Tokay High School - Tokay Yearbook (Lodi, CA)

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Greg Johnson Annie Mar Lynda Nahigian Wayne Read Steve Routt Christopher Scott Jeff Tracy Roger Woo WWW af 7251311 52-f ill ,. e aa s s is ' i as eaa . . 1 ff . . ggaa . Say rt B Q9 r 5 . 4 Ka Q. X4 Q, X if ' l , 0 I 5 4 in 8 3. To check for correct work, class to give the roll sheets to Rona Karen Grom looks on to her stu- Hills is Connie Barker. dent's paper. 4. Taking time out of, 90' Photos by Sabrina Schneweis W W. 'J .,,,., W .,. ,..,...,,M 'WV W I I rr.. . . :3 .V 'ai ya 5 MW , YMMW I . , Q ,.,.. . . 4 If 'eff , W 40 W A h f f , f f W Q! ' M 1 f V ff ,ff rig' Inf! , . 42? M 'Kam ' rf mu , ,AW .1 .J Qt- 1 f ' ' ' f Y ,fm X 1 fl 1' 'A I 'V 3. A i f J' nj H

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...au I ,,,, , lv . ,,,' .,.,,M,,.,..WWw WW , 4977 'I . 1 a E I. ln the wrltlng lab, sophomore Dennls Mahurln types up a story on the computer. 2. Discussing possi- ble grades with sophomore Brian Holmes ls Joyce Conner, English teacher. 3. ln the reading lab are junior Marlvlc Surnlp, junior Dung Nguyen, and junlor lssa Fakhourl, as they contlnue an assignment on verb tenses. 4. Discussing Mac- beth with students is Lynda Na- hlglan, Engllsh Department chair- person. 5. Whlle glvlng a lecture to his speech class, Wayne Read makes a very Important point about scoring points at a speech tourna- ment. iff MM.. auf-'34 Connie Barker Dale Brazil Joyce Conner Claudia Dotcherman Judy Fraschella Micheal Gorman Karen Grom Kevin Harkin Photos by Sabrina Schneweis English 89

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i ,mf 1 ',,-1 js 1 pr . 5 llii igzi- 215 - , V fWf,. . ...W W 5 sl! J 1 I .T .M I i. Qw- ? Zi l I 'ff-1 ,gg-as yr 1. While his class works on their assignment, Samuel Hatch looks over his grade book. 2. Discussing class plans, Michael Gorman talks with his teacher's aide, senior Paul Miller. Jr' ' if T h I D ' r ig CHC CTS Barn at HVIS - 5 For a little over a month during tive composition methods. ClaSSrO0m. the summer, English teachers Reasons for applying were lt gave me a deeper under- Connie Barker, Michael Gor- numerous. Mr. Hatch had previ- standing ofthe writing process man, and Samuel Hatch were at ously gone through the Bay Area itself and the way students use . 93 . 55:1 ' - l 'Q Q 'fi 5 W --Q ..,, . the University of California at Davis busily learning new me- thods and ideas about teaching English from other Califronia teachers. Out of the 100 applicants from such diverse teaching levels from kindergarden to college who ap- plied for the Area 3 Writing Project workshop, these English teachers were three of the 20 teachers selected to participate. The workshop, according to Mr. Hatch, was set up to improve the quality of composition in- struction and to encourage greater understanding of the theory of composition and effec- Writing Project upon which the Area 3 Writing Project came about. Mrs. Barker had different reasons. I thought it would be good for the department. It would bring more fresh ideas from teachers. It was a good recognition for the school. Mr. Gorman's reasons were, I love teaching and doing things that make me a better teacher. l love writing and doing things that make me a better writer. Leaving the workshop with helpful ideas, each teacher seemed pleased with the results. For Mr. Hatch, the workshop was beneficial for his work in the writing to think. Mrs. Barker added, We have to teach them lstudentsj to think. Critical think- ing was at the base. We need to teach writing in different modes, not just one type of writing. It is crucial to communicate ideas. Mr. Gorman concurred, lt gave me time to think about my own methods. l was exposed to a wealth of current research. l now have the tools to make a really educated decision about why l do what I do in the classroom. I am more comfortable with my style of teaching and that effects every- thing I do. by Cherie Cortez English 91