Final Project

GROWING UP:

Final Project 800 Words

Written by Inpyo Hong

8^th Grade English

Pine Point School

May 31, 2011

1^st Genre-Letter

Dear Reader:

           This is an essay written by a person who is constantly growing up. This essay is about growing up, and how it is related to my life. Some people might think they are all grown up, but they are not. I strongly believe we grow up continually; we always learn throughout our lives by having conversations, studying, making mistakes, and having experiences. In English class, I read two books - To Kill A Mockingbird and Romeo and Juliet – both containing themes about growing up. In To Kill A Mockingbird by Harper Lee, Jem matures when he becomes twelve years old. He starts to think and understand about life in different ways. Furthermore, young Romeo falls in love with young Juliet. They start to make decisions for their love. For example, they decide to marry without their parents’ assents. Finally, I am using five genres – a letter, a story, a paragraph, a teacher’s comments on student’s papers, and an instruction manual – in my essay. Even though there would be some mistakes, I hope my essay is comprehendible because my skill of writing is constantly growing up.

All my best,

Inpyo Hong

2^nd Genre-Story

           This is a story about a boy who was born in Korea. When he was thirteen years old, he attended Gae-Sung Elementary School, one of the best schools in Korea. He was the president of the Student Council of his school. He was well trained and skilled at swimming. He won gold medals in every swimming competition at his age. Furthermore, he always got an A+ from every class; he was the smartest student at his school. However, there was a problem with him and his family. His parents always fought because of their alternative life styles, and they were about to divorce. His mom was tired of her husband beating her up. His dad was tired of his wife arguing with him and being negative to him. In addition, the boy was exhausted from his parents’ quarrels. Finally, his parents divorced. After this adverse event, the boy’s grades dropped to the floor. He stopped swimming and he did not want to see people anymore.

           One day, the boy’s homeroom teacher visited the boy’s house because he did not go to school for a week. The teacher sprinkled his water on the boy’s face. He shouted, “What are you doing here? Are you scared that people will make fun of you because of your mom and dad? Are you a girl?” The boy answered, “… No.” The teacher shouted again, “Show what you have, show them what you can do, let the world know who you are. That’s the only way you can be proud, respected, and mature.”

           The boy went to school the next day. He promised himself that he will never collapse again. He fought hard against his toilsome childhood and grew up to achieve his goal. Eight years later, he went into Yale University. His life story was printed in a Korean newspaper.

3^rd Genre- A paragraph

           Woody Harrelson said, “A grownup is a child with layers on.” To be brief, a grown up is a child with tons of experiences that has grown physically and mentally. Grown-ups have learned and they are more educated than children. Adults have numerous experiences, but children do not. They know more about life and the world than children because they were born before children were. Thus, they have experienced many events that children have not, and those experiences have built the layers for a child to be mature. Therefore, children have to experience, learn, and be educated to build the layers to be a grown-up.

4^th Genre- Instruction Manual

* Steps to Grow Up

Step #1: You have to study and think to realize your potential. Your knowledge and understanding of matters will increase if you keep studying hard and thinking. This is important because growing up is not only about physically growing up, it is also about mentally growing up.

Step #2: Physically growing up is also important. Thus, you have to eat healthy, exercise constantly, and get enough sleep in order for your body to grow.

Step #3: You must think before you do something. For example, in a conversation, you have to think if your words can hurt the person you are talking to. Furthermore, you have to think what will happen in the future before you do things.

Step #4: You must be strong enough to take every consequence that comes from your actions. Moreover, TRY NOT TO ASK FOR HELP EVERYTIME. You need to know how to solve your own problems.

Step #5: You have to be sure about your decision. You need to know if your decision is a right decision. You must know what you are doing and what it will bring to you.

5^th Genre- Mr. Salsich’s comments on Romeo’s story.

Mr. Salsich- “Hello Romeo, let’s talk about your story. I certainly understood how you were sorrowful when you loved Rosaline but she did not return your affection. That was a great start of your story. But when you met Juliet at the dance, you fell in love with her right away, and you kissed her? Mamma Mia! Moreover, you walked into her house to see Juliet even though her family hates your family? Goodness gracious! Your love of Juliet grew incredibly fast. You and Juliet decided to marry that night? Holy camoly! That would never happen at a Pine Point dance. Your and Juliet’s parents would never appreciate your ill-conceived love of Juliet. This is not a comprehendible story Romeo, this is not even what young children or grown-ups would do, and this Shakespeare language is impossible to understand. This is a solid D story! Romeo by the way Montague, the end of your story was beautiful, so do not get discouraged. Good bye.”

Free Style Writing

04/28/11
During assembly period, there was a cello performance by professional cello player. He started with his acustic cello. I almost fell asleep because the sound of acustic cello was familiar to me since I was in an orchestra. I thought he was just a normal chello player who came to perform other composers' musics. Nevertheless, after he showed up his electric cello, I was completely awake. The sound of the electric cello was amazing. He made electric guitar sounds with the electric cello. He made some melodies that may be included in a movie. It was very impressive.

Essay 13

Falling In Love:

My Thoughts About Love

An Essay by Inpyo Hong

8^th Grade English

Pine Point School

04/26/11

(TS) Unquestionably, true love begins when a couple falls into love even though there are numerous people who build fake love, which is not from their heart but their mind. (SD) I strongly believe I will fall in love with a girl that I have never met, and if she has a good personality and she is candid, it would be more beneficial. (CM) Furthermore, I have fallen in love with a girl that I have never seen before; every time I saw her, my heart pounded like a drum. (CM) In addition, this true feeling of love begins when you fall into love, but not when you build love. (SD) Not only is building love impossible, it is also not true love, love that only occurs in your heart. (CM) In my opinion, love cannot be controlled by your mind, but may be controlled by your heart. (CM) If you build love, you cannot feel the same feeling of true love, the sense of palpitating and delight. (CS) Hence, I will fall into love because it is the only way that you can taste and share love as it is.

(TS) Even though love at first sight is very rare, I have experienced it at Rectory, the school that I have attended before I came to Pine Point School. (SD) On the first day at Rectory, I saw her in the dining room, sitting at same table. (CM) I could not eat my dinner because I was too distracted and attracted to her beauty. (CM) However, it was not just for me; she was looking at me the whole time, but we could not look at each other’s eyes at same time because we were too shy. (SD) Since it was Sunday night, I asked her, with my bravery, to watch a movie together. (CM) We did not watch the movie, but we were looking at each other’s eyes and smiling with love and bliss. (CM) Spontaneously, I asked her out in the movie theater, and kissed on her forehead; the answer was “yes”. (CS) Thus, this true love has begun with love at first sight, which I strongly believe is the inception of true love.

Outline for Essay 13

(TS) Fall in love

(SD) I probably will fall into love.

           (CM) My experience of falling in love.

           (CM) Most true loves happen when you fall into love

(SD) Building love is not true love.

           (CM) Love cannot be controlled by your mind, it is controlled by your heart.

           (CM) If you build love, then you don’t have the true feeling of love; this is why many built loves do not work well.

(CS) I will and hope to fall into love because it is the only way you may taste the true love.

Sonnet of Friendship

A friend is whom I may be sincere
A friend is who I may rely on
Even though our thoughts don't always cohere
Our friendship lighten this world like the sun
When we are together, we are delightful
And this joy will never be forgotten
Like a flower, our friendship will grow beautiful
My friendship with you will never be rotten

Essay 12

Metaphor Essay:

An Essay on My Friendship

An Essay by Inpyo Hong

8^th Grade English

Pine Point School

April 17, 2011

           Ralph Waldo Emerson said, “A friend is whom I may be sincere.” There are many friends that I care of, but the one who I can trust and lean on is my mom. We were as close as a mother kangaroo and a baby kangaroo, but as I was sent to the United States, we are disassociated like the disunited magnets that are blocked by a wall. Without this friend, my mom, there are too many difficulties that I must confront.

My camaraderie with my mom is like the relationship between a mother kangaroo and a baby kangaroo. Firstly, my mom and I were very close that we knew almost everything about each other when I lived in Korea. I talked to her about my secrets, the information that I do not usually bring out in a conversation with my friends or my sisters, because I believed her and followed her more than anybody in the world. Moreover, even though my mom did not talk to me about some of her difficulties, I always got aware of what was happening. In addition, my mom and I were as intimate as a mother kangaroo and a baby kangaroo. As the mother kangaroo keeps her baby close in her pouch, my mom and I were friendly. Plus, as the mother kangaroo release her baby, my mom released me from her and sent me to the United States of America for a better education. However, after I came to the United States, my companionship with mom became like the detached magnets that are blocked by a thin wall, trying to be united, but unable to be connected. For example, like the magnets are disassociated and cannot be attached, my mom and I are disunited and cannot meet face-to-face. Furthermore, like the magnets attract and feel each other’s power through the thin wall, my mom and I talk through the phone and share information about each other such as my grades. Even though my friendship with my mom is still close like a mother kangaroo and a baby kangaroo, we are too far from each other to be the connected magnets.

To conclude, my mom is the most significant friend that I always trust, follow, and love. Even though we are the two disunited magnets, she is my mother kangaroo, and I am her baby kangaroo. I regret that I was peevish to my mom when I was in Korea. She is my friend whom I may be sincere.

Self-Assessment:

1. I am continuing to work on organization of the words, and writing comprehendible sentences.

2. One strong point I see is that CMs support SDs. They explain why the metaphors are apt.

3. A possible weak point of this essay is the conclusion, I had a hard time writing a conclusion. I am not sure what I have to write for each sentence.

4. I would give myself an A-, I depicted my friendship with my mom clearly

Essay 12: Outline

Bell word: detached

Echo words: disassociated, divided, disunited, segregated, separated, disjoined

(TS) My friendship with mom is like the relationship between a mother kangaroo and a baby kangaroo.

(SD) Firstly, my mom and I were very close that we knew almost everything about each other when I lived in Korea.

(CM) I talked to her about my secrets, the information that I do not usually bring out in a conversation with my friends or my sisters, because I believed her and followed her more than anybody in the world.

(CM) Moreover, even though my mom did not talked to me about some of her difficulties, I always got aware of what was happening.

(SD) In addition, my mom and I were as intimate as a mother kangaroo and a baby kangaroo.

           (CM)As the mother kangaroo keeps her baby close in her pouch, my mom and I were friendly.

           (CM) Plus, as the mother kangaroo release her baby, my mom released me from her and sent me to the United States of America for a better education.

(SD)However, after I came to the United States, my friendship with mom became like the detached magnets that are blocked by a thin wall, trying to be united, but unable to be connected.

           (CM) For example, like the magnets are disassociated and cannot be attached, mom and I are disunited and cannot meet face-to-face.

           (CM) Furthermore, like the magnets attract and feel each other’s power through the thin wall, mom and I talk through the phone and share information about each other such as my grades.

(CS) Even though my friendship with my mom is still close like a mother kangaroo and a baby kangaroo, we are too far from each other to be the connected magnets.

Essay 11

Essay 11:

Problems For Teenagers

An Essay by Inpyo Hong

8^th Grade English

Pine Point School

April 06, 2011

           Recently, problems for teenagers are regarded as significant issues on all of the world’s seven continents. One of the major predicaments of adolescents, who study in a foreign country, is “major depressive disorder” - the extreme depression that occurs when someone feels deserted. According to a research, approximately forty percent of the United States’ international students - the students came from Korea, are in this disorder. This is hazardous because some of them may decide to suicide due to the feeling of being deserted. For example, the president of Samsung’s daughter - one of the wealthiest international students, was in major depressive disorder; she did not have a friend in the United States nor in Korea, and suicide because she felt abandoned from Korean and American society. Increasing drug uses and smoking of teenagers are malicious dilemmas. Even though drug uses and smoking are prohibited to teenagers in every country, there are numerous youngsters who break these laws. For instance, one of my friends at different school uses the drugs - the illegal drugs that make a person hyper, and got a disease that may malfunction his tongue. In addition, Korean parents and teachers’ punishment to their teenagers is considered as an obstacle for the Korean teenagers. In Korea, it is legal to give a teenager a physical punishment - spanking a youngster’s hands or butt with a stick such as a stick of wood. Most of the young children, who were physically disciplined, often tend to be hostile, defiant, and aggressive socially. Thus, major depressive disorder, drug uses and smoking, and physical punishment are the three major quandaries that are regarded as the important problems for teenagers. / Thus, the problems for teenagers are debatable issues that may astound a society.

           Not only do other teenagers have problems, but I also have obstacles in my life. Recently, I am not doing well in academics - the subjects such as English, History, and Science. I need to receive better grades in those subjects to register for high schools that I want to attend. However, even though I try my best to do better in the subjects, I do not get satisfying grades that I expect to get. When I was at Rectory School - the school that I attended before I transferred to Pine Point School, I always received grades of an “A” and “B” in every subject; on the other hand, it is arduous to get such grades at Pine Point. In addition, one of the reasons that cause this dilemma is because I go to bed late. If someone is born in Korea, the one must be trained to go to bed late because numerous Korean students study until the midnight comes. They stay up to study until they feel extremely tired from studying; and I was also trained by Korean students’ traditional and cultural habit. However, this malicious habit does not allow me to go to be before eleven o’ clock, and this affects being awake during the classes at school. Therefore, I confront these obstacles like other teenagers face their predicaments.

Essay 11 Outline

(TS) Many problems of teenagers these days.

(Bell word) Predicament, dilemma, obstacle

           (SD) International students

(CM) Many international students have major depressive disorder.

(CM) Example of Samsung.

           (SD) Teenagers’ drug uses and smoking

                     (CM) According to the internet site that I researched…

                     (CM) Ex: My friends

           (SD) Korean parents and teachers’ discipline to Korean teenagers.

(CM) In Korea, physical discipline- disciplining teenagers by physical punishment is one of the major problems.

(CM) Ex: Most of the young children, who were physically disciplined, often tend to be hostile, defiant, and aggressive socially.

(CS) Three major problems of teenagers must be aided.

(TS) I also have some problems

           (SD) I am not doing well in academics

                     (CM) I don’t get good grades from many classes that I expected to get

                     (CM) important for registering the high schools that I want to attend.

           (SD)  I go to bed very late.

                     (CM) trained to go to bed late.

                    (CM) cannot sleep before 11 p.m. and I’m not awake during the classes at school.

           (CS) I face these problems.

Assessment Citation

Works Cited

Afterword. Americas. N.p.: Organization of American States, 1990. N. pag. Middle Search Plus. Web. 9 Feb. 2011. <http://web.ebscohost.com/‌ehost/‌detail?hid=105&sid=87f1668d-530c-4f8c-b79f-a6db8847f8cf%40sessionmgr10&vid=18&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=mih&AN=51780380>.

“Boys & Girls Clubs of America.” Advertisement. World Book Student. World Book, 15 Feb. 2011. Web. 14 Feb. 2011.

“BRIEF: Y Family Center program receives donation: The Grand Forks YMCA Family Center afterschool program received a $2,874 donation from J.C. Penney.” Grand Forks Herald (ND) 29 June 2009: n. pag. Newspaper Source. Web. 9 Feb. 2011. <http://web.ebscohost.com/‌ehost/‌detail?hid=105&sid=87f1668d-530c-4f8c-b79f-a6db8847f8cf%40sessionmgr10&vid=21&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=nfh&AN=2W61967239843>.

“EDITORIAL: Layoffs that unnecessarily damage children’s education must be avoided.” Walla Walla Union-Bulletin (WA) 3 Jan. 2011: n. pag. Newspaper Source. Web. 9 Feb. 2011. <http://search.ebscohost.com/‌login.aspx?direct=true&db=nfh&AN=2W63950660163&site=src-live.>.

Edwards, Bill. “YMCA of Calhoun County kicks off 2011 ‘Strong Kids’ campaign.” Anniston Star, The (AL) 5 Feb. 2011: n. pag. Newspaper Source. Web. 14 Feb. 2011. <http://search.ebscohost.com/‌login.aspx?direct=true&db=nfh&AN=2W6935778058&site=src-live.>.

Gauthier, Kelli. “Chattanooga: Afterschool programs funded with extra lottery money.” Chattanooga Times/‌Free Press (TN) 17 Oct. 2008: n. pag. Newspaper Source. Web. 9 Feb. 2011. <http://web.ebscohost.com/‌ehost/‌detail?hid=111&sid=87f1668d-530c-4f8c-b79f-a6db8847f8cf%40sessionmgr10&vid=27&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=nfh&AN=2W62W6682289120>.

“Homework club wraps up first year: The Northside Afterschool Program offers students a place to study and play.” Walla Walla Union-Bulletin (WA) 9 June 2009: n. pag. Newspaper Source. Web. 9 Feb. 2011. <http://web.ebscohost.com/‌ehost/‌detail?hid=111&sid=87f1668d-530c-4f8c-b79f-a6db8847f8cf%40sessionmgr10&vid=26&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=nfh&AN=2W63950116278>.

Joan, Garrett. “Home schooling goes mainstream.” Chattanooga Times /‌ Free Press (TN) 24 July 2009: n. pag. Newspaper Source. Web. 9 Feb. 2011. <http://search.ebscohost.com/‌login.aspx?direct=true&db=nfh&AN=2W61351890423&site=src-live.>.

Lang, Alex. “Show benefits Boys & Girls Club.” Dominion Post, The (Morgantown, WV) 11 Feb. 2011: n. pag. Newspaper Source. Web. 14 Feb. 2011. <http://search.ebscohost.com/‌login.aspx?direct=true&db=nfh&AN=2W6298082531&site=src-live.>.

Ledford, Jennifer R., and Mark Wolery. “Teaching Imitation to Young Children With Disabilities: A Review of the Literature.” Topics in Early Childhood Special Education 1 Feb. 2011: p.245-255. Print.

Lee, Jae-Hoon. “&#51088;&#50984;&#44256; &#51204;&#54872; &#54980; &#44256;&#49548;&#46301;&#52789; &#51088;&#45376; &#48708;&#50984; &#49345;&#49849;.” IMBC. N.p., 23 Sept. 2010. Web. 28 Feb. 2011. <http://imnews.imbc.com/‌replay/‌nw1200/‌article/‌2684289_5786.html>.

Middle Search Plus. Columbia University Press, 1 July 2010. Web. 9 Feb. 2011. <http://www.columbia.edu/‌cu/‌cup/>.

Rickard, Carolyn. “Volunteers, schools and YMCA team up for afterschool program.” Herald-Sun, The (Durham, NC) 8 Oct. 2007: n. pag. Newspaper Source. Web. 9 Feb. 2011. <http://web.ebscohost.com/‌ehost/‌detail?hid=111&sid=87f1668d-530c-4f8c-b79f-a6db8847f8cf%40sessionmgr10&vid=27&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=nfh&AN=2W62W63029962530>.

Assessment Essay

Assessment Project:

Volunteering For Children

An Essay by Inpyo Hong

8^th Grade English

Pine Point School

February 29, 2011

Introduction

           Liz Armbruster said, “I brought children into this dark world because it needed the light that only a child can bring.” The work site where I chose to volunteer with Boys and Girls Club of America for young children is Claude Chester School. I researched from many internet sites and from Pine Point Database to find about young children in Connecticut, young children in the United States of America, Boys and Girls Club of America, Claude Chester School, education for young children, and afterschool to get more information than I knew and to understand young children and their difficulties. In addition, working at Claude Chester School has some relations with To Kill A Mockingbird in various ways. From participating in this service learning project, I have gained a life experience that has changed the way I think of extended day programs and the kids who attend them

Body #1

There are numerous reasons I chose Boys and Girls Club of America for my assessment work although I vacillated between working for animals and working for young children. First of all, I actually hoped to volunteer for young children with homework, study, snacks, exercises, and behaviors. I wanted to help young children rather than animals and the elderly people because I have volunteered a lot for the elderly people and animals back in Korea, so I wanted to help other people. Furthermore, I felt more comfortable with young children than any other people or animals because I am an active person who can communicate with young children very well. Secondly, Rosenberg family told me about Boys and Girls Club of America when I told them that I had an assessment project for English class. Mrs. Rosenberg told me what and how Austin worked at a school with Boys and Girls Club of America staffs, and I was fascinated by the works he has done. Also, Austin even recommended me by saying, “there will be many interesting things if you actually work for Boys and Girls Club.” Lastly, I expected to see how young students can be changed to better students than before, by me. I expected this because I have seen many young children having a bad attitude at everything and I honestly wanted to teach them how to have better attitudes, how to behave well, and how to respect others. Besides, I believed that I would feel very successful if I change them, and I also believed that I would enjoy my work either. Therefore, Boys and Girls Club of America was an apt job for me to choose for my assessment project.

Body 2

           There were some challenges for Boys and Girls Club of America at Claude Chester School although I chose this job with a great expectation. Firstly, one of the problems that were very difficult for me was a racial problem. Since I am from Korea, few students at Claude Chester School made fun of me with Asian languages, and they did not listen to me. I had to compose myself and try to stop their malicious behaviors even though I was very enraged. Second of all, these young children at Claude Chester School are very wild and hyper. For instance, they got very talkative and noisy sometimes; they talked and shouted during the study-hall time, the time when they have to do their homework, and did not do their homework. Plus, it was very exhausting to stop their conversations because they started their conversation in a minute again. Finally, I tried to have conversation with the very young kids who were bashful, but I could not. I always asked the young students if they had any question during the study-hall time, and I also asked them what they were doing in their free-time. However, most of the young kids always answered, “No,” even though they had one; they were too shy to talk to me. Thus, there are few challenges such as racial problems, the young children being too hyper and loud, and insufficient conversation that I would pick for the most difficult challenges I had at Claude Chester School.

Body 3

           Although I had some challenges at Claude Chester School, I believe there are few beneficial and helpful jobs that I did and worked very hard for the young children at the school. One of the good works is that I helped them with their homework very effectively. For example, some of the students at Claude Chester School have some disabilities such as learning and concentrating disability; they could not give their full effort and passion on their homework. Thus, I aided them to concentrate on their homework by helping their homework with making them consider their homework, and making the young students quiet. Furthermore, I eased the Boys and Girls Club of America staffs’ solitudes for the students, and their jobs. For instance, it is very arduous to make them quiet and to play a game with them. I tried very hard to make the young children silent in the study-hall time, I helped them with their homework, and I always played with them during the free-time. Moreover, I satisfied the young students who seemed they did not have a friend to play and talk with. I gratified them by complimenting them; I praised the object they drew and what they wrote about. Also, I made them laugh out loud by saying the jokes that I heard in English class and giving my full interests on their stories about family, school, and friends. Most of the benign jobs that I did were helping them with doing something for the young children, talking to them, and playing with them.

Body 4

           Instead of only working for the young children at Claude Chester School, I did some research about young children that supported me to understand about children, students, and education of the United States of America. I learned about how much the different classes of society may affect young children’s education. For example, 29% (about 70,617) of young children’s families get low-incomes in Connecticut; 80% (about 14,280) of young children’s parents do not have a high school degree, and they are in low-income families (NCCP). Moreover, I found that these facts may affect “young children at risk of adverse outcomes, health problems, development, and lower school achievement” (Early). Furthermore, I earned some essential information about Boys and Girls Club of America. I learned the mission for the programs they do; their mission is “to enable all young people, especially those who need Boys and Girls Club most, to reach their full potential as productive, caring, responsible citizens” (Boys). Moreover, I found about the young students who have difficulties with graduating and attending a school. I found the fact that “in 2010 graduating class, three out of ten young people did not make the grade” (Boys). I also learned that the low graduation is occurred by an “unemployment, poor health, and crime and drug use” (Boys). Hence, my research extended my ideas of children in the United States of America who live in a low-income family and who have some problems with graduation and attending a school.

Body 5

           From my work site, Claude Chester School, I can find many relations with the themes in To Kill A Mockingbird. First of all, one of the most significant themes in To Kill A Mockingbird is tear, which is related to my job at Claude Chester School. For example, Jem cries when Mr. Natan Radley put cement in the knothole to stop Boo Radley trying to communicate with Jem and Scout. Likewise, a young girl at Claude Chester School cried because I pushed her accidently while I was trying to get out of the crowd that were grabbing me, also a young male student cried after I pleased him to respect people because he kept hitting his friends. Secondly, there were few “circles” at my work site as the book, To Kill A Mockingbird, has “circles” of themes. The author of the book tells the main stories that happened in the book in the last chapter. Every time I visit Claude Chester School, the young children were always hyper and wild at first, but they became quiet by me and Boys and Girls Club staffs. Finally, there are numerous “quiet heroes” in To Kill A Mockingbird who lead the whole situations, and there is a similar “quiet hero” in Boys and Girls Club of America. Miss Maudie is one of the “quiet heroes” who leads and ease a bad situation unnoticeably. As I have said, Jeremy mostly controlled the program, yet Kolton, a staff of Boys and Girls Club of America who I believe is a “quiet hero,” inconspicuously volunteers to make the kids quiet and help the young students what they had to do. Therefore, my work site with Boys and Girls Club staffs and To Kill A Mockingbird are related in some ways with themes and repeating stories.

Body 6

           Although I believe I have done my work very well at Claude Chester School, I could have worked differently and better. One of the bad habits that I had at Claude Chester School was that I was rigid to the young students. I became a little bit too strict to the young children because they did not respect me and they were extremely vigorous. I might have changed my attitude to be more benevolent, friendly, and generous to the children. Also, one of the things I could have worked better was that I did not have any special subject to teach and play with the kids. For example, I always went to Claude Chester School with only a digital camera, but nothing else; Daniel always brought his art tools to teach and draw with the young children, and this made me jealous because I did not have anything for the students. I could have taught them Mathematics, my strongest subject, by exciting and interesting problems and activities. Furthermore, I did not have much conversation with the kids except helping their homework and playing with them. I believe the reason why I could not talk to them much is because I also became less talkative, but still active, after I became strict to the young students. I want to talk to them and learn about them if I get a chance to visit Claude Chester School. Thus, I could have worked better by being benevolent, teaching them a specific subject, and talking to them; I will visit Claude Chester School with different attitudes, more materials for the young children, and I will talk to them a lot if I visit Claude Chester School next time.

Body 7

           Working at Claude Chester School with Boys and Girls Club of America for the young children has helped and changed me to comprehend about the young children. First, it now changed me to feel about young children in the United States of America differently than before. I found that many young children have disabilities and difficulties with studying from my visits and researches. This fact now makes me to feel that I need to help young children if they truly need my help. Second, this opportunity helped me to be more active and friendly with the young children. I became one of their best friends by helping their homework and playing with them. Also, my feeling of uneasiness about young children is gone now, and I feel more comfortable with young children. Moreover, I learned how to teach young students effectively and how to help them to do something by themselves. As I helped and taught them with their homework and made them what to do, I also learned some skills of controlling young children. For example, I always grabbed a piece of paper when I went to Claude Chester School to take notes which student behaved well and which student behaved badly; this skills made the young children to behave better than before, and the skills made them even quieter. Hence, my work at Claude Chester School and the assessment project changed me to help young children more, to be active, and to teach them more effectively in various ways.

Conclusion

           Consequently, these experiences that I had at Claude Chester School for young children were even beneficial to me. The most significant skill that I learned from this work is teaching and controlling the young children so they can do something by themselves with less help. Moreover, I strongly believe that this skill would be applied to future events. I also enjoyed my work at Claude Chester School with Boys and Girls Club for the young kids; I made many young friends, and I had so much exciting times with them by playing with them and helping their homework. Although they were wild, hyper, and disrespectful at Claude Chester School, they are gentle and warm-hearted friends of mine in my memory.

Assessment Visit 7

Assessment Visit 7

02/18/11

             Today was the happiest visit I have ever had for my assessment project. There were Boys and Girls Club staffs today. I and Daniel told them it would be our last visit. Jeremy asked us if we wanted to take a picture with all the kids. I wanted to take some pictures with them but Daniel answered no. Kids at Claude Chester School seemed less wild than before. I felt very successful that I did change them a little better than before. I took a lot of picture of them having fun playing with snacks, and playing with their friends. Some students acted like they got shots every time I took pictures of them because the light flashes when I take a picture. Suddenly, more kids came and acted the same way. Since the day was warm, Jeremy took the kids outside to make them play basketball and play around the outing place. They were very excited. I took thousands of pictures of them getting excited. Many kids posed for me. Adrian posed at the every place because he wanted to be captured in the photos. We went inside of the building, and Jeremy told the kids to sit down on the center line of the basketball court. He made them be quiet for 3 minutes before they go to watch a movie. Daniel and I found that it was time for us to leave. Thank you Boys and Girls Club and Claude Chester School, I learned a lot from you.

Assessment Visit 6

Assessment Visit 6

02/14/11

             Since it was the Valentine’s day, the young children at Claude Chester School had tons of chocolate and cookies for their snack. Also, they were more energetic than before because Jeremy, Kolton, and other Boys and Girls Club staffs were not there. Thus, volunteers, Daniel, and I had to rule the whole situation. I took a piece of paper with a pen and started to control the students. Firstly, we let them finish their snacks and play around a little bit. We then made them do their homework. It was, of course, not easy to make them be quiet and make them concentrate on their homework. They yelled, fought, ran around the tables, and talked with their friends in the study hall time. Hence, I started to write a name on my paper to make them calm down and do their homework. A boy who were very disrespectful and made fun of me because of my race had to write his name on my paper because I told him to. I told him that if he behaves well until after school is finished, I would erase his name. He ran to the book box, picked a book, and started to read it. I erased his name from my paper and showed him; he finally smiled. Furthermore, one girl kept asking me questions about her math homework. I tried to help her out, but she did not listen to me but played with her friends. Finally, I told just told her to read the questions carefully and left her. Some children played with toys and their DS and PSP (portable game machines.) Today was the hardest day I have ever worked at CCS because I had no time to rest.

Outline for Assessment Body Paragraph 7

(TS) My work at CCS and this assessment changed me in numerous ways.
(SD) I feel different about young children in USA.
        (CM) I found that many young children have disabilities and difficulties with studying from my visits and researches
        (CM) I always feel that I need to help young children if they truely need my help.
(SD) I became more active for and with young children.
        (CM) I could be their friend by helping their homework and playing with them.
        (CM) My feeling of uneasiness about young children is gone, and I feel more comfortable with young children.
(SD) I learned how to teach effectively, and I learned how to help them to do something by themselves.]
        (CM) As I helped and taught them with their home work and make them what to do, I learned some skills for controlling young children.
        (CM) I always grabbed a piece of a paper to take notes who behaved well and who behaved bad; this makes the young children to be quiet and to behave better than before.
(CS) This assessment changed me and taught me about young children in various ways.

Outline for Assessment Body Paragraph 6

(TS) I could have worked differently and better at CCS even though I believe I have done my work very well.
(SD) I was too strict to some kids.
        (CM) I became too rigid to the kids because some kids did not respect me and they were too wild.
        (CM) I might have changed my attitude to be more benevolent, friendly, and generous to the children.
(SD) I did not have any special subject to teach and play with the kids.
        (CM) I always went to CCS with only a digital camera but nothing else; Daniel brought his art tools to teach and draw some pictures with the kids.
        (CM) I could have taught them Mathematics, my best subject, by exciting and interesting problems and activities.
(SD) I did not have much conversation with the kids except helping their homework and playing with them.
        (CM) I did not talk to them much because I also became less talkative after I became rigid to the kids.
        (CM) I want to talk to them and learn about them if I get a chance to visit CCS.
(CS) I will visit CCS with different attitude, more materials, and I will talk to the kids a lot if I go to CCS next time.

Outline for Assessment Body Paragraph 5

(TS) My work has relations withTKAM in some points
(SD) Tear is a theme from a chapter of TKAM
       (CM) Jem crys when Mr. Nathan Radley put cement in the knothole.
       (CM) I made some kids cry by accident and some kids cried after I pleased them to respect people.
(SD) TKAM comes around in a circle.
       (CM) The author of TKAM tells the main stories of TKAM at the last.
       (CM) Every time I visit, they are always hyper at first, but they always become quiet by Jeremy.
(SD) Quiet Hero is another theme from TKAM
       (CM) There are few characters who leads and ease a situation without any notice.
       (CM) Jeremy mostly controls the program, but Kolton, a staff from BGCA, unnoticiably volonteers to make the kids quiet and help them what they have to do.
(CS) My work and TKAM are related in some way.

Outline for Assessment Body Paragraph 4

(TS) My research about young children helped me to understand about children in USA.
(SD) I learned how much effort does USA put for education of young children.
        (CM) USA spends billions of money for educating their children.
        (CM) There are millions of groups such as YMCA in USA that provide after-school programs.
(SD) I earned essential information about BGCA.
        (CM) I learned what is their mission for their programs; their mission is "to enable all young people, especially those who need Boys and Girls Club most, to reach their full potential as productive, caring, responsible citizens."
(SD) Moreover, I found about the kids who have difficulties with graduating and attending a school.
        (CM) I learned that one third of USA's children fail and dropout from a school.
        (CM) I found that the children who dropout have financial problems or parental problems.
(CS) My research extended my ideas of children in USA.

Assessment Visit 5

Assessment Visit 5

02/08/11

             Today, I was busier than any other days I have visited. The kids at Claude Chester School were louder and hyper than other days. However, it was Tuesday, which is the day that the kids have homework. Thus, they had short snack time, the time when kids play “gambling,” and they started their quiet homework time. At the first twenty minutes, they concentrated on their homework. Adrian kept asking for help even though he could do it by himself; I believe he just wants people around him when he is doing something. There were a boy and a girl who never stopped their conversation even if I kept telling them to do their homework. The kids who finished their homework had a free time. The other students who did not finish their homework could not concentrate on their homework even more than before because of the free time. I spent more time with the kids who had free time. One boy kept following me from behind so I tried to catch him, but he kept running away. Suddenly, about eight kids ran toward me and grabbed me. Hence, I tried to get out of the crowd and I pushed a girl accidently. She cried for five minutes and I brought her a bandage and healed her because she wanted a cure even though she did not have any wound. She stopped crying and it was time for me to leave. It was the hardest day of my assessment visits.

Assessment Visit 4

Assessment Visit #4

02/04/11

             Today was different than other Fridays except that the kids at Claude Chester School were still hyper and loud. Likewise, there were some kids who played “gambling,” a name of a game the kids play with their snack. There still were the boy and the girl who do not stop talking. However, the staffs of Boys and Girls Club made the kids to read a book and be quiet for half an hour other than showing them a movie like other Fridays I have visited. Jeremy wanted to divide the kids in half, so he made the higher graders to go to a classroom for reading a book. I followed the higher graders with a staff. He was very strict in the reading time; he did not allow a noise from the children. I was surprised at his skill of controlling the kids and I started to be strict like him. I made them be quiet before the staff made them be quiet. After the reading time, they played a game that requires general ideas of basic things about a country or a sport. They became very excited and they all tried to win. However, I found a boy who was crying because he thought the staff was unfair. Thus, I encouraged him to play the game again. He ran into the crowd and started to get the questions right, and it was time for me to leave Claude Chester School.

Outline for Assessment Body Paragraph 3

(TS) I believe I did a very good job for the kids at CCS.
        (SD) I helped them with their homework.
                 (CM) Few kids at CCS have some disabilities such as concentrating dissability, so they could not give their full effort on their homework.
                 (CM) I aided them to concentrate on their homework by helping their homework and making the kids be quiet.
        (SD) I eased the B&GC staffs' jobs.
                 (CM) It is very arduous to make the kids be quiet and play with them, and it is the staffs' task.
                 (CM) I tried very hard to make the kids be quiet, and I always played with them during the free time.
        (SD) I satisfied the kids who seemed they did not have a friend to play with.
                 (CM) I satisfied them by talking to them; I praised what object they drew, and what they wrote about.
                 (CM) I gratified them by saying some jokes that I have heard from English Class, and giving my interest about their story about family, school, and friends.
         (CS) Most of the benign works that I did was helping them with doing something, talking to them, and playing with them.

Outline for Assessment Body Paragraph 2

(TS) There are some challenges when I work for B&GC.
        (SD) Sometimes, I had a racial problem with the kids.
                 (CM) Because I am from Korea, there were some kids who made fun of me and did not listen.
                 (CM) I was very angry but I had to compose my self and try to stop their malicious behaviors.
        (SD) The kids at CCS are very noisy.
                 (CM) They talk and shout during the study time and do not do their hw.
                 (CM) very difficult to stop their conversation because they always started again in a minute.
        (SD) I wanted to have conversation with very young kids who were very shy, but I could not.
                 (CM) I always asked kids if they had any question during the study hall time.
                 (CM) Some kids always said no even though they had one, but they were too shy.
        (CS) These are my challenges.

Outline for Assessment Body Paragraph 1

(TS) There are some reasons why I chose B&GC.

(SD) I hoped to volunteer for young children

                           (CM) I wanted to help young children rather than animals and old people.

                           (CM) I feel more comfortable with children than animals and old people.

             (SD) Rosenberg family told me about B&GC.

                           (CM) I was fascinated when I heard what Austin did last year.

                          (CM) Austin said there will be many interesting things if I work for B&GC.

             (SD) I wanted to see how I can change young children to be better than before.

(CM) There are lots of children who have very bad attitude at everything and I wanted to teach them how to have better attitudes and how to respect people.

                           (CM) I expected that I will feel very successful if I change them.

             (CS) This is why I chose my service site.

Essay 10

Coming Around In A Circle:

Repeating Themes And Characters

A Paragraph by Inpyo Hong

8th Grade English

Pine Point School

January 31, 2011

             (TS) Some significant themes and characters repeatedly come out more than once again in To Kill A Mockingbird. (SD) First of all, loneliness is a blatant theme, which was echoed twice in the book. (CM) In the previous chapter of the book, Scout felt like she was an outcast because Jem refused to answer her question, “How do you know?,” by saying, “Oh go on and leave me alone,” because he was idle and also irritable over time. (CM) Likewise, Dill ran to the Finches because he felt forsaken from his parents; he thought his parents did not love him because they did not spend some time with Dill. (SD) Furthermore, Boo Radley is one of the extremely important characters who was broached numerous times (CM) For instance, Boo was mentioned mysteriously when Jem and Scout distressed him in the very previous chapters. (CM) Boo Radley comes out once again in Chapter 29 and he rescues Jem from Bob Ewell in a compromising situation. (SD) In addition, racism is a theme that is repetitious in this story. (CM) For example, Aunt Alexandra tells Atticus to get rid of Calpurnia from his house because Calpurnia’s skin color is black. (CM) Tom Robinson is arrested and goes to jail; he is discriminated by the judge and other white people because his skin color is black. (CS) Thus, there are diverse themes and significant characters that have repetition in the story, so they engross the readers.