that I plan on assessing will be a United States History (11th grade) unit on the Civil War. This will include the causes and consequences of the war. The students will have received information through a number of differentiated lessons ranging from observing and reporting back on a popular film ("Glory") as well as interactive lessons using the Internet, field trips, and traditional lectures. The mode of assessment that I will be utilizing will be a multi-layered traditional assessment that will include multiple choice, short answer and essay questions. I will use either a thematic essay or a document based essay on the exam.
The ultimate goal will be to give students some grasp of the depth and significance of the events being discussed while preparing them for the U.S. Regents exam which will be of a similar type. Other variations of Assessment for Learning will be applied during the unit.
Adding…
The final assessment for the unit will consist of 20 multiple choice questions drawn specifically from the learning goals of the unit. The questions will be based in material that was highlighted in the unit.
In addition students will answer 2 short answer items. These items will allow students to expand on their knowledge and demonstrate a more complete understanding of the material. Students will be instructed to complete these items in 2-3 full sentences. In addition to content knowledge, students will display a grasp of basic writing skills. These items will build upon work that has been done throughout the unit to improve writing skills and help prepare students for the essay question.
Students will have a choice of answer 1 of 2 essay questions. Both questions will require students expand on knowledge that was acquired throughout the unit. Students will be not be surprised by the content being assessed in the essay questions as they will draw specifically from material that was highlighted throughout the unit. Students will be asked to write a coherent 3-paragraph essay, including introduction, body and conclusion, that addresses the question being asked.
Students will have a full 90 minute period to complete the assessment.
Thursday, November 5, 2009
Wednesday, November 4, 2009
Hilton Football
I don't know why this is bothering me as much as it is, but it really is.
I was on my way to class last night and as I pulled out of the driveway I turned to Hot Talk 1280 WHTK to listen to John DiTuillio's Show. It took me a minute to comprehend what it was I was hearing.
What I heard was a caller named "Kevin" from Hilton, who was blasting the Hilton football coaching staff and saying things such as "They get the least out of the best players". John, the host, then went on to ask "Kevin" if he played football at Hilton. To which the caller replied "Yes, quarterback, flanker and defensive back".
Now, it does not take a genius to connect the dots here.
The caller was one Kevin Nichols, class of 2000. Most notable for the numerous back breaking interceptions thrown with mind-numbing regularity.
The irony here is this: you would be hard pressed to find a player to ever put on a Hilton Football Uniform, who did less with the talent that they had.
To then turn around and almost 10 years later accuse the Hilton coaches of ineptitude is almost beyond response.
In my years of playing at Hilton, and in subsequent years watching, there have absolutely been moments when I have questioned some of the decisions. The coaches have at times been slow to respond to the way the game has changed.
It is however, unquestionable that I am a better person for having played for them. And they absolutely got every ounce of atheletic talent out of me.
There is something to be said for doing things the right way.
If the Hilton football coaches made any misuse of player ability when it came to Kevin Nichols it was that his ass should have been playing reciever while Mike Mikolaichik, whose father appearantly had less pull, started at quarterback for two years.
I will remind the reader that Mike Mikolaichik went on to play four years of college football (something that cannot be said for Mr. Nichols, who was always "trying out for so and so, or getting a full ride to such and such") and multiple years with the Rochester Raiders.
Once again, I do not know why this has upset me as much as it has. Perhaps it is because I hold those years of my life in such high regard, and those men who coached me in an equally high regard.
I promptly emailed John DiTuillio to correct the record. Someone emailed the show as I was pulling into Brockport and stated that "That caller must have had an axe to grind". Although true, the irony of that statement is that anyone who played with Kevin Nichols most likely has an axe to grind.
As I have grown up and become a (young) adult, some of the luster that coated my memories of my football coaches, from Vince Lombardi through college, has worn off. I have come to realize that they are people, like all of us, who have the same flaws as anyone else. Having said that, the men who coached an helped shape this writer, while we were on the field, were among the best in the world.
Be careful what you say when you call into a radio station, you never know who might be listening.
Tuesday, November 3, 2009
Ohio State Hate Week
So we find ourselves here. Ohio State Hate week. The sad part for me is that there is very little riding on this game. Ohio State is not who I thought they would be at this point, and Penn State having lost to Iowa, you know, the team that cannot lose, is probably out of Rose Bowl contention.
That all being said, I still hate Ohio State. Two weeks ago I was forced to listen as ESPN analyst and former GM of the 0-17 Detroit Lions pronounced that Michigan freshman Tate Forcier is the best quarterback in the Big Ten. That would include Daryl Clark. What happened? Clark went out and threw for four TDs en route to a drubbing of the one mighty Wolverines, in their house.
What is going to happen on Saturday when Ohio State comes to Happy Valley? I will call it now, the ABC broadcast team will fall all over themselves proclaiming Tyrell Prior the next great thing in College Football. The outcome, Penn State is going to house them. Daryl Clark will again prove that he is the best QB in the big ten.
I hate Ohio State. I love that we never get credit for being as good as we are.
WE ARE, PENN STATE
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