NINTH GRADE COMMUNITY ADVISORY PACKET

NGC Supply List

Students are expected to have a composition or spiral notebook to use as a journal (to be left in the classroom with The 7 Habits of Highly Effective Teens), and a writing utensil (daily). One journal entry per page.

Instructions:

1. Date each page.

2. Include the journal writing prompt.

3. Unless directed otherwise, respond to writing prompts in complete sentences incorporating transitional devices to connect sentences, mature vocabulary, and correct grammar.

Journal 1: Read Lakewood History

Lakewood History

Lakewood High School is the southernmost high school in the Pinellas County School district and is located at 1400 54^th Avenue South in St. Petersburg. It was constructed in early 1966 by Healy Latimert Association at a cost of $1,274,000. The school opened in September 1966 and its first principal was Eric Whitted. Mr. Duda is currently the 8^th principal.

The original building consisted of only a gym, one two-story wing (A-Wing), an auditorium, and a central building that housed the administrative and guidance offices, as well as a library. Between 1969 and 1977, Lakewood expanded with an over two million dollar addition: two additional two-story wings (B and C wings), a stadium/field house, new physical education facilities and a media/library center, complete with a television studio.

In 1986 Lakewood decided to add a magnet program that would focus on math, science and technology. In order to do this they had to apply for a federal desegregation grant to pay for it. The grant application was successful and provided millions of dollars in start up money for the program. The program was named Center for Advanced Technologies (CAT) and in 1992 a special addition to house this program was finished, featuring three state of the art computer labs, a 4000 sq. foot research lab, three large technical science labs, mathematics classrooms and a teaching auditorium.

In addition, the CAT program created a unique multimedia laboratory to house CATCOM Studios, a sophisticated media production facility. The students produce a daily television announcement show for the school which is an invaluable information source for both students and teachers. It has been ranked as the best television show in Florida Scholastic Press Association, and has also gained national recognition as the top high school show in the nation.

In 1995, Lakewood again underwent a renovation project, which modernized the administrative and guidance offices, providing them with conference rooms and a career lab. The gymnasium, B-wing, auditorium, and the landscaped grounds were also upgraded.

In 2001, Lakewood High School applied for and received a $435,000 grant to transform the non-CAT population, often called “regular Lakewood” into a system for Small Learning Communities. The pilot SLC, the Program for Environmental Technologies (PET), was begun in the 2001-2002 school year. By the 2003-2004 school year Lakewood High School had established four unique small learning communities, in addition to the CAT magnet community. These four SLC’s include the entire student population, with the exception of the General Education Diploma (GED) and autistic populations. The four SLC’s were named BAT (Business and Technology), PICS (Program of Information in Cultural Studies) , PET and PAS (Program of Academics and Sportsmanship). Each of these communities has courses that are unique to its program and students are encouraged choose a community based on their future college or career goals.

The latest addition to the SLC population of Lakewood High School is the Ninth Grade Community which is housed mostly in the B-Wing Area. Lakewood administrators felt it was necessary to create a Small Learning Community which focused on the incoming freshman in order to make the transition from Middle School to High School easier for these students. This program is currently in its fourth year of existence at Lakewood High School and will continually improve with the development of relationships between students, administrators, and teachers.

The original student population for Lakewood High School was 980 for opening day and has increased to approximately 1500 students (in October, 2002). Part of the increase is due to the incorporation of the 9^th grade into high school, the expansion of the LHS attendance zone and the addition of the CAT magnet.

Write: During your first week of high school, how did your expectations of Lakewood differ from your actual experiences? After reading the LHS history, identify at least one thing that you didn’t know about Lakewood?

Journal 2: Pick Up a Planner: p. 112-116

At great expense to Lakewood High, we have provided you with a planner.

“Why?”

Planning means the difference between succeeding

or failing in high school.

It is that important!

We want you to succeed!

Today’s entry is not made in your journal but in your very special

Lakewood High School Planner!

Write in your planner: First, identify your “big rocks” for the week. Try using both methods, the straight list and the roles list) to come up with your rocks. Note your “big rocks” in your planner. Second, identify your “pebbles” for the week and note them in your planner. Don’t forget to record upcoming events and activities, like a birthday and holidays.

Journal 3: Read “Put First Things First” pgs. 105-106

Putting First Things First means prioritizing (doing things in order of importance).

Write: What are at least three roadblocks that might get you off the course to reaching your goals?

Journal 4: Begin with the end in Mind

A Personal Mission Statement: p. 81-83

A Personal Mission Statement is like the roots of a tree.

It’s stable but also alive and continually growing. It helps you survive all of the storms of life that blow away those without deep roots. It helps you deal with all of the things you can’t control.

Write: Why would it be a good idea to write a Personal Mission Statement? Visualize yourself as a Sophomore one year from now. What have you done over the past year? How do you feel inside? What do you look like? What characteristics (distinguishing traits, quality, or properties) do you possess?

Journal 5:

Getting Started on Your Personal Mission Statement: p. 90-91

Write: Choose one of the methods described and write a first draft of your Personal Mission Statement. Be sure to include a list of goals you hope to accomplish.

Journal 6:

Make Your Life Extraordinary: 102-104

Since your destiny is yet to be determined, why not make it xtraordinary (going beyond what is usual, regular, or customary; exceptional to a very marked extent)?

A mission asks, “How will I make a difference?”

Martin Luther King, Jr.’s Mission: Ensure civil rights for all people.

Ghandi’s Mission: Liberate 300 million Indians.

Mother Teresa’s Mission: Clothe the naked and feed the poor.

“Most of us will never do great things.

But we can do small things in a great way.”

Write: What is your mission in life? After you have decided how you want your mission statement to look, using a 5X7 index card, create your personal statement mini-poster. You may include pictures, favorite quotes, and any other information you think reflects you.

Community -Wide Mission Statement Project:

As a class we will create a Mission Statement poster that represents the mission statement for the 9^th Grade Community. Each advisory class will submit one mission statement and the administration team will vote on the class with the best one. The winning class will be revealed on FastForward and will be rewarded by NGC leaders.

Mission statement should include:

● How school will shape the future of all 9^th grade students

● Goals to be accomplished by the members of the community

● Skills and habits necessary to accomplish the goals

● Influential people necessary to accomplish the goals

Journal 7:

Habit 3 – Put First Things First: p. 122-123

Remember at the beginning of the school year when we discussed using your planner to manage your time?

That was only half of Habit 3: The other half is overcoming

fear and peer pressure.

Robert Frost, a brilliant American poet, wrote the following poem in which he uses a crossroad is a metaphor (a figure of speech in which an object or idea is used in place of another to suggest a likeness) for a hard moment – a diverging-road moment – that, if we are strong in them, will make “all the difference” down the road of life.

The Road Less Traveled

Two roads diverged in a yellow wood

And sorry I could not travel both

And being one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth

Then took the other, just as fair,

And having perhaps the better claim

Because it was grassy and wanted wear

Though as for that, the passing there

Had worn them really about the same.

And both that morning equally lay

In leaves no step had trodden black

Oh, I kept the first for another day!

Yet, knowing how way leads onto way

I doubted if I should ever come back

I shall be telling this with a sigh

Somewhere ages and ages hence

Two roads diverged in a wood

And I took the one less traveled by

And that has made all the difference

• Robert Frost

Write: Respond (explain your reaction) to “The Road Less Traveled.” Have you ever experienced a hard, diverging-road moment? Did you follow the crowd or take “the road less traveled”? Explain.

Journal 8:

Packing More Into Your Life: p. 107-110

Write: Describe (give an account of in words) a time when you have suffered from either procrastinating (putting off the doing of something that should be done) or being a yes-man.

Journal 9:

The Comfort Zone and the Courage Zone: p. 116-118

Welcome the Courage Zone!

It’s the only place in which you’ll reach your full potential.

You’ll never reach it by hanging out in your Comfort Zone.

Write: Make a list of goals that are in your Comfort Zone and goals that are in your Courage Zone. You can do this in two columns or in two circle shapes as presented in the book.

Journal 10:

Never Let Your Fears Make Your Decisions: p. 118-121

Write: Read the above quote from William Shakespeare, our favorite bard (poet). Interpret (tell the meaning of in understandable terms) what you think it means. Then, imagine (form a mental image of something not present) that you speak in front of others and BOMB! What are the absolute worst consequences that could occcur?

Journal 11:

Winning Means Rising Each Time You Fall: p. 121-123

We should worry less about failing and more about the

chances we miss when we don’t even try.

Winning = Rising Each Time You Fall

Write: Describe (give an account of in words) a time when you failed, but tried again and succeeded.

Journal 12:

Relationship between Education and Yearly Income

Distribute and discuss table comparing Level of Education to Yearly Income (MA.B.3.4.1):

Source: U.S. Census Bureau, March 2003

Write: Using the Census Bureau chart above, identify someone that you know in one of the levels of education. What steps did they take to get there? Examine your current attitudes about education and determine whether or not you are on track to accomplish your educational goals.

Journal 13:

Read Common Struggles: p.3-5

Write: Contemplate (view or consider with continued attention; meditate on) the days since school began. Identify (establish the identity of) one problem that you’ve had to negotiate (successfully deal with) thus far. How can you solve it? Is there someone to whom you can turn for help?

Journal 14:

Good Habits: p. 5-7

Habits (acquired modes of behavior that have become nearly involuntary) are the things you do repeatedly but most of the time, you are hardly aware you do them: They’re on autopilot. Nevertheless, habits can be extremely powerful. Think of someone with a smoking habit: It kills!

Habits can be:

1. Positive

2. Neutral

3. Negative

Write: Evaluate (determine the significance, worth, or condition of by careful appraisal and study) the habits that you have in your list right now. List four of your really great habits. Describe (represent or give an account of in words) the reasons you keep each of these habits in your life.

Journal 15:

Read The 7 Habits of Highly Defective Teens: p. 7-9

The title of the textbook is The 7 Habits of Highly Effective Teens.

Synonyms (words that have the same meaning) for effective: productive, capable, adept, skillful, sound, practical, valid, useful, feasible, and workable.

Antonyms (words that have the opposite meaning) for effective: defective, incompetent, incapable, unqualified, worthless, useless, pointless, faulty, ineffective, and unproductive.

In short, you don’t want to be defective! Some ways to be defective are to follow The 7 Habits of Highly DEFECTIVE Teens.

Write: After reviewing the “Defective Habits”, identify any habits you may have which could be considered defective. What can you do today to remedy this?

Journal 16:

Read Nasty Habits: p. 8-9

Write: List your 3 worst habits. How long have you had the habits? Predict (declare in advance on the basis of observation, experience, or reason) what will happen if you continue to practice these habits. Determine (come to a decision about) good habits to replace the nasty habits.

(Class Discussion)

Read Paradigms: p. 11-12

Read “Top 10 All-Time Stupid Quotes.” Discuss which quote is the most stupid on the list and why it is the most stupid.

Journal 17:

Read Paradigms: p. 13

A paradigm is the way you think and see things. Paradigms are like glasses. When you have incomplete paradigms about yourself or life in general, it’s like wearing glasses with the wrong prescription.

Write: Write your own paradigm about the kind of music you like best.

What is your favorite type of music? What are your views about your favorite music?

Find out what others think about this type of music. See how many different opinions you can find. Find another student who likes the same type of music that you like. How do their views about music differ from your own?

Journal 18:

Read Paradigms: p. 18-23

Write: Would it be a good idea or a bad idea to center your life around your boyfriend or girlfriend? Tell why you think that way.

Journal 19:

The Real Thing is to be Principle-Centered.

A principal is the nice person in charge of your school (i.e., Mr. Duda).

A principle is a comprehensive and fundamental law, doctrine, or assumption; a rule or code of conduct.

Write: What are other possible centers of life? Name one that your life might become centered on and explain (to give the reason for or cause of) why your life might be centered that way.

Journal 20:

Principles: p. 25-27

Write: Brainstorm some principles that mean something to you. Some things to think about are:

1. Why you believe the things you do

2. Why you treat people the way you do

3. Why you spend your time on the things you do.

List at least five principles that are important to you and explain why they are important to you.

Journal 21:

Principles: 27-28

The Baby Steps sections at the end of each chapter are full of useful suggestions for practically implementing the skills in this book.

Write: Choose one Baby Step and think about how you could start doing it in your life. Write a brief journal entry describing what you would do and how you will do it.

Journal 22:

Read Personal Bank Account: p. 29-33

Read the ‘football’ story on p.31-33. After reading, respond to the journal prompt, and be ready to share their answers with the class.

* This journal prompt asks for simple reporting. Emphasize that the real point of the story, the difference between whether someone succeeds or fails, depends upon whether they chose to put in the effort to succeed!!

Write: What did the author change about himself in order to succeed? Then, create an account register in your journal. List at least five deposits and withdrawals you’ve made over the past week.

Journal 23:

Read Personal Bank Account: p. 33-35

In groups, discuss the symptoms of a Poor PBA. How might someone with that symptom change themselves for the better?

Write: Explain (make plain or intelligible what is not immediately obvious or entirely known) three ways someone with a Poor PBA could develop a Healthy PBA.

Journal 24:

Read Keeping Promises to Yourself: p. 35

Have you ever known someone who constantly breaks promises?

After a while, you quit trusting them.

The same thing happens when you break promises to yourself.

You quit trusting in yourself.

The single thing you can control is yourself. Start with a small $10 commitment that you know you can complete – like eating healthier today.

After you’ve built up some self-trust, you can go for $100 deposits, such as getting rid of “friends”, who are bad influences.

Write: How does keeping promises to yourself help you? List three promises to yourself.

Journal 25:

Do Small Acts of Kindness: p. 35-37

Being kind to others is much easier than being unkind to others. In fact, it’s the easiest thing in the world! Plus, it is a powerful way you can add to a Healthy PBA.

Remember the Golden Rule:

“Do unto others as you would have them do unto you.”

As a class, list as many nice things as you can think of. (No act of kindness is too small!)

Write: Respond (express your feelings) to Tawni’s story. How did she help her neighbor? What did she do to make sure her neighbor wasn’t embarrassed? Why is it a good thing to be kind to other people?

Journal 26:

Read Renew Yourself: p. 38-41

We all need a place we can escape to, a sanctuary (place of refuge and protection of some sort, where we can renew our spirits – even teachers.

Besides finding a place of refuge, there are other ways to renew yourself and build your PBA, such as:

● Exercising (taking a walk, running, dancing, playing a sport)

● Recreation (watching films, playing games, working puzzles)

● Hobbies (painting, writing, playing a musical instrument)

Mind – Body – Soul

It’s all one YOU!

Write: Do you have a place to go where you can relax? Describe (represent or give an account of in words) what it’s like. When do you go there? If you don’t have a place like that, describe what your ideal “resting place” would be like.

Journal 27:

Read Developing Your Talents: p. 41-44

Developing (promoting the growth of) a talent, hobby or special interest can be one of the single greatest deposits you can make into your PBA.

It might even turn out to be your career one day.

Working in groups of four, brainstorm (a group problem-solving technique that involves the spontaneous contribution of ideas from all members of the group) things that you are good at, at least five for each person.

Write: Itemize (specify one after another) your talents. Choose one talent that you would like to develop this year. Write down the specific steps to get there.

Journal 28:

Habit 1 – Be Proactive: p. 48

Write: From the reading, what do you think “Being Proactive” means? Define (point out the chief qualities of) proactive in your own words.

Journal 29:

Read Proactive or Reactive – The Choice is Yours: p. 49-50

With a partner, read Scenes 1 and 2.

Reactive: Response to a stimulus

Write: Which proactive choices should you make to each of the scenarios (a sequence of events especially when imagined?

Journal 30:

Read The Victimitis Virus: p. 52-53

People with the victimitis virus believe that everyone has it in for them (paranoid) and that the people owe them something.

Discuss how Adreana’s boyfriend’s language demonstrates (shows) that she has caught the victimitis virus.

Reactive people with the victimitis virus share the following traits (distinguishing qualities):

● Are easily offended

● Blame others

● Get angry and say things they later regret

● Whine and complain

● Wait for things to happen to them

Write: What do you think about what this section says? Do you agree or disagree? Explain (give the reason for or cause of) why.

Journal 31:

Read It Pays to be Proactive: p. 53-54

Being proactive isn’t easy. It means being nice to people when they are rude to you. It means stopping, thinking, and considering what might be wrong before responding to others.

It’s easy to lose your cool. It doesn’t take effort to whine and complain.

It does take a great deal of effort to take control of your actions.

But getting into the habit of being proactive will reap great rewards.

Write: As a class, brainstorm and list ways that you can be proactive in your everyday life.

Journal 32:

Read We Can Control Only One Thing: p. 54-56

We can’t control everything that happens to us.

We can’t control our gender, or the color of our skin, or where we were born, or what someone may say about us, or the price of tea in China.

Therefore, it is futile (useless) to worry about things we can’t control.

Write: Sketch out your own Circle of Control. List all of the things you can control, as well as some you can’t.

Journal 33:

Read Turning Setbacks Into Triumphs: p. 56-58

Every setback is an opportunity for us to turn it into a triumph.

Make the most of every situation.

Is it easy? Not at all. Is it the right choice? Definitely!

“So much has been given to me, I have no time to ponder that which has been denied.”

- Helen Keller, Deaf and blind author and orator (speaker)

Write: Describe (represent or give an account of in words) a recent setback you’ve endured. Is there a way to turn it into a triumph? Recount (relate in detail) how you can do so.

Journal 34:

Read Overcoming Peer Pressure: p. 123-125

Saying “No” when all of your friends are saying “Yes” takes raw courage!

However, standing up to peer pressure is a massive deposit into your PBA.

To overcome peer pressure, you’ve got to care more about what

you think of you than what your peers think of you.

Not all peer pressure is bad. In fact, much of it can be very good.

If you find a friend who puts positive pressure on you to be your best, then hang on to him or her for dear life because you’ve got something very special.

How can you resist bad peer pressure?

Write: Review (look back on; study again) your goals. List some examples of bad peer pressure that could prevent you from reaching your goals. Have you experienced pressure from your friends to do something you thought was wrong this year? How did you respond to this pressure?

Sex Can Change Everything: p. 78-79

Class Discussion

Journal 35:

Read The Comnmon Ingredient of Success: p. 125-126

Write: Recall (bring back to mind) a time this year when you had the strength to do something you didn’t really want to do. What were the results?

Journal 36:

Read Do Small Acts of Kindness: p 135-137

Today’s entry is not made in your journal but in your very special

Lakewood High School Planner!

In relationships, the little things are the big things.

●A smile

●A kind word

●A nice note

●Sticking up for others

●Listening

●Saying you’re sorry

(Write) Planner : Plan and schedule ( indicate the time and sequence of each operation) one small act of kindness to do each week for the next three weeks. Write it in your planner and keep that promise to yourself.

Journal 37:

Read Be Loyal: p. 138-140

Loyalty = firm in allegiance; fidelity; not wavering or weakening in devotion

One of the biggest RBA deposits you can make is to be loyal to people not only when they are in your presence but more especially when they’re not.

Gossiping/spreading rumors is a big problem among teens, particularly girls.

People who gossip are insecure.

They try – and fail – to build themselves up by tearing someone else down.

Your friends will like you more when they know

they can count on you to be a loyal friend.

Write: Imagine a group of your friends were talking negatively about a friend of yours. What would you do? What could you say?

Journal 38:

Read Listen: p. 140-141

Listen = to pay attention to sound; to give full attention to

Most people don’t listen!

Active listening is a skill that you need to develop for your relationships

and for success in school.

The following is a mnemonic (a device to improve memory) to help you remember how to listen actively:

Write: Explain (give the reason for) how each step of the SLANT mnemonic would help you become a better listener.

Journal 39:

Read Say You’re Sorry: p. 141-142

Why does it take guts to say we’re sorry to someone we’ve offended?

We afraid that our pride will be hurt.

“Pride is a wonderful, terrible thing, a seed that bears two vines:

life and death.” – From The Scarlet Ibis by James Hurst

It is better to lose your pride with someone you love

rather than to lose someone you love with your useless pride.

Write: Explain (give the reason for) how saying you’re sorry to someone you’ve hurt or offended takes away their desire to fight.

Journal 40:

Read Habit 4 – Think Win-Win: p. 145-151

Think Win-Win is an attitude toward life; a mental frame of mind that says, “I can win and you can, too.”

Think how silly it would be to ask,“Who is winning in

your relationship, you or your friend?”

Win-Lose – The Totem Pole: p. 147-149

Lose-Win – The Doormat: p. 149-151

Win-Lose is an attitude that says the pie of success is only so big,

And if you get a big piece there is left for me.

It’s like a totem pole because it means that you can only win

if other people lose.

A Win-Lose attitude wears many faces, as follows:

●Using other people, emotionally or physically, for your own selfish purposes.

●Trying to get ahead at the expense of another.

●Spreading rumors about someone else (as if putting someone else down builds you up).

●Always insisting on getting your way without concerning yourself with the feelings of others.

●Becoming jealous and envious when something good happens to someone close to you.

Lose-Win is an attitude that says it’s easier to give in than stand up for your principles. It leads to giving in to peer pressure, setting low expectations, abusive relationships, and hiding your feelings deep inside.

It looks prettier on the surface but it’s just as dangerous as Win-Lose:

It’s the doormat syndrome that says others can walk all over you.

Lose-Win is fine if an issue isn’t that important to you,

like which seat in the car you sit in.

Let others win the little issues and it will be a deposit into their RBA.

Write: Can you think of times when competition can be a positive thing? What about when it can be a negative thing? Give one example for each. How can thinking Win-Lose leave you with no friends? Imagine you are talking to someone who is practicing a Lose-Win attitude (like being in an abusive relationship). What would you say to him or her?

Journal 41:

Read Habit 5 – Seek First to Understand, Then to be Understood: p. 163-165

People who give you solutions before they understand your needs aren’t trustworthy. These people don’t listen.

Write: Summarize (tell using exact words) what Seek First to Understand, Then to be Understood means. Then, describe a time when someone sought to be understood, then understand. How did it make you feel?

Class Discussion:

Five Poor Listening Styles: p. 167-169

Listening is one of the 4 primary forms of communication,

along with reading, writing, and speaking.

Discuss each of the five poor listening styles as a class.

Read Genuine Listening: p. 171-173

Journal 42:

Habit 6 – Synergize: p. 181-183

Synergy is achieved when two or more people work together to create a better solution than either could alone. It’s not your way or my way but a higher way.

Write: What does it mean to “synergize”? What are some examples of synergy in nature? How do you think synergy might help people to work together in life?

Journal 43:

Celebrating Differences: p. 183-184

Synergy doesn’t just happen; it’s a process to get there.

When we hear the word diversity (differing from one another; composed of distinct or unlike elements or qualities), we typically think of

racial and gender differences.

But there is so much more to it, including differences in:

Physical features

Dress

Wealth

Language

Family

Religious beliefs

Lifestyle

Education

Interests

Skills and more!

Write: As a class list ways in which people can be different from each other. Start with obvious ways but work your way over to the less obvious ones. Record these in your journal.

Journal 44:

Three Approaches to Diversity: p. 184-185

Celebrating diversity is a struggle for most of us.

You may appreciate cultural diversity but

look down on someone because of the clothes they wear.

Write: Imagine that you are talking to a Shunner or a Tolerator. What could you say to them to convince them that it is better to be a Celebrator? Write at least three things you could tell them.

Journal 45:

Roadblocks to Celebrating Differences: p. 190-192

Write: Write about a time when you’ve felt stereotyped, labeled, or pre-judged by someone.

Journal 46:

Getting to Synergy: p. 195-199

Teamwork and Synergy: p. 200-202

Write: In groups of five’s, discuss a change you would make to Lakewood High School’s dress code. Record the changes you would make, as well as the role of each person in the group. Do any fit into the Team Member profiles? Choose one of the situations on page 198 and work it out using the 5-Step Plan to Get to Synergy. Record your plan.

Journal 47:

Habit 7 – Sharpen the Saw: p. 203-207

Write: Explain (make known) the Sharpen the Saw metaphor (figure of speech in which one kind of idea is used in place of another to suggest a likeness between them).

Journal 48:

Caring for Your Body: p. 208-209

Write: Explain the expression, “You are what you eat.” What are your do’s and don’ts when it comes to food?

Journal 49:

Use It or Lose It: p. 210-212

Exercise is the #1 best way to make yourself feel GOOD!

Exercise makes your body release endorphins (chemicals that bind to

feel-good receptors in the brain) that produce feelings of well-being.

Every doctor on the planet will tell you that for best results,

you should exercise 20 to 30 minutes at least 3 times per week.

Don’t let “pain” be the first thing that comes to mind when you think of “exercise”. Find something you like to do so that you’ll stick with it.

Write: Brainstorm (think of as many as you can) activities that are good forms of exercise. Which could you do 20 to 30 minutes at least 3 days per week?

Journal 50:

I Can Quit Whenever I Want: p. 212-214

Addiction = the compulsive need for and use of a habit-forming substance, such as heroin, nicotine, or alcohol, characterized by tolerance and by well-defined physiological symptoms upon withdrawal

We always think that addiction is something that happens to someone else.

But according to the U.S. Dept. of Health & Human Services,

22 million Americans suffer from substance dependence or abues

due to drugs, alcohol or both.

Write: Addiction touches just about everybody in some way. Write about a time where you have had to deal with addiction, either your own or that of someone you know. What effect did addiction have on the people around it?

Journal 51:

Lakewood High School Alma Mater

Hundreds of hard-working Seniors will soon graduate from

Lakewood High School.

For the rest of their lives, they will call themselves Lakewood High School alumni (people who have graduated from a particular school).

After they walk across the stage to receive their well-earned diplomas,

they will sing the Lakewood High School

Alma Mater (the song or hymn of a school, college or university).

You will one day sing it, too, so you’d better start learning it now.

Lakewood High School Alma Mater

Interpret (explain the meaning of in your own words) Lakewood’s Alma Mater. There will be a contest for the best interpretation so break out the thesaurus and get writing!

NOVEL READING LOG ENTRIES:

Strategies Sentence Starters

Record your thinking processes while you were reading. What was going on in your head while you were reading this assignment? Use the sentence starters listed here to get going:

While I was reading, I got confused when . . .

While I was reading, I was distracted by . . .

While I was reading, I started to think about . . .

While I was reading, I got stuck when . . .

While I was reading, the time went quickly because . . .

While I was reading, a word/some words I didn’t know were . . .

While I was reading, I stopped because . . .

While I was reading, I lost track of everything except . . .

While I was reading, I figured out that . . .

While I was reading, I first thought . . . but then I realized…