Wednesday, April 30, 2008
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!
Monday, April 28, 2008
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.
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.
Saturday, April 26, 2008
Friday, April 25, 2008
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
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
http://salvoblue.homestead.com/wings.html
Tuesday, April 22, 2008
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!
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.
2. Research assignment given, groups chosen, dates picked, topics selected.
3. Read.
Monday, April 21, 2008
Thursday, April 17, 2008
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!
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!
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.
2. Write explanation of changes from draft 1 to draft 2.
3. Peer reviews.
4. Read The Things They Carried.
Monday, April 14, 2008
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.
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!
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!
Friday, April 11, 2008
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.
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.
Tuesday, April 8, 2008
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.
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.
Sunday, April 6, 2008
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!
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!
Tuesday, April 1, 2008
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.
· 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.
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