Antigone Final Test Question Break Down

15 Questions deal with character match.
20 Multiple Choice
10 Match a Quotation to a Theme.

Antigone Graded Discussion Make Up

If you miss the discussion on "B" day this week, the make up for it will be at 2:20 on Tuesday, January 6th. Plan to be there.

Annotation from the Antigone

Remember that your annotations are due on Friday before you take the test. Come to class prepared with your annotations taken out of your notebook and the daily work heading on the first page. Staple everything together for me.

Here's what I will be looking for:
This is your form of a study guide…the more detail the better.
Use part of the Question you are examining in the Answer so that you will easily be able to identify what was being asked when you are studying.
For each answer you give in discussion, be ready cite the lines from the text that they are using as support.
Also be sure it is neat and clear. If I can’t read it, I don’t grade it!

Antigone Discussion Questions

Loyalty or obligation to family: Throughout the text, there are numerous cases where the value of loyalty and obligation to family is tested. In the end of this text, nearly all family ties have been broken for one reason or another. Why is it important to the characters in this text? How and why are these family ties tested and broken? What does it teaches us about the importance of family?

Obedience to civil law: Creon states that anarchy is the greatest of evils, and that good lives are made through discipline and lawfulness (3:42-47). How does this line of thinking explain Creon’s judgments? Discuss how Creon’s emphatic support of this value is a positive and negative quality as a leader.

Observance of religious law: Antigone was originally written by Sophocles to be performed at a religious festival. How does this relate to author’s intent and the text’s treatment of the importance of observing religious law? Provide specific examples from the text to defend your answer.

Protection of Personal Dignity: If “personal dignity” is defined as “an individual’s own self-respect,” many characters in Antigone work to maintain theirs. Conflict occurs in the play when one character’s personal dignity interferes with what another character thinks is right. Keeping this in mind, explore what the play teaches us about the importance of protecting not you’re your own personal dignity but that of others as well?

Freedom: Some people say freedom is a state of mind. Other people say that freedom is the right to choose actions for yourself. Still others say freedom is a basic human right. Keeping these things in mind, examine the topic of freedom using Antigone as your guide. Be sure to look at the words and actions of particular characters to see what we in the 21st century can learn from this ancient text.

Protection of Community or Nation: Thebes has undergone an extremely stressful time before the play begins. Oedipus’ family seems plagued by the gods. The city has been in the state of civil war since Etocles would not surrender the throne to Polyneices as promised. Creon comes to the throne untested, and he rules with “an iron fist.” Explore how effective Creon’s rule of Thebes is keeping in mind the gains and losses he, his family, and the city have experienced.

This play includes many allusions. An allusion is a reference to a person in literature the author expects the audience to know. Explore how the use of allusion is used in the play and how does its use deepen the understanding of the text?

Scene Three shows the conflict between Haemon and Creon. How does this conflict illustrate the characters’ differences in values? How does this one scene act as microcosm of the play as a whole?

WARNING!

Beginning Monday until further notice:
Any student who lines up at "the door" before Forsberg dismisses the class will lose five participation points for that day!

Antigone family tree

http://images.google.com/imgres?imgurl=http://www.gradesaver.com/classicnotes/titles/images/%3Fn%3D6612&imgrefurl=http://www.gradesaver.com/classicnotes/titles/antigone/section8.html&usg=__GxqrNcVd8jX9_Di2iYUqgEasBIE=&h=754&w=778&sz=28&hl=en&start=1&tbnid=eKUQV2ybwG_FBM:&tbnh=138&tbnw=142&prev=/images%3Fq%3D%2522Antigone%2BFamily%2BTree%2522%26as_st%3Dy%26hl%3Den%26sa%3DG

Visual for the Presentation

Friday bring materials to work on your visual aid. Remember that presentation begin Monday. Be ready!

This week

A day
Your journals need to be finished and turned them in at the end of the period.
You have the task of completing the research packet online. This needs to be done on B day.
You have a term for a Greek Mythology presentation. Those presentation will begin Monday, December 8th.
Remember you need a working bibliography--list every site you visit for information!

B day
You will take notes on the Oedipus myth and Greek theater.
You will take notes on how to complete a quality visual aid for your presentation.
You will take notes on annotation for Oedipus.

Friday
You will have a formative test on the information that we have covered this week.
You will have time to work on your presentation in class. Bring materials.

Bonus Points for English 11

A reminder before we begin Trimester II, bonus points can be earned only by students who have ALL the assignments completed.

Keep that in mind.

Grade Concerns from Trimester 1

I am keeping Tuesday, December 2nd open after school for students to come in to chat about grade concerns that they have from first trimester. This is the only time I am dedicating to this task.

If something has been recorded incorrectly, simply give me the document with an explanation attached. No need to come in.

Grades

Hey Folks,
I've turned off the grade publishing for school view. I am working hard to get things graded and entered, and I need to focus on that. When I am finished entering everything, I will switch it back on.

Compare/Contrast Paper Bonus

Oops.
I goofed. I added in five bonus points originally rather than ten. I have rectified it.

Forsberg

Compare/Contrast Papers

I have completed assessing and entering the scores on the papers. I have also updated the process grades.

I will return tomorrow. I hope to have the papers in folders by Thursday.

If I have made a clerical error, please point it out on a blue slip and submit it to me with a clear explanation.

If you want to discuss a particular element of my assessment of your paper, please take the weekend to develop a CEW argument for your position. Be sure to find specific evidence in your paper to support the claim you are making. I will set aside time Monday after school to entertain those discussions. I will not take class time to do it, so plan ahead.

See you Wednesday!

Conferencing on Papers

Hey Folks,
Friday, October 31st was the deadline for me to conference on papers. I cannot do it via email.

I would suggest reading your paper aloud to an interested parent. Have him/her stop you every time something confuses them. Just mark the place and move forward. When you finish, fix the places they suggested.

Good luck!
Forsberg

WARNING!

Be advised:
We have worked on the comparison/contrast paper for three weeks. Do not expect to get it back until after I have had it three weeks. If you ask about your paper, I will hold it until all the other papers have been assessed AND YOURS WILL BE LAST!

Compare Contrast Paper: Turn In

In one pocket of your folder:
1. Final copy of your paper
2. Rubric

In the other pocket have each of the following CLEARLY labeled:
1. Subjects
2. Reason for comparison/Purpose
3. Features for comparison
4. Organization Method
5. Body Paragraphs (4 and 5 may be signed off together)
6. Introduction
7. Conclusion
The first seven items were all to be signed off.
8. Peer Review
9. Transition Work
10. Wordiness Work/Sucky Sentences
11. Peer Edit Copy with peer's edits.

Compare Contrast Paper Reminders

1. Last day to sign off process for points is Friday, October 31st. Deadline: 3 PM
2. Paper is due in class on Monday, November 3rd. I will collect them at the beginning of the period.

Bonus Point Opportunity

If you have your body paragraphs signed off by me and if you are one of the first five people who email me their three body paragraphs, you can earn five bonus points. I want to use them to teach students transitions for the comparison/contrast paper. We will use them on Monday.

Paper Work Upcoming

On Monday we are taking class time to do a revision of your comparison/contrast paper. To participate, you must have a complete, "clean," typed version of your paper. It needs to include the intro, body paragraphs, and conclusion. If you are not "current" in your sign off, you can particpate in the peer review, but you cannot get it signed off.

Stay current, people.

Organization of Compare/Contrast Paper--Start Here!

Below are listed both of the formats to use when organizing your paper.
Choose the one that you think will work best for the paper.

Beneath the outline for each format is on outline which illustrates how the organization would work if you were comparing and contrasting Waldo and Henry to determine which was the better example of Transcendentalism. The Features used for the comparison/contrast are: Individualism, Nature, and Going beyond limits.

Feature by Feature Oraganization

Feature by Feature Organization

Body Paragraph #1
Feature A
Subject 1 then Subject 2

Body Paragraph #2
Feature A
Subject 1 then Subject 2

Body Paragraph #3
Feature A
Subject 1 then Subject 2


Body Paragraph #1
Feature: Individualism
Waldo then Henry

Body Paragraph #2
Feature: Nature
Waldo then Henry

Body Paragraph #3
Feature: Going beyond limits
Waldo then Henry

Subject By Subject Organzation

Subject by Subject Organization

Body Paragraph #1 is about Subject 1.
It deals with the three features that you are dealing with
Feature A
Feature B
Feature C

Body Paragraph #2
Subject 2
Feature A
Feature B
Feature C

Example from Class

Body Paragraph #1
Topic: Waldo
Features:
Individualism
Nature
Going beyond limits

Topic of Body Paragraph #2
Topic: Henry
Features:
Individualism
Nature
Going beyond limits

Comparison Contrast Components

Hey Folks:
Here are the components of the paper that we will be working on. Dates will be coming later.
1. What are you comparing and contrasting? 10/13
2. What is the purpose of your comparison and contrast? 10/13
3. What categories will you use to make the comparison and contrast? What questions will you ask to make the decision? 10/13
4. Gather your research and put together in an organized method: subject-by-subject or feature-by-feature. 10/20
5. Body Draft—Illustrates what you found out from your research. 10/20
6. Introduction: The paper’s set up "A" day 10/21-22
a. Lists your topic
b. Lists your purpose (the reason for your comparison/contrast)
c. Explains why your comparison/contrast is important
d. Outlines the categories
7. Conclusion: Closes the paper "B" day 10/22-23
a. Outline the decision that you have reached.
b. Explain what leads to your conclusion
c. What will result because of your decision
8. Annotation Draft/Revision Draft—Full draft of paper to have peer reviewed and annotated for clarity. 10/27
9. Edit Draft—Revised Annotation Draft for students to edit based on wordiness. 10/31
10. Deadline for signing off process 3 P.M. 10/31
11. Paper, process, and rubric in a two-pocket folders due at the beginning of class on Monday, November 3, 2008

Kindred--What should you look for

Begin by looking for details about archetypal character masks.
Also know that this book is about survival. Look for details to answer: Is survival a heroic thing or a cowardly thing?
Begin your annotation here. We will add to it.

Reminder

Hey folks,
Remember if you have questions or concerns about grades, make an appointment with your teacher for before or after school to discuss it.
If something has been entered incorrectly, give your teacher the necessary materials with a note expressing your concern.
The level of concern for students goes WAY up at mid-trimester and toward the end of the trimester. Be proactive--plan to panic early!

Final Test Questions

Hey Folks--
You'll be given a question to write on the day of the test. You will be able to use the book and your notes for your prewriting/outlining. Once you begin drafting--you can only use what you have produced in class.

You will have a total of thirty minutes to plan and thirty minutes to write.

Remember the purpose of the writing is to answer the question well--not just to finish or to finish quickly.

Choose two of the following characters: Ellen, Henry, John, Waldo. Compare and contrast the characters to determine who you think is the better example of transcendental principles. Use specific textual information to support your position.

Transcendentalism is a philosophy. Using specific evidence from the text, identify the principles of Transcendentalism that the playwrights think are most important.

Choose one of the aspects of Transcendentalism that you think is important to the philosophy. Trace the use of that aspect of Transcendentalism through the play and explain its significance.

One of the opening lines of the stage directions in the play states: “Time and space are awash here.” Explain the importance of this line to the play and to Transcendentalism using specific examples from the text.

Characters from Henry’s life appear in his nightmare. Keep in mind Henry’s stance on the war and the importance he places on Transcendentalism. Explain the significance of the appearances at this point in the play.

Based on what we’ve studied about Transcendentalism, do you think Henry is a good example of a Transcendentalist? Use specific evidence from the text to support your position.

Presentation Rubric

Presentation 10 9 8 7 6 5
Everyone speaks about the same amount of time.
Good Volume
No Gum
Appropriate Posture

Visual 5 4 3
Clarity
Quality Workmanship
No names on the front

Content 5 4 3
Three examples used as minimum
Both film and print texts used

CEW 20 18 16 14 12 10
Evidence is clear and specific
Warrant accurately and clearly explains how/why the examples meet the definition.

Total points _____________/40

Archetypal Charcter Site

http://www.svsoft.com/Archetypes,%20Myths%20and%20Characters.htm

This should give you information that you need.

Link on for the seven characters we have talked about.

Forsberg's Volunteer Scribes

The volunteer scribe program is now over. Thanks to all who expressed an interest. If you miss a day, check the blog and have a study buddy!

Yearbooks in Forsberg's Classrom

Be forewarned!
Any yearbook which is opened in Forsberg's classroom during the class period will be taken and returned only to the owner at the end of the school day.

Irony and Allegory Definitions for Forsberg

Get these in your notebook:

Dramatic irony is when an audience perceives something that a character in the literature does not know.

Allegory is a form of extended metaphor, in which objects, persons, and actions in a narrative, are equated with the meanings that lie outside the narrative itself. The underlying meaning has moral, social, religious, or political significance.

Final Test The Things They Carried

Hey Folks,
The final grades are entered for the test.
It's quite apparent that some students did not read the book, that some students did not read the book carefully, and that some students did just fine!

Grades on the test ranged from the high 20s to 60 points out of 64 points--with five "free spots"!

Monday, May 19th-Friday, May 23rd--Forsberg.

Monday--Final test.
"A" Day--we will be working on a poem from the text--look for strong images (nouns and verbs are your best bet) that you can use for capturing an image to create a poem.
Film Text: The War--annotate to be able to compare and contrast theme to The Things They Carried. What does it say about story? About truth? About postmodernism?
"B" Day-- Film and annotation. Poem work if time.
Friday--Finish film--prepare for discussion. Polish poems.

Monday, May 19th

Final test on Things Fall Apart.
About 65 multiple choice questions.
Bring you book to turn in.

Make Up Discussion

If you miss the graded discussion on "B" day in Forsberg's class, you will be able to come in at 3:30 on Friday, May 16th to make it up! I have meetings until that time.

1960s presentations

We will pick up on the presentations on Friday, May 16th.

Forsberg Graded Discussion Questions

A young man from Ms. Farrell's fifth hour class chose the questions by picking numbers. In the order they appear on the question post (but not necessarily in the discussion order), students will be discussing questions 1, 4, 6, 7.

Forsberg's Discussion Questions

1. Explain how TTTC is a book of truth. What type of truth is it? Explain whether or not you think it is a true war story. Use specific evidence from the book and support your claim with strong warrant.
2. How does TTTC fit the definition of post-modernism? Why would O’Brien choose to write this novel from a post-modern perspective? How does his use of a post-modern perspective influence what O’Brien communicates?
3. What do you think O’Brien’s purpose of writing TTTC is? Keep in mind all the new information we’ve learned about this trimester when formulating your response.
4. Examine the role of the archetypal “innocent girl” in TTTC. Be sure to look at Mary Anne, Kathleen, the Vietnamese girl who dances, and Linda. What truth about innocence is O’Brien communicating?
5. Consider the four personas of O’Brien in this book: O’Brien, the author and creator of TTTC, Tim, the 43 year old narrator/writer/father, Tim, the 21 year old soldier, and Timmy, the nine year old boy O’Brien is trying to save. What can we learn from each of their perspectives about “the truth”?
6. Consider that all of the soldiers in the book are really parts of O’Brien’s personality. Discuss what O’Brien communicates by using of all these different points of view.
7. TTTC is by far the most popular book that is taught in Junior English. What is communicated in this book that you think resonates with Maple Grove teenagers today? Use specific evidence from the book and clear warrant to make a well-reasoned, well-argued position.

Forsberg Nine-Week Grades

These have been entered. They are due on Friday. Check school-view to verify your grade. Bring written documentation any changes you propose.

Forsberg's looking for scribe voluneers.

This Week and what's coming up

1. Mind Maps were collected on Friday and group discussion questions.
2. Notebook check was taken on Wednesday. If you missed it, come make it up.
3. Students have been presenting the 60s presentations. If you missed a day, get the information from a classmate.
4. You need to be finished with TTTC for Monday.
5. You need to have the front and back completed of the LIDDS handout for two chapters.
6. We will be having a graded discussion next week and a final test. Be ready!

Make Up Discussion: Forsberg's Class

Friday, May 9, 2008 at 3:15 PM.

Reminder

Hey folks,
Just a reminder that the policy is that if you miss an assignment because of absence, you have FIVE days to make it up for points.

With spring almost here, don't get distracted. Stay focused and on task.

Scribe Volunteers

I am looking for people to volunteer to scribe again. Email me by Sunday, May 4th if you want to earn bonus points by scribing again!

This Weekend

1. Remember Karen Peterson!
2. On Monday you need to be through page 199 in the text.

Forsberg's Class

For Monday, May 5th have through "In the Field" read. Ann0tate any chapter more than three pages.

For "A" Day, be ready to work on your presentation with your group. Bring what you have found. Be sure to know what you will need from me for the presentation.

For "B" Day, be ready to have a graded discussion on the text.

The district is doing work on the computers. Email won't make it through for a while this weekend.

More Information on the Green Berets

Some students were wondering more about the "greenies" from "The Sweetheart of the Song Tra Bong." Here's a site that might give you more information that you are looking for.

http://www.history.army.mil/BOOKS/Vietnam/90-23/90-23C.htm

This Weekend: Reading Schedule: Forsberg's Class

Through "Ambush" for the weekend. Remember to annotate any chapter over three pages. Be sure to annotate "The Man I Killed" and "Ambush" together.

"B" Day April 23: Forsberg's class

If you were gone on Wednesday and want to make up the assignment, read "The Very Old Man with Enormous Wings" (a link can be found on the blog) and take notes on examples from the text that illustrate it's postmodern. Be sure to include your definition of Postmodernism, textual evidence from the story, and warrant that explains how/why the evidence illustrates your definition. I will need to get this from you by May 1st for it to count for points.

A Very Old Man with Enormous Wings

Here's a link to the story for those of you who missed it in class!

http://salvoblue.homestead.com/wings.html

Research Project--Forsberg's class

Folks:
Know that Friday, April 25th you'll have class time to touch base on the group project.
You will have a "chunk of time" on Tuesday, April 29th, so come prepared to use the time profitably for getting your work done! Part of your group grade depends on it.

First hour: I know this is different from what I said in class!

"A" Day this week--Forsberg

1. Review "postmodernism" using "On the Rainy River" to do it.
2. Research assignment given, groups chosen, dates picked, topics selected.
3. Read.

Forsberg's Class: Personal Narratives are Due TODAY!

Reading Schedule The Things They Carried

Remember: Annotations for any chapter more than three pages long!

For Monday:
Through page 63 "On the Rainy River" with annotations.

For Friday, April 25th
Through page 125 "The Sweetheart of the Song Tra Bong" with annotations for "War Story" and "Sweetheart."

For Monday, April 28th
Through page 150 "Ambush." Treat "The Man I Killed" and "Ambush" as one chapter and annotate!

Peer Reveiw Questions Personal Narrative

Writers: Before you begin:
What do want feedback about? Write it at the top of your paper.

Reader 1:
Sign the paper on the bottom
Read the paper without a pencil or pen in hand.
When you finish, at the bottom of the page, write what the trait or insight is that the writer is getting across in this narrative.
Give the writer feedback on what he/she wants help with.

Reader 2:
Sign the paper above Reader 1’s signature.
Read the paper with your pen or pencil in hand.
Put a star next to strong sensory images—images that indicate sights and sounds.
Put a bracket in the margin next to anything that confuses you.
Give the writer feedback on what he/she wants help with.

Reader 3:
Sign the paper above Reader 2’s signature.
Read the paper with your pen or pencil in hand.
Underline and clause that begins with “It, This, That, There, These” and a “Be” verb (is, was, were, have been, will be, should be, could be, might be, would be).
Give the writer feedback on what he/she wants help with.
Give the paper back to the writer.

Writers:
When you have finished your duties as a reader, check the comments your readers have made.
List anything you need to work on to revise your paper for Monday!

Friday in Forsberg's Class

1. Draft 2 of paper due. (typed--a page and a word to two pages)
2. Write explanation of changes from draft 1 to draft 2.
3. Peer reviews.
4. Read The Things They Carried.

Personal Narrative Sign Off

1. 4/4 focus
2. 4/4 descriptive paragraph
3. 4/11 Draft 1 (1 page + 1 word to 3 pages).
4. 4/18 Draft 2--this is as good as you can get it.
5. 4/18 outline of the revisions you have made from draft one to draft two.
6. 4/21 personal narrative and process submitted in a two-pocket folder with the grade sheet.

This week in Forsberg's class

1. You need to have the second draft of your paper completed for peer review for Friday.
2. You need to have a brief outline as to what you have revised from draft one to draft two on Friday as well.
3. You need to have read through "Spin" and begun "On the Rainy River" for Thursday. Plan to take your novel with you in case you have extra time for you MCA test!
4. You need to have annotated for through "Spin."
5. On "A" day this week, we will be working on the draft of your paper. Bring your most recent draft of you paper and you novel. I will sign things off that day!

Forsberg's Class for Monday

1. You have read chapter one and annotated for the characters on the chart in your notebook.
2. You can be revising your personal narrative.
3. Remember if you didn't meet the specs (1 page + a word to three pages, double-spaced, one-inch margins), even if your paper is stamped "ok," you have not yet earned those points.

Forsberg's class: Artifacts for Presentation

1. An artifact is an object made by humans that is of historical interest.
2. You are to choose three artifacts that you have with you that are of personal historical interest to you.
3. You will need to give a literal description of the object.
4. You will need to give background about the object and be able to tell the story about it.
5. You will need to be able to tell the symbolism of the object--what non-tangible thing does it represent? Why is that important?
6. What does it tell us about who you are?

Example:
1. I have a gold and diamond ring that I wear. It's worn as decoration.
2. I had the ring made in 1990. When I was taking care of my mom when she was dying from cancer, she told me that she wanted me to take the diamond from her ring and have a ring made for me to wear.
3. The ring represents the relationship I had with my mom. It also represents the best work that I think I ever have done--taking care of her day-to-day as she was living her last days on earth, something I never thought I could do. Her great fear was that she would be abandoned, and I stayed with her and held her hand as she died.
4. I think this ring represents the strength it took for me to be able to take care of my mom. It represents the fact that I made a promise to her and I lived up to it. It represents that I am a man of my word and a man of strength. It also represents the love I have for my mom.

Forsberg's Class on April 7th

1. Remember that to earn back 9 of the 10 points on the resume mechanics, you need to have both versions to turn in on Monday. There must be NO MISTAKES. One person came in on Tuesday for help--but there were no helpers. Mr. Brady covered for me on Thursday, and he said he was there for 30 minutes and no one showed up. So...we will be finished with this MONDAY.
2. I am looking forward to hearing from you about the progress that you are making on your narratives. What hole are you plugging? What description have you completed? What story have you drafted. Plan to have a full, first-draft of the narrative for "B" day--Wednesday. We will be working with it for REVISION.
3. I will be signing off things that you have done for your paper.
4. I've been checking my email regularly at school, and have not received any questions, so I assume people are making positive progress!

More Topics

St Olaf/Common Application
· Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you.
· Discuss some issue of personal, local, national, or international concern and its importance to you.
· Indicate a person who has had a significant influence on you, and describe that influence.
· Describe a character in fiction, a historical figure, or a creative work (as in art, music, science, etc.) that has had an influence on you, and explain that influence.
· A range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community, or an encounter that demonstrated the importance of diversity to you.
Gustavus
· Describe an experience that has had an impact on your life.
· Discuss some issue of personal, local, national, or international concern and its importance to you.
· Indicate a person who has had a significant influence on you.
· Submit a paper you have written for a class.


Madison
· The University of Wisconsin–Madison values an educational environment that provides all members of the campus community with opportunities to grow and develop intellectually, personally, culturally and socially. In order to give us a more complete picture of you as an individual, please tell us about the particular life experiences, perspectives, talents, commitments and/or interests you will bring to our campus. In other words, how will your presence enrich our community?
· If there is additional information you would like us to consider in reviewing your application, please share this with us as well. This is your opportunity to tell us things about yourself that have not been asked elsewhere, if you believe they will help us become acquainted with you in ways different from courses, grades, and test scores.

For Students Truly STUCK about Their Personal Narratives

Here are some ideas that should work for anyone:
1. When did you learn the value of "hard work"?
2. When did you experience "honesty is the best policy"?
3. When did you use your "creativity" to help you succeed?
4. When did you find yourself "standing up for what's right"?
5. Who is someone that has had a positive effect on your life?
6. What was a difficult lesson that you learned?
7. What is the best piece of advice someone has given you and how has it had an impact on you?


The following ideas are for people who want to challenge themselves with their writing:
8. What will page 315 in your autobiography say?
9. Talk about someone who taught you a valuable lesson. Be sure to to identify the lesson.
10. Talk about a favorite pet and the lesson this pet has taught you.
11. Think of a time when a situation did not turn out as you planned. What did you learn because of this?
12. What have you learned from a surprise?
13. What is the biggest challenge that you have overcome in your life? How did you overcome it and what did you learn in the process?
14. Describe the impact that someone at least two generations older than you are (someone who is old enough to be your grandparent) has had on you.
15. Tell the story of the first time you knew "you weren't a kid any more."
16. What makes you unique in a positive way?

For the really brave---
17. What qualities do you have that would make you a successful tree?
18. Sometimes people's lives become "three-ring circuses." Describe yourself in terms that would be an act in the circus.
19. In the year 2059, the senior class of MGSH has asked you to speak at graduation. What advice would you give to those young people from what you have learned in your life?

Forsberg's Class

Hey folks,
I hope you had a great spring break.
If all things go according to plan, you should have your resumes back on Monday.
Most people missed the points for "error free." You will have a chance to re-do that for points. You will have to create another copy of the resume in which you have made the corrections.
You do not have to put this on resume paper.
To earn nine of the ten points back your resume will have to be error-free and turned in to me by Friday, April 4th.

In addition, if you haven't thought about your life, your strengths, and the people and events that have had a positive influence on your life, GETTING MOVING!

Positive Attitudes Needed for the Personal Narrative

Bring one to class EVERY DAY!

Monday in Forsberg's Class

Remember:
1. After we meet in class, we will be going to the Forum Room to hear a guest speaker.
2. You will be expected to sit together as a class.
3. You will have a "clean" copy of your resume to take notes on--I will be checking it on Tuesday.
4. You may want to have questions prepared in case you have an opportunity to ask them.
5. I expect impeccable behavior from all my students!

Email Reminder

Please remember that if you contact any teacher by email to include your class period (current or previous as needed). This information helps us help you faster.

Forsberg's Class and Notebook Checks

Be warned!
This trimester I went through my grades and excused the lowest score on a notebook check every student had.
THIS WILL NOT BE HAPPENING THIS TRIMESTER.

Forsberg's Class: Friday

1. Revised draft of the resume:
Typed.
Personal Data.
Experience.
Leadership.
Honors.

Bonus Point Opportunity: The School Play

Students can earn five bonus points for attending the play, bring their ticket, and their program signed by a person involved with the show.

This needs to be completed by the end of class on Thursday, March 20th.

Forsberg: Notebook Checks and Scribe Duties

Remember, Ladies and Gentlemen, that these assignments are each 60 formative points. They can add up or subtract from students' overall grades rather quickly. Be ready for them!

Resumes "B" Day Forsberg

1. Stamping them off
2. Looking at good and bad examples
3. Categories: Leadership, honors, service
4. Filling the hole: personal traits that are missing.

"B" Day with Forsberg and the Resume'

You need to have a typed copy of your resume so far. This is what to include:
1. Personal Data: Name; House and Street Address;City, State, Zip Code; Area Code and Phone Number; Email Address
2. Objective: Infinitive with a direct object
3. Education: Most recent school with address, accomplishments there, include current GPS, date attended; Next recent school with address, accomplishments, dates attended (continuing working backward to the school you attended in ninth grade.
4. Experience:
A. Paid Employment: Place with address; duties; date of employment--list backward from present to ninth grade.
B. Unpaid Activties: Name of organization and address; duties and skills developed; dates of involvement--list backward from present to ninth grade.

Gatsby Circle Products

Remember the group product is your "final test" for the novel.
1. You will identify the example of your "best" individual work. This will be evaluated based on a total of 30 points.
2. Your teacher will choose another piece of your work to evaluate on a 30 point scale, if, and only if, you have complete work for each of the nine chapters.
3. Your best group work will be evaluated on a 40 point scale--ten points per product. Remember your group has to have one of each of the four types of products for the best work.

Your total will be out of 100 summative points!

Forsberg's Bonus: Nothing to Sneeze At.

Students who bring a full-size box of facial tissue to class on Monday, March 3rd, on which they have printed their name and class period, will earn 10 bonus particpation points!

One Day Only!

Leap Year Day in Forsberg's Class

1. I will collect your work with the Gatsby article. Remember: Typed only. What does the author want the audience to take for the article. BONUS. If you are absent, you must get it to me via email by 11:59 PM. Friday.
2. You need to be finished with the book! You will have the majority of the time to work on the final product for The Great Gatsby.
3. REMEMBER: THERE WILL BE NO EXCUSES FOR PEOPLE NOT HAVING THEIR PRODUCTS TO TURN IN ON MONDAY! THERE WILL JUST BE WAILING AND GNASHING OF TEETH.
4. Gatsby books will be collected on Monday, March 3rd. Bring yours!

"B" day with Forsberg

We will be examining two things in class:
1. A video about F. Scott Fitzgerald to see what connections we can make.
2. The use of The Great Gatsby to teach newly arrived people about America.

Reminder of bonus...

This is a reminder of a previous post advertising easy bonus points for exploring your (extended) twin cities neighborhood.

Get a picture of yourself standing in front of these landmarks in St. Paul (Don't ask Forsberg or Bennett for the addresses - the research is part of the assignment).

• The Fitzgerald Theatre
  
• The statue of Fitzgerald in Rice Park
  
• The Fitzgerald House (the residence he lived in while writing This Side of Paradise).
  

Bring these in by the end of the trimester for 5 bonus formative points.

"A" Day this week Forsberg

1. We will be having notebook check #3.
2. We will have time for students to work individually on their work for the final project. This in terms of completing mind maps and organizing the presentation.
3. Students can work individually to complete reading chapter nine and the work for the group.

Monday in Forsberg's class

1. Seems as though I will not have any takers on the bonus opportunity. Less than two hours to go.
2. Bring your assignment for chapter eight. I will be grading them for quality and completeness of work.
3. Be ready to discuss in your groups chapter eight.
4. There will be a quiz on chapter seven.
5. Plan ahead for a notebook check on Tuesday.

Notebook Check #2 Items

Let me suggest that before you begin answering the questions on a notebook check that you determine what is being asked for. Then, when you know what is being asked for, you should be able to find it in your notebook.

The latest notebook asked for information on thes topics:
Two questions (as always) dealt directly with items from the agenda. The dates are given, so you should be able to find them if you have dated them.
One question dealt specifically with information about the 1920s. We dealt with the 1920s with the video tape. Check there for the information.
One question as a vocabulary word with the cue "Fitzgearald uses." This should be a word you either know the meaning of, or it should be in your annotation from the book.
One question dealt with sentence usage. Sentence usages deals with writing--check your notes about the persuasive paper. We dealt with sentence usage in revising the paper.
One question dealt with linking verbs. Verbs are part of grammar. I'd check the grammar section of your notebook or again, we are dealing with writing, so check the notes you took on revising your paper.

If you know what is being asked for, you will have a better chance of knowing where it is in your notebooks.

Forsberg's Chapter Six Bonus

If you email me by midnight Sunday into Monday with the name of the person who schemed Gatsby out of his $25, 000 legacy, there will be three bonus points in it for you! One guess per student!

Forsberg's Class's Four-Day Weekend!

1. Remember to have The Great Gatsby read through chapter six. I will be checking your work for chapters five and six on TUESDAY!
2. Notebook checks were disappointing. On Thursday, February 21st, there will be a workshop for any students who want help organizing their notebooks and a review on how to take helpful notes.
3. I will get to the papers in as timely a fashion as I can. I will not be putting papers into folders that have other stuff in them. Clean out your folders and take stuff with you! If you ask about when I will get your papers finished, your paper will go on the bottom of the pile! You had a month; now, give me a month!
4. There may be bonus point opportunities on the blog this weekend. You will want to check frequently.
5. If you email me before midnight Friday night with the name of Gatsby's best friend, there will be three bonus points in it for you! Hint: It's not Nick or Daisy. Only one guess per student!
6. It may be a good weekend to visit the "saintly" twin city and snaps some photos!

Bennett's Class...

Don't forget that chapter 6 is coming due on B day this week (since we have no school on Friday). In addition, Wednesday at 2:15 is the absolute last time that I will be accepting persuasive letters for full credit. If you do not see me in class that day, make sure to arrange a time to drop off your letter.

I am designing another bonus opportunity for The Great Gatsby. It will involve textual analysis, and will be available for all. If you have missed a deadline already for literature circle products, or feel that you may have not done as well on quizzes as you would like, I'd encourage you to consider this option. Specific details will come in class on B day this week. In the meantime, continue reading with attention to detail, and take good notes!

Forsberg's "A" day

Be ready for discussing inferences.
Be ready to find inferences in The Great Gatsby.
Be ready to discuss chapters one through four.
Be ready to write on an assigned inference on The Great Gatsby.
A notebook check may be in the offing.

Forsberg: Paper and Process

Monday is the due date. Here's what you need signed off
the folder; the problem; the solution; the audience; the address of the audience; the "hard copy" of credible source 1; the "hard copy" of credible source 2; the dragon draft; the clown draft.

I will be looking for evidence of
draft three ("OK"ed); revision on your works cited page.

If you are earning bonus, I will need an envelop addressed to your audience with your name and the school address for the return address on the envelop. I will need proper postage on the envelop. I will need a signed copy of your letter for mailing folder in the envelop. Do not seal the envelop.

I will need your rubric, a final copy of your paper, and the works cited page to grade.

Friday in Forsberg's Class

Hey folks,
Pay attention to the vocabulary in chapter three. You'll be glad you did!

Persuasive Letter Reminder

For both Bennett's and Forsberg's classes, the final paper with all the process is due Monday, February 11th. Remember to include the Works Cited page, rubric, and your sources in you two-pocket folder.

Review for bonus opportunity!

Friday in Forsberg's Class

It's Chapter Three of Gatsby. Come with work completed, notes written, and questions that you need answered! You'll be working with your group!

Forsberg's Class for Process and Writing Help

1. You can come in before school on Thursday or Friday and get things signed off. I will not be spending time with individual writing concerns.
2. You can come in after school on Thursday for a first-come/first-served help session. Students from both my English 11 and AP English 12 will be using this time. You may want to bring your Gatsby book to read while you wait. I plan to stay until everyone is finished or I fall asleep.
3. I will not be signing off process in class on Friday, so the LAST time to get it signed off for points is before school Friday.

The coming week in Bennett's class...

Hello all,

Our persuasive letters are due one week from today. We will be covering embedded documentation in class on A day, and will have our second workshop in class on B day. Make sure to bring an updated draft of your letters for that day (either Wednesday or Thursday)!

We will also do a short review of persuasive elements as we're coming down the stretch for this assignment. However, if there is anything that you are still unclear on regarding ethos, pathos, logos, concession/refutation, etc. make sure to set some time aside from your schedule to see me before or after school. Additionally, you can check out these websites for additional info on ethos, logos, and pathos.

http://www.public.asu.edu/~macalla/logosethospathos.html

http://courses.durhamtech.edu/perkins/aris.html

Happy writing, folks. The drafts are reading well, and I can't wait to see the final drafts next week.

If you have read this far, congratulations... I'd like to introduce another bonus opportunity. The sheets that Forsberg and I have been handing out for The Great Gatsby are green on purpose. The first person from each section to respond to me correctly with the reason why will earn 5 bonus formative.

"A" Day in Forsberg's Class

1. Quiz on Chapters 1 + 2 of Gatsby.
2. Assessment of Draft 3 of your paper.
3. Work with embedded documentation.
4. Work Cited Page review.

What you need:
1. A new revised draft of your paper.
2. Knowledge of chapters 1 + 2.

Forsberg's Classes: What you need to know!

Friday, February 1st: Gatsby groups will be meeting. Students need to have finished reading chapter 1 and have the assigned task completed.
Monday, February 4th: Students need to be ready for a quiz on chapter 1. Gatsby groups will be meeting. Students need to have work for chapter 2 finished for their groups.
Tuesday, February 5th: Students should have their third draft of the persuasive paper. It should be revised for what we have done in class. Students should be ready to complete the embedded citation of their credible source material!
Wednesday, February 6th: Last class day for writing workshop! Students who have a "clean, revised draft" of their papers will be able to have a rubric assessment completed. This will be the last day to have work signed off during class--after Wednesday, all sign offs will happen outside of class time. Forsberg will answer questions that remain about the paper. If time, we will be talking about Gatsby and searching for answers together.
Friday, February 8th: Quiz on Gatsby? Perhaps. Gatsby groups will be meeting. Students need to have work for chapter 3 completed for their groups. LAST DAY FOR PROCESS SIGN OFF: BEFORE OR AFTER SCHOOL ONLY!
Monday, February 11th: DEADLINE FOR PERSUASIVE PAPER. Gatsby groups will be meeting. Gatsby groups will be meeting. Students need to have work for chapter 4 finished for their groups.

Persuasive Paper Reminders

Hey Folks:
When looking at your paper, ask yourself these questions:
1. Have I used information from at least two credible sources?
2. Have I developed each of the rhetorical methods--pathos, ethos, logos?
3. Have I clearly used warrants to connect the evidence to the claims?
4. Have I made a concession? Is the concession I list the "best" argument against my proposal? Have I refuted this concession?

Do these things, and you will have a stronger paper!

Bonus opportunity for Bennett and Forsberg's students

Get a picture of yourself standing in front of these landmarks in St. Paul (Don't ask Forsberg or Bennett for the addresses - the research is part of the assignment).

1. The Fitzgerald Theatre
2. The statue of Fitzgerald in Rice Park
3. The Fitzgerald House (the residence he lived in while writing This Side of Paradise).

Bring these in by the end of the trimester for 5 bonus formative points.

Literature Circles - description of tasks and assessment

English 11 Forsberg/Bennett
The Great Gatsby Literature Circles

Facilitators/Plot Summarizers
1. Plot points clearly identified in the chapter.
2. Log keeper for the group—after the group works on the chapter this person will submit what was accomplished, by whom, concerns in the group, questions that the members have.
3. This person will also be in charge of facilitating the group meeting for the chapter. Be sure everyone has a chance to share with the group.

Mind Mappers
1. This person will create a visual/symbolic representation that takes the viewer through the chapter. Drawings, illustrations, and colors are expected and encouraged. Words should be kept to a minimum.
2. Mind maps must be accompanied by a brief (1/2 page) interpretation of their illustration. Please note that this should be on a separate piece of paper from the mind map, and

Character Trackers
1. This person is to have a list of all characters in the chapter to give to the group.
2. Characters are to be listed as “major,” “minor,” or “part of the background.” (Major and minor characters have names.)
3. Each character that has a major impact/role within the chapter should be tracked. What do the characters do? What changes do the characters undergo? What archetypal character masks do the major characters wear? What new information do we gain about each of the characters in the chapter?

Text Connectors
1. This person is to identify the power in the chapter. The monitor will be looking for examples of each of the five types of power as outlined by French and Raven.
2. In addition, this person will be expected to use specific examples from the text for the type of power. This person will also be expected to clearly explain how the cited example illustrates the power type.
3. Vocabulary Master for the group—this person is expected to have any words that are unknown written down and defined for the chapter. Copies are to be made for the group members.

Assessments
At the end of the unit, all groups will submit their final products, which will be the collective work of all members. The product will be a nine chapter “book” that will act as the basis for students’ summative assessment. There will be a total of nine components that each student will make for this product. Two of the nine components will be assessed for an individual grade (60 summative points) at the end of the unit.
· Students will choose one component that they feel is the example of their best work. This component will be assessed on a 30 point scale.
· An additional 30 points of the individual grade will be from a component that the instructor chooses. To be eligible for this second part of the assessment, all nine of the components must be fully completed.

For the final group assessment, members of the group will collectively submit what is decided to be the best plot summary, mind map, character tracking, and text connection. Ideally, each group member’s work will be represented for this final assessment, and the final work will illustrate work that spans the length of the novel (40 summative points).

Forsberg's Literature Circle

If you want to work with a particular partner in for the literature circle, each person must email me the request separately by Sunday, January 27th by noon CST. If I don't receive that request, I assume you will have no concerns working with whichever group you are assigned.

forsbergm@district279.org

Forsberg's First Revision Prompts

Persuasive Letter Draft One Review

Opening Paragraph:
1. What is the hook to bring the reader into the paper?
2. Which rhetorical device do you use? (PEL?)—where?
3. Underline your thesis statement.

Body Paragraph One-100:
1. What is the topic sentence? Show the connection between the topic sentence and the thesis.
2. Which rhetorical device do you use? (PEL?)—where?
3. How does the evidence you offer support your claim? Show the warrant.
4. What is the last main idea you want to leave the reader with in this paragraph?

AN EASY TRICK TO CONNECT BODY PARAGRAPHS (THIS SHOULD BE IN YOU NOTEBOOK!):
Take the main idea from the preceding paragraph and incorporate it into the topic sentence of the paragraph that follows it.

Mr. Bennett's English Class...

The upcoming deadlines for the paper that you all need to know (that we discussed in class) are as follows:

Proposal - 1/17
First Draft - 1/29
In-class workshop - 1/30; 1/31

Please note that the last time you will be able to see me to get your proposal checked off for full credit is Friday, January 25th (if you have not done so already). As always with late work, you must count on seeing me before or after school to do this - not during regular class time.

Next week we will be starting The Great Gatsby. Like in Forsberg's class, we will be working in small groups to annotate and explore this text. Please start thinking of a classmate that you would like to work with for a long duration of time (nearly four weeks). All students will be able to choose one partner to work with; afterward, I will group pairs of students together to form groups of four (one of your partners will be chosen, two will be assigned).

Forsberg: For Friday

1. Have a new draft of your paper which you have revised based on the work you did in class on "B" Day.
2. Think of one person you want to work with for the literary groups we will have on The Great Gatsby.

Forsberg's Class

Hey folks!
You need a copy of your revised draft of your persausive paper for class on Wednesday, January 23rd.
Remember it needs to be typed.
Remember it needs to be a revised draft--not one "banged out" at the last minute!

Forsberg's persuasive paper deadlines.

The folder has to be stamped January 17th for full-credit.

The following items needed to be recorded by Tuesday, January 22nd to earn full-credit:
A. The problem--type it out and make it complete. Keep asking yourself "Will Forsberg see the problem?"
B. Your proposed solution to the problem you have identified.
C. The name of the person who has the legitimate power to enact your solution.
D. The address of the person in C ^. Remember this is business correspondence and should be address to a place of business--not a home.
E. Printed out Credible Source #1--don't forget the citation information.
F. Printed out Credible Source #2--don't forget the citation information.

You need a First Draft (not a rough draft or a "I have to get this done, so I'll bang out anything" draft) for Wednesday, January 23rd. We will be working on the organization and the conclusion for your letter on that day. If you do not have the paper this day, you cannot earn the five process points for this assignment.

You need a Second Draft of you paper for Friday, January 25th. This draft should show the revision that you have done from Wednesday's draft. If you do not have the paper this day, you cannot earn the five process points for this assignment.

Names of Representatives

Maple Grove State Representative:
Joyce Peppin
Kurt Zellers

Maple Grove State Senator:
Warren Limmer

US Representative:
Jim Ramstad

US Senators:
Amy Klobuchar
Norm Coleman

Link To Business Letter

http://www.letterwritingguide.com/businessletterformat.htm

Notebook Check

Forsberg's class will have a notebook check Tuesday, January 15, 2008! Come prepared!

Persuasive Letter Plan

You should have marked in your planner the deadlines YOU have set for YOURSELF for the following items:
1. Your writing folder
2. The description of your problem
3. You proposed solution
4. Your intended audience
5. Your audience's address
6. Credible resource #1
7. Credible resource#2

Remember these two things:
A. Any writing you do (items 2, 3, 4, 5) should be done electronically so you will have those documents to cut and paste into your letter.
B. All of these seven process steps must be signed off by Tuesday, January 22nd to receive full credit for each.

Color Coding for Posting

RED POSTS ARE FOR STUDENTS IN ALL BENNETT'S AND FORSBERG'S 11TH GRADE CLASSES.

BLUE POSTS ARE FOR FORSBERG'S STUDENTS.

BLACK POSTS ARE FOR BENNETT'S STUDENTS.

B Day this week and what to have for Friday--Forsberg

Be sure to do the formative assessment.
Read through both the rubric and the assignment sheet for the paper.
List any questions that you have about the rubric.
Distinguish the topic, the problem, and the solution for your paper.
YOU NEED A TWO-POCKET FOLDER BEFORE GETTING ANYTHING ELSE SIGNED OFF!

Persuasive Letter - Bennett

The due dates for our persuasive letter will mirror Forsberg's. In order for you to earn bonus credit, your final draft must come with a second copy, as well as a stamped, addressed envelope (on February 11th).

Persuasive Letter Due Dates

The last day to sign off process for the letter is 2 P.M. Friday, February 8th.
The letter is due on Monday, February 11th.
Monday, February 11th is the only day to submit the letter if you want to earn the bonus points for mailing it to the intended audience.
The letter will be accepted without penalty on Tuesday, February 12th and Wednesday, February 13th.
The letter will be accepted on Thursday, February 14th, but it can only earn up to 5o/100 points.
Letters received after Thursday, February 14th will be accepted for class credit, but will earn the writer NO points.

Persuasive Letter

Two things that you should be focusing on for the persuasive letter:
1. Get a two-pocket folder to be able to organize your material!
2. Check the handout gotten this week on "A" day called "Persuasive Letter proposal." You should be working to complete that work.

Power Bases

Remember: All power is a matter of perception!
Power is the ability for one person to influence the behavior of another person.

Expert Power is the influence a person has because of the perception she has knowledge of the matter or skill to accomplish a task. Doctors, car mechanics, and chefs are people who have this influence in their particular field.

Legitimate Power is the influence a person has because of the position he is in. Police officiers, team captains, and parents have the ability to influence behavior because of the role they play.

Referent Power is the influence a one person has because person being influenced respects or admires that first person. Friends, celebrities, and role models have this influence behavior because other people admire their accomplishments, want to be like them, or care what they think.

Reward Power is the influence a person has because other people think she can give them good things or take away bad things. Candidates for public office, parents, and bosses have this influence when they promise good results for specific, desired behaviors from others.

Coercive Power is the influence a person has because other people think he can give them bad things or take away good things. Parents who ground their children; teachers who confiscate cell phones; or coaches who make a team run laps for bad performance are all using coercive power to influence behavior.

Denotation Connotation

A word's denotation is the dictionary definition of a term with a neutral emotional charge.

A word's connotation carries with it a strong emotional charge.

For example: Standing before a group of people would be less "threatening" for most people than standing before a mob of people.

Ethos Logos Pathos

Or The Shorthand Version:
Ethos: the source's credibility, the speaker's/author's authority
Logos: the logic used to support a claim (induction and deduction); can also be the facts and statistics used to help support the argument.
Pathos: the emotional or motivational appeals; vivid language, emotional language and numerous sensory details

Persuasive Letter--Forsberg

All components of the letter must be signed off in 10 days of due date to earn the total 5 points.
On the 11th day and after you can earn 3/5 points.

Here are the items that a deadline:
1/7 Folder
1/7 Topic
1/7 Audience
1/7 Explanation of the audience
1/8 Audience address