Monday, December 14, 2009
WARNING
The most up-to-date information is on the Winter Trimester Moodle Page. For accurate information that's the BEST place to check.
Monday, December 7, 2009
December 7, 2009
Agenda:
1. seating chart
2. syllabus
3. Make-up work
4. Folder
5. Efficacious Learners
What we did:
1. Found and sat in assigned seats.
2. Syllabus distribution. Students and parent/guardian are to read and sign my Monday, December 14th.
3. Make up work is the responsibility of the students. They have five days to make up the work for points. Because of the bonus work requirement, students can make up work at any time in the tri, but they have only five days to earn the points for it. Students who want to make up participation points for a day they are absent have five days to show Forsberg the agenda and their completed work for that day.
4. Students got folders--last tri or new ones for students new to Forsberg's class.
5. Defined "efficacious" as "effective. We are examining how students can be more efficacious in their learning.
Here is the written work to do:
Efficacious means “effective”
What did you do well in English last trimester?
What can you do to be even more successful in English this trimester?
What is your plan to accomplish that?
These are meant to help generate ideas…you don’t have to answer them, but if you’re “stuck,” they may help.
Have you thought about task completion?
Have you thought about CEW?
What about reading, annotating and making inferences?
Writing: idea generating (pre-writing), drafting, revising, editing.
Speaking: How to organize effective speeches and good discussion work.
Listening: Working to understand what the speaker is saying…
Study Habits—do it now or wait to the last minute?
Can you use archetypes to help understand literature?
What tools do you use to understand what writers are trying to communicate?
At the point you feel like giving up because “This is stupid and doesn’t making any sense!” What do you do?
Or “I hate English!” then what?
Or “I’m never going to need to know how to do this!” What do you do to complete the task?
Do you read to “finish” or to “understand”?
What do you do when you run into the abyss of thinking: “I can never do anything good enough for Forsberg (or whatever English teacher you currently have).”
What do you do if you are at home trying to complete an assignment and you don’t understand something?
How do you face the “demons” of “I never was good at reading.” Or writing or speaking or listening…
What do you do when you “try as hard as you can,” and it’s still not good enough?
1. Make lists of answers for each question.
2. When you have completed the lists, organize your ideas into three well written paragraphs to be turned in at the end of the period in your file box folder.
Well-written paragraphs include topic sentences, supporting detail, smooth transitions, a variety of sentence types.
1. seating chart
2. syllabus
3. Make-up work
4. Folder
5. Efficacious Learners
What we did:
1. Found and sat in assigned seats.
2. Syllabus distribution. Students and parent/guardian are to read and sign my Monday, December 14th.
3. Make up work is the responsibility of the students. They have five days to make up the work for points. Because of the bonus work requirement, students can make up work at any time in the tri, but they have only five days to earn the points for it. Students who want to make up participation points for a day they are absent have five days to show Forsberg the agenda and their completed work for that day.
4. Students got folders--last tri or new ones for students new to Forsberg's class.
5. Defined "efficacious" as "effective. We are examining how students can be more efficacious in their learning.
Here is the written work to do:
Efficacious means “effective”
What did you do well in English last trimester?
What can you do to be even more successful in English this trimester?
What is your plan to accomplish that?
These are meant to help generate ideas…you don’t have to answer them, but if you’re “stuck,” they may help.
Have you thought about task completion?
Have you thought about CEW?
What about reading, annotating and making inferences?
Writing: idea generating (pre-writing), drafting, revising, editing.
Speaking: How to organize effective speeches and good discussion work.
Listening: Working to understand what the speaker is saying…
Study Habits—do it now or wait to the last minute?
Can you use archetypes to help understand literature?
What tools do you use to understand what writers are trying to communicate?
At the point you feel like giving up because “This is stupid and doesn’t making any sense!” What do you do?
Or “I hate English!” then what?
Or “I’m never going to need to know how to do this!” What do you do to complete the task?
Do you read to “finish” or to “understand”?
What do you do when you run into the abyss of thinking: “I can never do anything good enough for Forsberg (or whatever English teacher you currently have).”
What do you do if you are at home trying to complete an assignment and you don’t understand something?
How do you face the “demons” of “I never was good at reading.” Or writing or speaking or listening…
What do you do when you “try as hard as you can,” and it’s still not good enough?
1. Make lists of answers for each question.
2. When you have completed the lists, organize your ideas into three well written paragraphs to be turned in at the end of the period in your file box folder.
Well-written paragraphs include topic sentences, supporting detail, smooth transitions, a variety of sentence types.
Tuesday, December 1, 2009
A-day
Agenda:
1. Simon Birch
A. Summative Application of archetypal character masks.
We are viewing a filmed text and completing a worksheet about archetypal character masks. The work sheet is worth 10 points in the summative bin.
Remember:
The "bonus" for hall passes and expository papers are due in class on B-day.
We may have a notebook check on B-day as well. Be prepared
1. Simon Birch
A. Summative Application of archetypal character masks.
We are viewing a filmed text and completing a worksheet about archetypal character masks. The work sheet is worth 10 points in the summative bin.
Remember:
The "bonus" for hall passes and expository papers are due in class on B-day.
We may have a notebook check on B-day as well. Be prepared
Monday, November 30, 2009
Final Test on Kindred.
If you missed it, you need to make arrangements to make it up this week. It took most students a minimum of 30 minutes.
If you missed it, you need to make arrangements to make it up this week. It took most students a minimum of 30 minutes.
Wednesday, November 25, 2009
Make Up Work: Planning ahead
The last time to make up the Parts of Speech mastery test will be before school on Thursday, December 3rd. If that's when you are planning to complete it, come no later than 7 AM.
The last time for help with the "Perfect" Works Cited is after school on Wednesday, December 2nd.
If you missed the Kindred discussion, the make-up session will be after school on Thursday, December 3rd. You must make arrangements to make it up at this time.
The last time for help with the "Perfect" Works Cited is after school on Wednesday, December 2nd.
If you missed the Kindred discussion, the make-up session will be after school on Thursday, December 3rd. You must make arrangements to make it up at this time.
Monday, November 23, 2009
A-day November 23-24
Agenda:
1. Reading Check; 2. Final Discussion prep; 3. Final Discussion: B-day.
What we did:
1. Students reviewed for 10 minutes then took the reading check for 10 minutes.
2. Students were put into groups of 3 and 4 to prepare for the grade discussion.
Discussion Questions:
1. Power can be defined as the influence one person has over another. Explore the power people have in this story. What is Butler’s point about power? Use textual evidence to support your position
2. Butler has been quoted as saying she wrote Kindred so that readers could feel history as well as learn about the facts of it. Evaluate her success at this task. Be specific, and include specific reference to the text to illustrate your point.
3. The theme of a story is “the insight about life the author wants the reader to know.” Discuss the novel and decide what the theme of the story is. Remember, it’s not just “leadership,” for example—what is the book saying about leadership.
4. Kindred is a story of survival. Many of the characters have to deal with many situations that involve their personal survival. Using textual evidence, distinguish when survival is a courageous thing from when it is a cowardly thing. Support your position with textual evidence.
Discussion is worth 45 formative points. We be assessed on CEW. The discussion will consist of a member from each group. Each member of the group will be in the discussion for about 15 minutes. Discussion questions will be determined randomly.
1. Reading Check; 2. Final Discussion prep; 3. Final Discussion: B-day.
What we did:
1. Students reviewed for 10 minutes then took the reading check for 10 minutes.
2. Students were put into groups of 3 and 4 to prepare for the grade discussion.
Discussion Questions:
1. Power can be defined as the influence one person has over another. Explore the power people have in this story. What is Butler’s point about power? Use textual evidence to support your position
2. Butler has been quoted as saying she wrote Kindred so that readers could feel history as well as learn about the facts of it. Evaluate her success at this task. Be specific, and include specific reference to the text to illustrate your point.
3. The theme of a story is “the insight about life the author wants the reader to know.” Discuss the novel and decide what the theme of the story is. Remember, it’s not just “leadership,” for example—what is the book saying about leadership.
4. Kindred is a story of survival. Many of the characters have to deal with many situations that involve their personal survival. Using textual evidence, distinguish when survival is a courageous thing from when it is a cowardly thing. Support your position with textual evidence.
Discussion is worth 45 formative points. We be assessed on CEW. The discussion will consist of a member from each group. Each member of the group will be in the discussion for about 15 minutes. Discussion questions will be determined randomly.
Friday, November 20, 2009
Friday, November 20th
Agenda
1. Foil Work: A. Revise; B. Comic Foil
2. Bonus Opportunity
3. Read
What we did:
1. Students went to B-day groups to review the comments on their Foil work and make revisions to put in their notebooks.
2. Students viewed an example of comic foil
3. Looked at power point for bonus opportunity
4. Read time
1. Foil Work: A. Revise; B. Comic Foil
2. Bonus Opportunity
3. Read
What we did:
1. Students went to B-day groups to review the comments on their Foil work and make revisions to put in their notebooks.
2. Students viewed an example of comic foil
3. Looked at power point for bonus opportunity
4. Read time
Bonus Work for Kindred
Bonus for Kindred
1. Choose: Work with theme or work with foils.
2. Use your assessed work as idea generating and write an essay based on it.
3. Your essay will be assessed on how effective your argument is (CEW).
4. You can earn up to 10 bonus points for the “Summative” bin of the grading.
5. Strong essays will demonstrate thoughtful revision.
6. What you will submit is
The initial work you did (the theme worksheet (with my comments)/the foil work from your notebook (with an OK stamp.)
A minimum of one draft on which you demonstrate thoughtful revision. (typed)
The final draft. (typed)
All of this will be in a two-pocket folder.
7. All work is due on Monday, November 30, 2009, as you walk in the door for class!
8. Bonus work will be available for pick-up early next trimester.
9. Remember: Bonus points are available only to students who have no “missing” assignments.
1. Choose: Work with theme or work with foils.
2. Use your assessed work as idea generating and write an essay based on it.
3. Your essay will be assessed on how effective your argument is (CEW).
4. You can earn up to 10 bonus points for the “Summative” bin of the grading.
5. Strong essays will demonstrate thoughtful revision.
6. What you will submit is
The initial work you did (the theme worksheet (with my comments)/the foil work from your notebook (with an OK stamp.)
A minimum of one draft on which you demonstrate thoughtful revision. (typed)
The final draft. (typed)
All of this will be in a two-pocket folder.
7. All work is due on Monday, November 30, 2009, as you walk in the door for class!
8. Bonus work will be available for pick-up early next trimester.
9. Remember: Bonus points are available only to students who have no “missing” assignments.
Thursday, November 19, 2009
B-day Novemeber 18 or 19
Agenda:
1. Foils A. Definition; B. Venn Diagrams; C. Insight into Kindred. 2. Read.
What we did:
1. Handed back CEW Theme work from A-day
2. Students took notes on the power point on Foils (can be linked to on the last entry on the Moodle Page). Students copied down definitions and then put the definition into their own words. B. Students made Venn Diagrams for Dana and Alice/Kevin and Rufus.
C. Students discussed with partners what they found with their Venn Diagrams and then considered this question: "Why did Butler use foils? What does her use a foils add to the meaning of the text?" Students wrote all the reasons in their notebooks--and then submitted their "best" one in writing to Forsberg.
3. Students read Kindred.
1. Foils A. Definition; B. Venn Diagrams; C. Insight into Kindred. 2. Read.
What we did:
1. Handed back CEW Theme work from A-day
2. Students took notes on the power point on Foils (can be linked to on the last entry on the Moodle Page). Students copied down definitions and then put the definition into their own words. B. Students made Venn Diagrams for Dana and Alice/Kevin and Rufus.
C. Students discussed with partners what they found with their Venn Diagrams and then considered this question: "Why did Butler use foils? What does her use a foils add to the meaning of the text?" Students wrote all the reasons in their notebooks--and then submitted their "best" one in writing to Forsberg.
3. Students read Kindred.
Wednesday, November 18, 2009
A-Day November 17th or 18th
Agenda:
1. Kindred A. Theme work; B. read
What we did:
1. We reviewed that definition of theme. Students wrote their revised themes on a half sheet to make sure that they had "insight," were specific to the text but also had relevance to the world outside the text.
After students revised their themes, three students wrote theirs on the board and as a class we looked to make them stronger. A strong theme will indicate why the "lesson" is important and will not leave the reader thinking: So what?
We reviewed the hierarchy of evidence
1. Direct quotations with page numbers are best
2. Direct quotations without pages numbers are next best.
3. Indirect quotations are next.
4. Good generalizations are next.
5. General generalization are next.
6. B.S. is least effective (Bluffing Students).
Students wrote three pieces of evidence to support their themes. They choice the most effective of the three.
Then, they wrote warrant for the evidence.--They explained how/why the evidence supported the claim.
When students finished that, they read.
In addition, students checked the list to see if they had to make up either the "Perfect" Works Cited or Master the Parts of Speech test.
FOLDER DUMP FRIDAY!
1. Kindred A. Theme work; B. read
What we did:
1. We reviewed that definition of theme. Students wrote their revised themes on a half sheet to make sure that they had "insight," were specific to the text but also had relevance to the world outside the text.
After students revised their themes, three students wrote theirs on the board and as a class we looked to make them stronger. A strong theme will indicate why the "lesson" is important and will not leave the reader thinking: So what?
We reviewed the hierarchy of evidence
1. Direct quotations with page numbers are best
2. Direct quotations without pages numbers are next best.
3. Indirect quotations are next.
4. Good generalizations are next.
5. General generalization are next.
6. B.S. is least effective (Bluffing Students).
Students wrote three pieces of evidence to support their themes. They choice the most effective of the three.
Then, they wrote warrant for the evidence.--They explained how/why the evidence supported the claim.
When students finished that, they read.
In addition, students checked the list to see if they had to make up either the "Perfect" Works Cited or Master the Parts of Speech test.
FOLDER DUMP FRIDAY!
Monday, November 16, 2009
Monday, November 16, 2009
Agenda: 1. Kindred--Close read
What we did:
Close read: a reading strategy for reading to understand in which the writer pays careful attention to all of the words and how they affect meaning.
We read these sections to find how Dana changes in the text:
Begin on page 144 with the paragraph that begins: “And I went to the laundry yard to help…” and continue to read to page 145 where Sarah says, “Niggers writing books!”
We paid particular attention to this line on page 144: "No other slave--house or field--had that much freedom." The work "other" in this sentence indicates that Dana is thinking of herself as a slave.
Begin on page 159 with the paragraph that begins: “I finished the meal somehow, …” and continue to read to page 160 to“..and teach me quite a bit.”
Begin on page 163 where Rufus says, “I know you Dana. You want Kevin the way I want Alice,…” and continue to read to page 164 to “I got up and went out to find her.”
Begin on page 166 with Alice saying, “Serving ain’t bad…” and continue through page 168 to “What could I win?”
Begin on page 176 with “I was not aware of Rufus…” and continue through page 178 the end of part 13.
Student worked on this individually for about 20 minutes that met with a partner to talk about what they discovered about how Dana changes. Then the partners worked to revise the themes they came up with on Friday.
Remember: Theme is a inference (educated guess/claim).
For A-day, students will have their revised themes ready to work CEW with them.
What we did:
Close read: a reading strategy for reading to understand in which the writer pays careful attention to all of the words and how they affect meaning.
We read these sections to find how Dana changes in the text:
Begin on page 144 with the paragraph that begins: “And I went to the laundry yard to help…” and continue to read to page 145 where Sarah says, “Niggers writing books!”
We paid particular attention to this line on page 144: "No other slave--house or field--had that much freedom." The work "other" in this sentence indicates that Dana is thinking of herself as a slave.
Begin on page 159 with the paragraph that begins: “I finished the meal somehow, …” and continue to read to page 160 to“..and teach me quite a bit.”
Begin on page 163 where Rufus says, “I know you Dana. You want Kevin the way I want Alice,…” and continue to read to page 164 to “I got up and went out to find her.”
Begin on page 166 with Alice saying, “Serving ain’t bad…” and continue through page 168 to “What could I win?”
Begin on page 176 with “I was not aware of Rufus…” and continue through page 178 the end of part 13.
Student worked on this individually for about 20 minutes that met with a partner to talk about what they discovered about how Dana changes. Then the partners worked to revise the themes they came up with on Friday.
Remember: Theme is a inference (educated guess/claim).
For A-day, students will have their revised themes ready to work CEW with them.
Sunday, March 8, 2009
Beginning of Trimester Three
Well, folks, second trimester is over, and we are moving into third trimester. Today is Sunday, March 8th; I'm at school setting up for third trimester, and I still have grading to finish off for trimester two.
I have until Thursday to finish grades, and I will publish them as soon as they are done.
Good luck in third trimester.
I have until Thursday to finish grades, and I will publish them as soon as they are done.
Good luck in third trimester.
Monday, March 2, 2009
Reading Circles: Project due
1. You need what you created for the reading circle when you come to class on "A" day to use it on the final test.
2. You will have 10 minutes after finishing the test to choose the group's best Log Keeper, Character Tracker, Text Connector, and Mind Mapper material. Each should have the name of the creator on it.
3. By sixty minutes into the class, you will have turned in your reading circle work.
2. You will have 10 minutes after finishing the test to choose the group's best Log Keeper, Character Tracker, Text Connector, and Mind Mapper material. Each should have the name of the creator on it.
3. By sixty minutes into the class, you will have turned in your reading circle work.
Friday, February 27, 2009
The Great Gatsby and Bonus Points
A word to the wise--preparing for the final test for The Great Gatsby will improve your overall grade much more than either or both of the bonus point opportunities with Fitzgerald. The bonus is a small bump for people who have done all the other work successfully.
Be smart.
But as they say on the morning announcements: "The choice is yours."
Be smart.
But as they say on the morning announcements: "The choice is yours."
Wednesday, February 25, 2009
El Greco
There's an allusion to this artist. Here's a link to see a landscape of El Greco.
http://images.google.com/imgres?imgurl=http://www.iberianature.com/material/photos/big/toledo2.jpg&imgrefurl=http://www.iberianature.com/material/view_of_toledo.htm&usg=__X8YmHvBDHhHq5OFVfHUHUP1fWL8=&h=419&w=429&sz=41&hl=en&start=2&tbnid=U757owLklxK86M:&tbnh=123&tbnw=126&prev=/images%3Fq%3DEl%2BGreco%2Blandscape%26gbv%3D2%26hl%3Den
http://images.google.com/imgres?imgurl=http://www.iberianature.com/material/photos/big/toledo2.jpg&imgrefurl=http://www.iberianature.com/material/view_of_toledo.htm&usg=__X8YmHvBDHhHq5OFVfHUHUP1fWL8=&h=419&w=429&sz=41&hl=en&start=2&tbnid=U757owLklxK86M:&tbnh=123&tbnw=126&prev=/images%3Fq%3DEl%2BGreco%2Blandscape%26gbv%3D2%26hl%3Den
the Fitzgerald biography
For those who were absent on "B" day this week or for people who want more time with the packet in class, here's the site it's on.
http://www.sc.edu/fitzgerald/biography.html
http://www.sc.edu/fitzgerald/biography.html
The Swastika Holding Company
Remember this book was written in the 1920s well before World War II and the Nazis. If you want to check out about the symbol, this is a good site for basic information.
http://history1900s.about.com/cs/swastika/a/swastikahistory.htm
http://history1900s.about.com/cs/swastika/a/swastikahistory.htm
Chapter Nine
Well, we've reached the end of the book.
Here are some important things I think a good reader should ponder:
1. Pay attention to Meyer Wolfsheim, Henry C. Gatz, Owl-eyes, and Ewing Klipspringer.
2. Gatsby's past.
3. the importance of the mid-west
4. this quotation from Nick: "After Gatsby's death the East was haunted for me like that, distorted beyond my eyes' power of correction."
5. Jordan Baker
6. the meeting between Nick and Tom
7. this quotation from Tom: "What if I did tell him [Wilson]? That fellow [Gatsby] had it coming to him. He threw dust into your eyes just like he did in Daisy's, but he was a tough one. He ran over Myrtle like you'd run over a dog and never even stopped his car."
8. Reread the last four paragraphs. Important ending thoughts from Fitzgerald!
Here are some important things I think a good reader should ponder:
1. Pay attention to Meyer Wolfsheim, Henry C. Gatz, Owl-eyes, and Ewing Klipspringer.
2. Gatsby's past.
3. the importance of the mid-west
4. this quotation from Nick: "After Gatsby's death the East was haunted for me like that, distorted beyond my eyes' power of correction."
5. Jordan Baker
6. the meeting between Nick and Tom
7. this quotation from Tom: "What if I did tell him [Wilson]? That fellow [Gatsby] had it coming to him. He threw dust into your eyes just like he did in Daisy's, but he was a tough one. He ran over Myrtle like you'd run over a dog and never even stopped his car."
8. Reread the last four paragraphs. Important ending thoughts from Fitzgerald!
Sunday, February 22, 2009
Chapter Eight
Chapter Eight
What has changed. These changes show that something will happen in the book.
We see the aftermath of the trip to the hotel in NYC.
Pay attention to what Nick says and thinks about Gatsby. Pay attention! It’s important.
What advice does Nick give to Gatsby? What’s Gatsby reaction?
An important quotation from near the end of section four in the chapter: Nick says to Gatsby, “They’re a rotten crowd,”…, You’re worth the whole damn bunch put together.”
What’s happened between Nick and Jordan? That’s important as well.
During chapters seven and eight, I have become aware (probably because of Tom Buchanan) that people seem to condemn Gatsby for his alleged illegal activities, but everyone seems to partake in the result of it. Pay attention to what Tom has wrapped in the towel in chapter seven. Look at the “picnic” scene between Tom and Daisy that Gatsby sees through the blind--what food and drink does the meal consist of?
What do you think this book says about hypocrisy? Gatsby’s? Tom’s? Daisy’s? Nick’s?
What has changed. These changes show that something will happen in the book.
We see the aftermath of the trip to the hotel in NYC.
Pay attention to what Nick says and thinks about Gatsby. Pay attention! It’s important.
What advice does Nick give to Gatsby? What’s Gatsby reaction?
An important quotation from near the end of section four in the chapter: Nick says to Gatsby, “They’re a rotten crowd,”…, You’re worth the whole damn bunch put together.”
What’s happened between Nick and Jordan? That’s important as well.
During chapters seven and eight, I have become aware (probably because of Tom Buchanan) that people seem to condemn Gatsby for his alleged illegal activities, but everyone seems to partake in the result of it. Pay attention to what Tom has wrapped in the towel in chapter seven. Look at the “picnic” scene between Tom and Daisy that Gatsby sees through the blind--what food and drink does the meal consist of?
What do you think this book says about hypocrisy? Gatsby’s? Tom’s? Daisy’s? Nick’s?
Chapter Seven
Chapter Seven
When I think about this chapter, I noticed that all three settings come together--”the Eggs,” “the Valley of Ashes,” and the NYC.
Pay attention to the weather.
Be sure to watch what changes, especially concerning the main characters.
Gatsby reveals his “tragic flaw.” Remember that a tragic flaw must be a personality trait that causes the downfall of the tragic hero.
We find out about Gatsby’s background. We find out about Tom’s background. We find out why Tom and Daisy left Chicago.
Big changes have happened to the Wilsons in the beginning of this chapter as well.
Come to some conclusions about why Myrtle does what she does.
Seven is a long chapter but it’s important. Pay attention to details.
When I think about this chapter, I noticed that all three settings come together--”the Eggs,” “the Valley of Ashes,” and the NYC.
Pay attention to the weather.
Be sure to watch what changes, especially concerning the main characters.
Gatsby reveals his “tragic flaw.” Remember that a tragic flaw must be a personality trait that causes the downfall of the tragic hero.
We find out about Gatsby’s background. We find out about Tom’s background. We find out why Tom and Daisy left Chicago.
Big changes have happened to the Wilsons in the beginning of this chapter as well.
Come to some conclusions about why Myrtle does what she does.
Seven is a long chapter but it’s important. Pay attention to details.
Thursday, February 19, 2009
Persuasive Letter Update 3
Grades are entered. The for the summative was the reviews of your letter that we did along the way. If you scored "0" on any of the six summative components of the letter, you are not eligible for bonus points until you get those components turned in.
Focus on Gatsby!
After school Monday for people who want to build a case for reassessment of their papers.
Focus on Gatsby!
After school Monday for people who want to build a case for reassessment of their papers.
Wednesday, February 18, 2009
Persuasive Letter Update 2
They are all graded. I have to get them back to folks. I will try to have them in folders Friday.
I am setting aside time on Monday after school for people who want to make their case for a re-assessment.
Forsberg
I am setting aside time on Monday after school for people who want to make their case for a re-assessment.
Forsberg
Tuesday, February 17, 2009
Persuasive Letter Update
Some things to know:
1. Not all of the papers are finished. I am handing them back as I finish them.
2. None of the grades have been entered online. I will enter when I finish them all.
3. Some people are concerned about the scoring--here's what I am asking for you to do--wait until the grades are entered then make an appointment to see me. In the mean time, you have to make your best case as to why I should reconsider the score that you earned. Use claim evidence and warrant to build your case.
1. Not all of the papers are finished. I am handing them back as I finish them.
2. None of the grades have been entered online. I will enter when I finish them all.
3. Some people are concerned about the scoring--here's what I am asking for you to do--wait until the grades are entered then make an appointment to see me. In the mean time, you have to make your best case as to why I should reconsider the score that you earned. Use claim evidence and warrant to build your case.
Saturday, February 14, 2009
"Ain't We Got Fun"
Here's a link to the lyrics of the song at the end of chapter five:
http://www.smickandsmodoo.com/lyrics/aintwe.htm
Here's a link to an old recording of the song:
http://www.youtube.com/watch?v=y041-eT6QrI
http://www.smickandsmodoo.com/lyrics/aintwe.htm
Here's a link to an old recording of the song:
http://www.youtube.com/watch?v=y041-eT6QrI
Thursday, February 12, 2009
Chapter Five--Ponderings
It begins with a sequence that sounds like the picture that we looked at--Gatsby's house on fire. Hmm... Coney Island--the World's Fair Interesting that these are places people go to have fun. Never mentions it being a home...
The plan has been set. Nick is inviting Daisy for tea!!
Notice here too that Gatsby offers Nick something, but Nick refuses (first couple of pages)--this transaction is important--and important that it was refused.
Lots of plans for tea--mowing the lawn in the rain--how does that work? The Finn--remember Nick has a housekeeper. That's who the Finn is.
Gatsby comes early, leaves early, that comes back to make an entrance. Gatsby says at 3:58 that no one is coming. Tea isn't until 4--we see something happen to Gatsby here if we pay really close attention. Something has changed.
Daisy has a chauffeur here named "Fertie." I bring that up only because "Fertie" is a nickname that we used to have for my goddaughter...
Daisy is in lavender. A flower in a flower.
Daisy and Gatsby seem to be "polite." What happens in this chapter is why I believe Jordan was telling the truth to Nick in chapter four.
Are the lemon cakes significant? I don't know--but they are a little bit of yellow are a really rainy day.
There is also the scene with the old clock that is stopped that Gatsby bumps off the mantle...As an English teacher, I think that it's symbolic...what could it mean? Time has stopped--why would that be important?
Gatsby knows to the month how long it has been since he has seen Daisy...Daisy says that it's been "many years."
There is lots of discomfort in this little room... So much so that Nick leaves his house to Gatsby and Daisy. Thirty minutes later, the rain has stopped outdoors, but Daisy has been crying indoors.
Then we take a trip to Gatsby's house. Flowers, shirts, Klingspriner, and the loss of the green light.
A couple of interesting quotations:
about seven pages in (page 89 in the white book): "A brewer had built it (Gatsby's house) early in the 'period' craze, a decade before, and there was a story that he'd agreed to pay five years' taxes on all the neighboring cottages if the owners would have their roofs thatched with straw. Perhaps their refusal took the heart out of his plan to Found a Family--he went into an immediate decline. His children sold his house with the black wreath still on the door. Americans, while occasionally willing to be serfs, have always been obstinate about being peasantry."
Third to the last paragraph of chapter 5: "There must have been moments even that afternoon when Daisy tumbled short of his dreams--not through her own fault, but because of the colossal vitality of his illusion. It had gone beyond her, beyond everything. He had thrown himself into it with a creative passion, adding to it all the time, decking it out with every bright feather that drifted his way. No amount of fire of freshness can challenge what a man will store up in his ghostly heart."
The plan has been set. Nick is inviting Daisy for tea!!
Notice here too that Gatsby offers Nick something, but Nick refuses (first couple of pages)--this transaction is important--and important that it was refused.
Lots of plans for tea--mowing the lawn in the rain--how does that work? The Finn--remember Nick has a housekeeper. That's who the Finn is.
Gatsby comes early, leaves early, that comes back to make an entrance. Gatsby says at 3:58 that no one is coming. Tea isn't until 4--we see something happen to Gatsby here if we pay really close attention. Something has changed.
Daisy has a chauffeur here named "Fertie." I bring that up only because "Fertie" is a nickname that we used to have for my goddaughter...
Daisy is in lavender. A flower in a flower.
Daisy and Gatsby seem to be "polite." What happens in this chapter is why I believe Jordan was telling the truth to Nick in chapter four.
Are the lemon cakes significant? I don't know--but they are a little bit of yellow are a really rainy day.
There is also the scene with the old clock that is stopped that Gatsby bumps off the mantle...As an English teacher, I think that it's symbolic...what could it mean? Time has stopped--why would that be important?
Gatsby knows to the month how long it has been since he has seen Daisy...Daisy says that it's been "many years."
There is lots of discomfort in this little room... So much so that Nick leaves his house to Gatsby and Daisy. Thirty minutes later, the rain has stopped outdoors, but Daisy has been crying indoors.
Then we take a trip to Gatsby's house. Flowers, shirts, Klingspriner, and the loss of the green light.
A couple of interesting quotations:
about seven pages in (page 89 in the white book): "A brewer had built it (Gatsby's house) early in the 'period' craze, a decade before, and there was a story that he'd agreed to pay five years' taxes on all the neighboring cottages if the owners would have their roofs thatched with straw. Perhaps their refusal took the heart out of his plan to Found a Family--he went into an immediate decline. His children sold his house with the black wreath still on the door. Americans, while occasionally willing to be serfs, have always been obstinate about being peasantry."
Third to the last paragraph of chapter 5: "There must have been moments even that afternoon when Daisy tumbled short of his dreams--not through her own fault, but because of the colossal vitality of his illusion. It had gone beyond her, beyond everything. He had thrown himself into it with a creative passion, adding to it all the time, decking it out with every bright feather that drifted his way. No amount of fire of freshness can challenge what a man will store up in his ghostly heart."
Tuesday, February 10, 2009
Chapter Four
This will give you some historical context for chapter four, especially about Meyer Wolfsheim. Sorry I can't get it to link.
www.answers.com/topic/the-great-gatsby-novel-5
Here are the things that I wonder about...
We hear lots of rumors about Gatsby, who he is, what he has done. This book seems to promote the idea that when enough people say something, it must be the truth. With that in mind--look at all the rumors about Gatsby. What does that tell the reader?
How does that compare with the story Gatsby tells Nick on their way into New York? Try to figure out what it tells us that Gatsby just happens to have the medal and the photograph with him.
Why would Fitzgerald list the names of the party goers? See if you can find any similarities. What would Fitzgerald want the reader to think by using the names he does? You may have to look up some of the names.
Two more parties in this chapter--lunch and tea. What happens at each?
Why does Gatsby disappear after Nick introduces him to Tom?
Meyer Wolfsheim--an unforgettable character or just someone with lousy bling?
What do Nick and we find out about Gatsby at tea? Should we believe Jordan--remember she's dishonest, oh, but wait--so is Nick--and just a second--Gatsby says he's from the Midwest--San Francisco. Is their a San Francisco, North Dakota?
What should we believe?
www.answers.com/topic/the-great-gatsby-novel-5
Here are the things that I wonder about...
We hear lots of rumors about Gatsby, who he is, what he has done. This book seems to promote the idea that when enough people say something, it must be the truth. With that in mind--look at all the rumors about Gatsby. What does that tell the reader?
How does that compare with the story Gatsby tells Nick on their way into New York? Try to figure out what it tells us that Gatsby just happens to have the medal and the photograph with him.
Why would Fitzgerald list the names of the party goers? See if you can find any similarities. What would Fitzgerald want the reader to think by using the names he does? You may have to look up some of the names.
Two more parties in this chapter--lunch and tea. What happens at each?
Why does Gatsby disappear after Nick introduces him to Tom?
Meyer Wolfsheim--an unforgettable character or just someone with lousy bling?
What do Nick and we find out about Gatsby at tea? Should we believe Jordan--remember she's dishonest, oh, but wait--so is Nick--and just a second--Gatsby says he's from the Midwest--San Francisco. Is their a San Francisco, North Dakota?
What should we believe?
Friday, February 6, 2009
More Allusions--Gatsby
Versailles: This this a HUGE place? Take a look
http://images.google.com/imgres?imgurl=http://www.french-touch-art.com/lecomte-versailles-1715.jpg&imgrefurl=http://www.french-touch-art.com/en-panorama_versailles.htm&usg=__-nkkXVEiteDQt0SWFgf4BKdiKy0=&h=664&w=911&sz=220&hl=en&start=1&um=1&tbnid=aFvkogPfa9_l-M:&tbnh=107&tbnw=147&prev=/images%3Fq%3DVersailles%26um%3D1%26hl%3Den%26lr%3D%26sa%3DN
Belasco
http://www.angelfire.com/ny/davidbelasco/
Gilda Gray
http://www.streetswing.com/histmai2/d2ggray1.htm
Vladimir Tostoff:
Vladimir Tostoff's Jazz History of the World is an imaginary composition by an imaginary composer. The jazz orchestra plays it for the guests at Gatsby's party in Chapter III. It's self-important title is Fitzgerald's cynical comment on how jazz tried to present itself as a serious rival to classical music during the '20s.
http://images.google.com/imgres?imgurl=http://www.french-touch-art.com/lecomte-versailles-1715.jpg&imgrefurl=http://www.french-touch-art.com/en-panorama_versailles.htm&usg=__-nkkXVEiteDQt0SWFgf4BKdiKy0=&h=664&w=911&sz=220&hl=en&start=1&um=1&tbnid=aFvkogPfa9_l-M:&tbnh=107&tbnw=147&prev=/images%3Fq%3DVersailles%26um%3D1%26hl%3Den%26lr%3D%26sa%3DN
Belasco
http://www.angelfire.com/ny/davidbelasco/
Gilda Gray
http://www.streetswing.com/histmai2/d2ggray1.htm
Vladimir Tostoff:
Vladimir Tostoff's Jazz History of the World is an imaginary composition by an imaginary composer. The jazz orchestra plays it for the guests at Gatsby's party in Chapter III. It's self-important title is Fitzgerald's cynical comment on how jazz tried to present itself as a serious rival to classical music during the '20s.
If you missed either journal this week...
Journal one should focus on what you think "The American Dream" is based on what your research and experience tells you.
Journal two should focus on the art at this site:
http://images.google.com/imgres?imgurl=http://www.sc.edu/fitzgerald/essays/eyes/cugat_10.jpeg&imgrefurl=http://www.sc.edu/fitzgerald/essays/eyes/eyes.html&usg=__bod5HpdOKAciwPCnjp1JaK3JyLc=&h=500&w=351&sz=252&hl=en&start=1&tbnid=Al3tUnIEd7PruM:&tbnh=130&tbnw=91&prev=/images%3Fq%3DFrancis%2BCugat%26gbv%3D2%26hl%3Den%26sa%3DG
If you click on the image in the upper right, you will get a larger print. Write about what you see and what you think it represents. Remember this was the cover art for the original The Great Gatsby. Also remember that it was finished before Fitzgerald had completed the book!
Journal two should focus on the art at this site:
http://images.google.com/imgres?imgurl=http://www.sc.edu/fitzgerald/essays/eyes/cugat_10.jpeg&imgrefurl=http://www.sc.edu/fitzgerald/essays/eyes/eyes.html&usg=__bod5HpdOKAciwPCnjp1JaK3JyLc=&h=500&w=351&sz=252&hl=en&start=1&tbnid=Al3tUnIEd7PruM:&tbnh=130&tbnw=91&prev=/images%3Fq%3DFrancis%2BCugat%26gbv%3D2%26hl%3Den%26sa%3DG
If you click on the image in the upper right, you will get a larger print. Write about what you see and what you think it represents. Remember this was the cover art for the original The Great Gatsby. Also remember that it was finished before Fitzgerald had completed the book!
Fitzgerald Bonus
Since we are reading F. Scott Fitzgerald, a local author, students may earn bonus by exploring areas of significance in St. Paul that relate to the author for bonus formative.
To complete this task, have a photo of yourself taken in front of Fitzgerald's statue in Rice Park, in front of the Fitzgerald Theater in downtown St. Paul, and in front of the house he lived in on Summit Avenue (between the 500 and 600 block - do a websearch to find the exact address). Print the photos for me--DO NOT EMAIL ME DIGITAL COPIES AS THEY JAM UP MY EMAIL! 5 points.
One last formative opportunity for now: watch the movie The Curious Case of Benjamin Button or read the short story, and write a one page reflection connecting the story's themes to class. 5 points.
To complete this task, have a photo of yourself taken in front of Fitzgerald's statue in Rice Park, in front of the Fitzgerald Theater in downtown St. Paul, and in front of the house he lived in on Summit Avenue (between the 500 and 600 block - do a websearch to find the exact address). Print the photos for me--DO NOT EMAIL ME DIGITAL COPIES AS THEY JAM UP MY EMAIL! 5 points.
One last formative opportunity for now: watch the movie The Curious Case of Benjamin Button or read the short story, and write a one page reflection connecting the story's themes to class. 5 points.
Chapter Three--suggestions
1. Pay attention to the colors, especially about the party.
2. Describe Nick at the party: what's he wearing, what sets him apart, what does he do.
3. Owl Eyes is important...and what is it with those library books?
4. Describe what Gatsby is like. Pay attention to him in terms of the other people at his party.
5. How do the people at the party behave? (You should be able to write a well-developed paragraph about this!) Pay attention to what happens to the behavior as the party progresses.
6. The oranges and lemons, the couples, and cars all have something in common in this chapter. You needed to pay attention to them because they give great insight into what happens!
7. We find out something new about Jordan...Uh oh!
8. Owl Eyes is at the end as well. Which wheel is it? The steering wheel? What does that tell us.
9. "Old Sport"--discuss.
10. Things seemed tacked on at the end--why might Fitzgerald do that?
2. Describe Nick at the party: what's he wearing, what sets him apart, what does he do.
3. Owl Eyes is important...and what is it with those library books?
4. Describe what Gatsby is like. Pay attention to him in terms of the other people at his party.
5. How do the people at the party behave? (You should be able to write a well-developed paragraph about this!) Pay attention to what happens to the behavior as the party progresses.
6. The oranges and lemons, the couples, and cars all have something in common in this chapter. You needed to pay attention to them because they give great insight into what happens!
7. We find out something new about Jordan...Uh oh!
8. Owl Eyes is at the end as well. Which wheel is it? The steering wheel? What does that tell us.
9. "Old Sport"--discuss.
10. Things seemed tacked on at the end--why might Fitzgerald do that?
Thursday, February 5, 2009
Wednesday, February 4, 2009
Allusion in Chapters One and Two
Here are links for more information about what happens in these chapters.
Tom talks about a book he calles "The Rise of the Colored Empires" by this man Goddard. Tom doesn't get the name of the book or the author correct. If you want to know more, check out this site!
http://books.google.com/books?id=zwf-Ofc--toC&pg=PA83&lpg=PA83&dq=Theodore+Lothrop+Stoddard%E2%80%99s+The+Rising+Tide+of+Color+Against+White+World+Supremacy+(%22&source=web&ots=deQ36srYXY&sig=5CTtqaxXc8pBATyD5VLtqymCtdQ&hl=en&sa=X&oi=book_result&resnum=5&ct=result#PPA83,M1
As a kid I read The Saturday Evening Post at my grandma's house. If you don't know what it is, check here:
http://saturdayeveningpost.com/About-The-Saturday-Evening-Post.html
In chapter two, Nick picks up a book at the apartment in New York City. Here's information on that book:
http://greatwarfiction.wordpress.com/2006/06/08/simon-called-peter/
Tom talks about a book he calles "The Rise of the Colored Empires" by this man Goddard. Tom doesn't get the name of the book or the author correct. If you want to know more, check out this site!
http://books.google.com/books?id=zwf-Ofc--toC&pg=PA83&lpg=PA83&dq=Theodore+Lothrop+Stoddard%E2%80%99s+The+Rising+Tide+of+Color+Against+White+World+Supremacy+(%22&source=web&ots=deQ36srYXY&sig=5CTtqaxXc8pBATyD5VLtqymCtdQ&hl=en&sa=X&oi=book_result&resnum=5&ct=result#PPA83,M1
As a kid I read The Saturday Evening Post at my grandma's house. If you don't know what it is, check here:
http://saturdayeveningpost.com/About-The-Saturday-Evening-Post.html
In chapter two, Nick picks up a book at the apartment in New York City. Here's information on that book:
http://greatwarfiction.wordpress.com/2006/06/08/simon-called-peter/
Chapter Two—Suggestions
Here's what I've been thinking about:
1. For a good description of The Valley of Ashes reread the first paragraph. Pay particular attention to the word choices to get an understanding of what that place is like!
2. Be sure to understand what you can about T.J. Eckleburg and the idea that he is a god-figure in this chapter.
3. Pay attention to how the colors have changed from chapter one. Be sure to look at all of the colors in chapter one.
4. Compare and contrast the dinner party with Tom and Daisy with the cocktail party with Tom and Myrtle. Try to figure out what it tells you about what’s happening.
5. If you read carefully, you will discover that Myrtle changes her dress in this chapter three times. Why might Fitzgerald have her do that?
6. Explore what these images show the reader in this chapter:
A. Nick uses the word “ectoplasm,”
B. the photos are out of focus,
C. “People disappeared, reappeared, made plans to go somewhere, and then lost each other, searched for each other, found each other a few feet away.”
7. Can we trust that Nick as the narrator remembers and reports things accurately?
Quotations:
“Throwing a regal homecoming glance around the neighborhood, Mrs. Wilson gathered up her dog and her other purchases, and went haughtily in.”
“Daisy was not a Catholic, and I was a little shocked at the elaborateness of the lie.”
“I have been drunk just twice in my life, and the second time was that afternoon…”
1. For a good description of The Valley of Ashes reread the first paragraph. Pay particular attention to the word choices to get an understanding of what that place is like!
2. Be sure to understand what you can about T.J. Eckleburg and the idea that he is a god-figure in this chapter.
3. Pay attention to how the colors have changed from chapter one. Be sure to look at all of the colors in chapter one.
4. Compare and contrast the dinner party with Tom and Daisy with the cocktail party with Tom and Myrtle. Try to figure out what it tells you about what’s happening.
5. If you read carefully, you will discover that Myrtle changes her dress in this chapter three times. Why might Fitzgerald have her do that?
6. Explore what these images show the reader in this chapter:
A. Nick uses the word “ectoplasm,”
B. the photos are out of focus,
C. “People disappeared, reappeared, made plans to go somewhere, and then lost each other, searched for each other, found each other a few feet away.”
7. Can we trust that Nick as the narrator remembers and reports things accurately?
Quotations:
“Throwing a regal homecoming glance around the neighborhood, Mrs. Wilson gathered up her dog and her other purchases, and went haughtily in.”
“Daisy was not a Catholic, and I was a little shocked at the elaborateness of the lie.”
“I have been drunk just twice in my life, and the second time was that afternoon…”
Tuesday, February 3, 2009
Chapter One--Suggestions
I decided to pull main ideas from what I wrote to Mr. Bennett on chapter one:
These quotations seem important:
“Whenever you feel like criticizing any one, just remember that all the people in this world haven’t had all the advantages that you’ve had.” (beginning of the chapter)
“I’m p-paralyzed with happiness.” (Daisy's first line)
“I’m glad it’s a girl. And I hope she’ll be a fool--that’s that best thing a girl can be in this world, a beautiful little fool.” (Daisy's reaction to her daughter's birth.)
I would pay particular attention to the colors in the chapter. I like colors in literature. Pay particular attention to the colors at the dinner party--and contrast them to the very last scene in the chapter. It's important to know who that mysterious man is!
I'd also pay attention to "truth" and what people say. There is a great deal about those in this chapter. With that--the idea of gossip--without calling it gossip.
Remember: Everything has happened and Nick is reflecting back on it.
These quotations seem important:
“Whenever you feel like criticizing any one, just remember that all the people in this world haven’t had all the advantages that you’ve had.” (beginning of the chapter)
“I’m p-paralyzed with happiness.” (Daisy's first line)
“I’m glad it’s a girl. And I hope she’ll be a fool--that’s that best thing a girl can be in this world, a beautiful little fool.” (Daisy's reaction to her daughter's birth.)
I would pay particular attention to the colors in the chapter. I like colors in literature. Pay particular attention to the colors at the dinner party--and contrast them to the very last scene in the chapter. It's important to know who that mysterious man is!
I'd also pay attention to "truth" and what people say. There is a great deal about those in this chapter. With that--the idea of gossip--without calling it gossip.
Remember: Everything has happened and Nick is reflecting back on it.
Monday, February 2, 2009
The Great Gatsby--Forsberg's journal
I am thinking that I will write on the blog as I read Gatsby. If I hear from people that it's worthwhile, I may continue to do it. If no one emails me to tell me that it's helpful, it means I'm wasting my time--and may continue my journal privately.
MIDAS... MORGAN ... MAECENAS The first was the legendary king who was granted his wish that everything he touch change to gold. "Morgan" refers to J. Pierpont Morgan (1837-1913), the famous New York financier. "Maecenas" was a wealthy Etruscan patron of the Roman poets Horace and Virgil. All three are examples of Fitzgerald's fascination with wealth and the very wealthy.
I knew Midas and Morgan, but not Maecenas. I Googled it and found this...since I know the first two are correct, I assume the third is as well.
I read this again and recalled that the entire story is written from the perspective of Nick after he has returned "home" to the Midwest. So, sort of like Kindred, the story begins and we know that Nick survives to tell the story.
There is a lot of vocabulary to this book. I'm hoping students are taking the time to look it up. I think it's essential to understanding Fitzgerald. The other thing that I noticed were the colors. I hope the students find them--the wedding cake house and wine carpet... We'll see.
Let me know if this is helpful.
MIDAS... MORGAN ... MAECENAS The first was the legendary king who was granted his wish that everything he touch change to gold. "Morgan" refers to J. Pierpont Morgan (1837-1913), the famous New York financier. "Maecenas" was a wealthy Etruscan patron of the Roman poets Horace and Virgil. All three are examples of Fitzgerald's fascination with wealth and the very wealthy.
I knew Midas and Morgan, but not Maecenas. I Googled it and found this...since I know the first two are correct, I assume the third is as well.
I read this again and recalled that the entire story is written from the perspective of Nick after he has returned "home" to the Midwest. So, sort of like Kindred, the story begins and we know that Nick survives to tell the story.
There is a lot of vocabulary to this book. I'm hoping students are taking the time to look it up. I think it's essential to understanding Fitzgerald. The other thing that I noticed were the colors. I hope the students find them--the wedding cake house and wine carpet... We'll see.
Let me know if this is helpful.
The Great Gatsby reading schedule
Chapter 1 and Chapter 2: Friday, 2/6
Chapter 3: Monday, 2/9
Quiz on chapters 1-3
Chapter 4: B-day, 211-2/12
Chapter 5: A-day, 2/17-2/18
Quiz on chapters 4-5
Chapter 6: Friday, 2/20
Chapter 7: Monday, 2/23
Quiz on chapters 6-7
Chapter 8: B-day, 2/25-2/6
Chapter 9: Monday, 3/2
Quiz on chapters 8-9
Review for final test: Monday, 3/2
Chapter 3: Monday, 2/9
Quiz on chapters 1-3
Chapter 4: B-day, 211-2/12
Chapter 5: A-day, 2/17-2/18
Quiz on chapters 4-5
Chapter 6: Friday, 2/20
Chapter 7: Monday, 2/23
Quiz on chapters 6-7
Chapter 8: B-day, 2/25-2/6
Chapter 9: Monday, 3/2
Quiz on chapters 8-9
Review for final test: Monday, 3/2
To Those Who Did Not Hand Me Their Papers as They Walked in "The Door"
Read "Fair Warning" on January 28th.
Friday, January 30, 2009
Reading Circles
In both 4th and 6th period more people wanted to choose their own groups than wanted the other two options. I would recommend that those who have people they want in their groups can do this:
1. Contact the people in the group.
2. Have each person email me from an account with their name on it with a list of the other three people to work with.
3. I will give preference to "completed" groups that are assembled this way.
1. Contact the people in the group.
2. Have each person email me from an account with their name on it with a list of the other three people to work with.
3. I will give preference to "completed" groups that are assembled this way.
Clean Out the Folders
There will be a folder dump on Friday, February 6th. Anything that is left in folders will be recycled. Nothing new will be added to folders after Friday, January 30th.
Five Types of Powers
Here's a link to a site with French and Raven's explanation of five types of power. It might prove to be a good place for review!
http://changingminds.org/explanations/power/french_and_raven.htm
http://changingminds.org/explanations/power/french_and_raven.htm
Thursday, January 29, 2009
"Winter Dreams"
You will turn in the work you have completed for each of the chapters at the beginning of the period on Friday. I will need to see that you have completed two of the tasks twice and two on the tasks once.
Remember the story is linked to the blog.
Remember the story is linked to the blog.
Two Things
1. Grades have been updated through January 28th. School View should reflect that.
2. We will need volunteer scribes for bonus. Remember all work must be completed to be eligible for bonus. If you are interested in scribing for bonus, email me with your name and class period. I will make a list by randomly selecting names that I receive by Friday, February 6th.
2. We will need volunteer scribes for bonus. Remember all work must be completed to be eligible for bonus. If you are interested in scribing for bonus, email me with your name and class period. I will make a list by randomly selecting names that I receive by Friday, February 6th.
Wednesday, January 28, 2009
Process for Persuasive letter
Include everything you produced for your persuasive letter. Have everything CLEARLY labeled! I will not spend time hunting for stuff. Be sure to include all of the peer reviews we did in class as well.
If I don't find it one time through, you won't earn the points for it!
If I don't find it one time through, you won't earn the points for it!
Fair Warning
To any student wanting to earn the bonus points for the persuasive letter:
1. You must turn in the letter with all of the process as you walk through the door on Monday. You will have no "last minute" to fix anything.
2. You MUST have all work completed to be eligible for bonus--even if your work is "too late for points."
1. You must turn in the letter with all of the process as you walk through the door on Monday. You will have no "last minute" to fix anything.
2. You MUST have all work completed to be eligible for bonus--even if your work is "too late for points."
A Tool for Reviewing your Final Draft
Directions for the author:
1. Label each step in the persuasive writing structure in the order it appears in your letter: problem, thesis, solution, concession, refutation, and conclusion.
2. Label your concession with an E, your logos with an L, and your pathos with a P.
3. In your conclusion, label the technique to applied to make a great last sentence.
4. Highlight each phrase that uses embedded documentation.
Staple your Works Cited page to the persuasive letter draft. Now turn your letter in. Keep this sheet to review another person’s letter.
Directions to the peer reviewer:
1. Read the letter. Check what the author has labeled for structure/organization. Is anything missing? Is anything mislabeled? Write what needs to be improved on the letter. Now check where the structure best fits:
Category
Exemplary
Standard
Not Yet
Organization
The organization enhances and showcases the central argument by being purposeful and persuasive. The intro details the problem and establishes the position, the body provides support, and the conclusion communicates a final appeal.
The organizational structure is clear but not always purposeful. The intro states the problem and establishes the position, the body provides support, and the conclusion communicates a final appeal.
There is no identifiable structure; the writing feels like a list of ideas or facts. The intro doesn’t state the problem or establish the position, the body doesn’t provide support for the argument, or the conclusion doesn’t communicate a final appeal.
2. Check what the author has labeled with an E—the Concession and Refutation. Is it clearly stated? Is it clear that the author is looking at the other side? Is it their other side’s best point? Has the author effectively refuted them? Write feedback on the letter, and check off where the author’s concession best fits:
Category
Exemplary
Standard
Not Yet
Ideas and Content (Concession/ Refutation)
Ethos
The writer acknowledges the opposition’s best points and refutes them successfully. The writer demonstrates concern for others.
The writer acknowledges some of the opposition’s points, but not their best, and attempts to refute them. The writer demonstrates concern for others.
The author fails to acknowledge the opposition’s points and/or doesn’t refute them. The writer does not demonstrate concern for others.
3. Check what the author has labeled with an L—the Logic. Is it specific? Are the ideas randomly stated or purposefully developed from sentence to sentence? Do you believe the person based on the weight of the evidence or reasoning or are parts not convincing? Write feedback on the letter, and check off where the author’s logic best fits:
Category
Exemplary
Standard
Below Standard
Ideas and Content
Detail
The facts, detail, statistics, and anecdotes tie directly to the problem stated and the solution presented.
The facts, detail, statistics, anecdotes relate to the problem stated and the solution presented. The writer has difficulty going from general observations to specifics. Some details are not relevant, but most are.
To extract information, the reader must make inferences based on sketchy or missing details. The text may seem repetitious or a compilation of disconnected, random thoughts or facts.
Ideas and Content
Logos
The writer’s argument is logical. The writer clearly explains how the evidence supports the argument (warrant).
The writer’s argument is somewhat logical. Ideas are clear but need to be expanded or detailed to show in-depth understanding or a strong sense of purpose.
The letter lacks a clear sense of purpose. Ideas are not explained.
4. Check what the author has labeled with a P—the Pathos. What emotions are targeted? Write those emotions next to each P—if you write nothing, that means the pathos was ineffective, so write suggestions to improve. Check off where the author’s pathos best fits:
Category
Exemplary
Standard
Not Yet
Ideas and Content
Pathos
The writer’s argument consistently and effectively targets the intended audience’s emotions with diction and examples.
The writer attempts to use emotional appeal with diction and examples in the argument.
The author fails to use emotional appeal through diction and examples in the argument.
5. Read the letter one last time and correct any remaining grammar, punctuation, spelling, and capitalization. Check off where the author’s conventions best fits:
Category
Exemplary
Standard
Not Yet
Conventions
Fewer than three errors in punctuation, capitalization, spelling, grammar, or format exist.
More than three errors in punctuation, capitalization, spelling, grammar, or format exist, but they do not interfere with the reading.
The number or type of errors in punctuation, capitalization, spelling, and grammar make the reading difficult to understand.
6. Read the conclusion. Does it do what we learned in class—recap the main point, revisit the main points in the body, end with a final appeal and something memorable, incorporate pathos? Can it stand alone? Does it hearken back to the intro? Offer specific feedback on the letter and check off where the conclusion best fits:
Category
Exemplary
Standard
Not Yet
Conclusion
The conclusion effectively, memorably, and persuasively draws the letter to a close.
The conclusion draws the letter to a close but may feel formulaic.
The letter ends abruptly or without clarity.
7. Open your Writing Guidelines. Take out your persuasive letter rubric and turn it over to the grading criteria for Works Cited. Read them, then read the Works Cited the author wrote. Help the person edit it by writing comments on the Works Cited based on the grading criteria. Be sure to use your planner to see if the person is doing it right.
8. Write here what the most important thing the person has to do to write a persuasive letter; in other words, what must the person specifically do to earn an A?
1. Label each step in the persuasive writing structure in the order it appears in your letter: problem, thesis, solution, concession, refutation, and conclusion.
2. Label your concession with an E, your logos with an L, and your pathos with a P.
3. In your conclusion, label the technique to applied to make a great last sentence.
4. Highlight each phrase that uses embedded documentation.
Staple your Works Cited page to the persuasive letter draft. Now turn your letter in. Keep this sheet to review another person’s letter.
Directions to the peer reviewer:
1. Read the letter. Check what the author has labeled for structure/organization. Is anything missing? Is anything mislabeled? Write what needs to be improved on the letter. Now check where the structure best fits:
Category
Exemplary
Standard
Not Yet
Organization
The organization enhances and showcases the central argument by being purposeful and persuasive. The intro details the problem and establishes the position, the body provides support, and the conclusion communicates a final appeal.
The organizational structure is clear but not always purposeful. The intro states the problem and establishes the position, the body provides support, and the conclusion communicates a final appeal.
There is no identifiable structure; the writing feels like a list of ideas or facts. The intro doesn’t state the problem or establish the position, the body doesn’t provide support for the argument, or the conclusion doesn’t communicate a final appeal.
2. Check what the author has labeled with an E—the Concession and Refutation. Is it clearly stated? Is it clear that the author is looking at the other side? Is it their other side’s best point? Has the author effectively refuted them? Write feedback on the letter, and check off where the author’s concession best fits:
Category
Exemplary
Standard
Not Yet
Ideas and Content (Concession/ Refutation)
Ethos
The writer acknowledges the opposition’s best points and refutes them successfully. The writer demonstrates concern for others.
The writer acknowledges some of the opposition’s points, but not their best, and attempts to refute them. The writer demonstrates concern for others.
The author fails to acknowledge the opposition’s points and/or doesn’t refute them. The writer does not demonstrate concern for others.
3. Check what the author has labeled with an L—the Logic. Is it specific? Are the ideas randomly stated or purposefully developed from sentence to sentence? Do you believe the person based on the weight of the evidence or reasoning or are parts not convincing? Write feedback on the letter, and check off where the author’s logic best fits:
Category
Exemplary
Standard
Below Standard
Ideas and Content
Detail
The facts, detail, statistics, and anecdotes tie directly to the problem stated and the solution presented.
The facts, detail, statistics, anecdotes relate to the problem stated and the solution presented. The writer has difficulty going from general observations to specifics. Some details are not relevant, but most are.
To extract information, the reader must make inferences based on sketchy or missing details. The text may seem repetitious or a compilation of disconnected, random thoughts or facts.
Ideas and Content
Logos
The writer’s argument is logical. The writer clearly explains how the evidence supports the argument (warrant).
The writer’s argument is somewhat logical. Ideas are clear but need to be expanded or detailed to show in-depth understanding or a strong sense of purpose.
The letter lacks a clear sense of purpose. Ideas are not explained.
4. Check what the author has labeled with a P—the Pathos. What emotions are targeted? Write those emotions next to each P—if you write nothing, that means the pathos was ineffective, so write suggestions to improve. Check off where the author’s pathos best fits:
Category
Exemplary
Standard
Not Yet
Ideas and Content
Pathos
The writer’s argument consistently and effectively targets the intended audience’s emotions with diction and examples.
The writer attempts to use emotional appeal with diction and examples in the argument.
The author fails to use emotional appeal through diction and examples in the argument.
5. Read the letter one last time and correct any remaining grammar, punctuation, spelling, and capitalization. Check off where the author’s conventions best fits:
Category
Exemplary
Standard
Not Yet
Conventions
Fewer than three errors in punctuation, capitalization, spelling, grammar, or format exist.
More than three errors in punctuation, capitalization, spelling, grammar, or format exist, but they do not interfere with the reading.
The number or type of errors in punctuation, capitalization, spelling, and grammar make the reading difficult to understand.
6. Read the conclusion. Does it do what we learned in class—recap the main point, revisit the main points in the body, end with a final appeal and something memorable, incorporate pathos? Can it stand alone? Does it hearken back to the intro? Offer specific feedback on the letter and check off where the conclusion best fits:
Category
Exemplary
Standard
Not Yet
Conclusion
The conclusion effectively, memorably, and persuasively draws the letter to a close.
The conclusion draws the letter to a close but may feel formulaic.
The letter ends abruptly or without clarity.
7. Open your Writing Guidelines. Take out your persuasive letter rubric and turn it over to the grading criteria for Works Cited. Read them, then read the Works Cited the author wrote. Help the person edit it by writing comments on the Works Cited based on the grading criteria. Be sure to use your planner to see if the person is doing it right.
8. Write here what the most important thing the person has to do to write a persuasive letter; in other words, what must the person specifically do to earn an A?
Vocabulary Help and Practice
Mrs. Pearson and Mrs. Nelsen in the CRC sent this link to teachers. It's a great source where you can practice vocabulary.
It might be good review before standardized tests. It's worth a look.
http://www.knowhow2gowisconsin.org/
It might be good review before standardized tests. It's worth a look.
http://www.knowhow2gowisconsin.org/
Tuesday, January 27, 2009
Roles in Literature Circles
Facilitators/Plot Summarizers
1. List and number important occurrences in the chapter in the order that we see them as the reader.
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.
Character Trackers
1. This person is to have a list of all characters who make an appearance 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 Connecters
1. This person will be looking for examples of power as outlined by French and Raven (not all chapters will include all 5 types of power). This person will also be expected to clearly explain how the cited example illustrates the power type.
2. Vocabulary Master for the group—this person is expected to have any words that are unknown typed and defined for the chapter. Copies are to be made for the group members. Vocabulary quizzes will be given periodically.
1. List and number important occurrences in the chapter in the order that we see them as the reader.
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.
Character Trackers
1. This person is to have a list of all characters who make an appearance 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 Connecters
1. This person will be looking for examples of power as outlined by French and Raven (not all chapters will include all 5 types of power). This person will also be expected to clearly explain how the cited example illustrates the power type.
2. Vocabulary Master for the group—this person is expected to have any words that are unknown typed and defined for the chapter. Copies are to be made for the group members. Vocabulary quizzes will be given periodically.
Monday, January 26, 2009
Looking for help with your persuasive paper?
I will be having conferences between 3-8 on Wednesday. Conferences are for a total of five minutes, so you will need to be precise. Parents and students will also be coming in for updates.
I plan to be available after school on Thursday. Remember you are nearly at the last minute (you may be feeling panic), and my brain will likely be fried (from conferences on Wednesday).
I plan to be available after school on Thursday. Remember you are nearly at the last minute (you may be feeling panic), and my brain will likely be fried (from conferences on Wednesday).
Friday, January 23, 2009
Concerns about the letter from students on Friday
1. Someone asked me to write the due dates on the blackboard in the room. Let me suggest to folks who found that helpful, Click on January 6th's entry, copy the dates to a word document, and put it in your folder. Then, you'll have it with you at school or wherever you work on the paper.
2. The day you turn the paper in you should have these things in your folder: in one pocket all the process and revision (with each item clearly labeled) we've been working on; in the other pocket, the rubric, final letter, and if you are completing the bonus: a copy of your final letter signed and folded inside a properly addressed and stamp envelope. DO NOT SEAL THE ENVELOPE.
3. If you want to earn the bonus, you will need to have your letter ready to turn in when you come into the classroom on Monday, February 2, 2009.
4. One writer said he wasn't sure if his quotations are good enough. If you are not certain, do more research and find better information to build a stronger argument for your position.
5. You should use active voice predominately throughout your letter. Use passive voice only for one of the reasons we talked about in class!
6. I will stay after on Thursday as long as I have students to work with. Once the students have gone, I will be leaving. I'm not going to "wait around" for people to show up.
7. Opposition is the best reason people would have for not supporting your position. Refutation is your reasoning for why, in spite of the opposition, it's better to adopt your solution.
8. For the student who asked, "Why..." let me just say, "Why not!"
Hope this helps!
2. The day you turn the paper in you should have these things in your folder: in one pocket all the process and revision (with each item clearly labeled) we've been working on; in the other pocket, the rubric, final letter, and if you are completing the bonus: a copy of your final letter signed and folded inside a properly addressed and stamp envelope. DO NOT SEAL THE ENVELOPE.
3. If you want to earn the bonus, you will need to have your letter ready to turn in when you come into the classroom on Monday, February 2, 2009.
4. One writer said he wasn't sure if his quotations are good enough. If you are not certain, do more research and find better information to build a stronger argument for your position.
5. You should use active voice predominately throughout your letter. Use passive voice only for one of the reasons we talked about in class!
6. I will stay after on Thursday as long as I have students to work with. Once the students have gone, I will be leaving. I'm not going to "wait around" for people to show up.
7. Opposition is the best reason people would have for not supporting your position. Refutation is your reasoning for why, in spite of the opposition, it's better to adopt your solution.
8. For the student who asked, "Why..." let me just say, "Why not!"
Hope this helps!
Format for the letter
As promised, here is a link to the format for a business letter. If you read through the letter, you will be able to find the information you need to complete the letter correctly.
http://www.wisc.edu/writing/Handbook/BusLetter_Block.html
http://www.wisc.edu/writing/Handbook/BusLetter_Block.html
Writing Components to the Paper
Remember: Before something can be entered in the grade book, all of the components that have come before it must be entered first.
In order to get "full credit" for an assignment, all previous assignments must be checked off before the "one week" grace period expires!
In order to get "full credit" for an assignment, all previous assignments must be checked off before the "one week" grace period expires!
Wednesday, January 21, 2009
WARNING
Some students are not keeping current with their persuasive paper.
Some leave their folders at home.
Some don't do the work as assigned.
Some have had little signed off.
Some are offering excuses and explanations for why the work is not finished.
Today is January 21st.
January 30th is the last day to get in Formative Components of the paper for PARTIAL points.
That's a bit over a week.
I hope people have a plan to get out of the hole they have dug for themselves.
REMEMBER: IF YOU DO NOT COMPLETE THIS PAPER, YOU CANNOT PASS ENGLISH THIS TRIMESTER!
Get busy!
Some leave their folders at home.
Some don't do the work as assigned.
Some have had little signed off.
Some are offering excuses and explanations for why the work is not finished.
Today is January 21st.
January 30th is the last day to get in Formative Components of the paper for PARTIAL points.
That's a bit over a week.
I hope people have a plan to get out of the hole they have dug for themselves.
REMEMBER: IF YOU DO NOT COMPLETE THIS PAPER, YOU CANNOT PASS ENGLISH THIS TRIMESTER!
Get busy!
Tuesday, January 20, 2009
Conferences this week
Hey folks,
I'll be at conferences from 3-8 Thursday.
Conferences will be geared toward where we are in class right now, where we are headed, and helping parents know ways they can help students be more successful in English.
I don't plan on having individual grade sheets for parents, so if you want to discuss grades, please print out a report for SchoolView.
Also, after school on Wednesday is a staff meeting, so that would not be a good time to schedule an appointment. Friday--I'll be mostly brain dead on Friday because of conferences on Thursday.
I'll be at conferences from 3-8 Thursday.
Conferences will be geared toward where we are in class right now, where we are headed, and helping parents know ways they can help students be more successful in English.
I don't plan on having individual grade sheets for parents, so if you want to discuss grades, please print out a report for SchoolView.
Also, after school on Wednesday is a staff meeting, so that would not be a good time to schedule an appointment. Friday--I'll be mostly brain dead on Friday because of conferences on Thursday.
Friday, January 16, 2009
Persuasive Letter
On School View, all components of the Persuasive Letter have a "P" in the front.
The dates listed are the time frame in which students can earn full credit.
All formative work must be completed and signed in by January 30th.
Credit is only earned when Forsberg has initialed and dated the work. If you don't have my initials, you haven't earned the points!
Students are expected to stay focused during work time in class to get things done.
You can come in before or after school most days for help or to get things signed off.
The dates listed are the time frame in which students can earn full credit.
All formative work must be completed and signed in by January 30th.
Credit is only earned when Forsberg has initialed and dated the work. If you don't have my initials, you haven't earned the points!
Students are expected to stay focused during work time in class to get things done.
You can come in before or after school most days for help or to get things signed off.
Thursday, January 8, 2009
Antigone Final Test
Friendly reminder:
If you missed the Antigone test the Friday before break, tomorrow is the final day to make it up for points.
If you missed the Antigone test the Friday before break, tomorrow is the final day to make it up for points.
Tuesday, January 6, 2009
Persuasive Letter Dates and Deadlines
All homework must be typed to be considered!
Monday, January 12th:
Clearly stated problem (must be focused);
Proposed solution (Identify what should be done and by whom); Audience identified.
Only day in media center for research. Your homework is you ticket in.
Friday, January 16th:
Copies of your two credible sources printed out and annotated for information that you can use to build your case.
Name and address of the audience of your letter
“A” Day January 20th or 21st:
Introductory paragraph.
Acknowledgement of opposition and refutation.
Friday, January 23rd:
Body paragraphs with embedded citations.
Monday, January 26th:
Conclusion.
Friday, January 30th:
Completed copy of your letter for peer review.
Monday, February 2nd:
Due date for letter to be eligible for bonus opportunity.
Tuesday, February 3rd and Wednesday, February 4th:
Letter accepted for full-credit. No bonus opportunity.
Thursday, February 5th:
Letter accepted for half-credit.
Friday, February 6th and after:
Letter accepted for course credit, but it will earn zero points.
Monday, January 12th:
Clearly stated problem (must be focused);
Proposed solution (Identify what should be done and by whom); Audience identified.
Only day in media center for research. Your homework is you ticket in.
Friday, January 16th:
Copies of your two credible sources printed out and annotated for information that you can use to build your case.
Name and address of the audience of your letter
“A” Day January 20th or 21st:
Introductory paragraph.
Acknowledgement of opposition and refutation.
Friday, January 23rd:
Body paragraphs with embedded citations.
Monday, January 26th:
Conclusion.
Friday, January 30th:
Completed copy of your letter for peer review.
Monday, February 2nd:
Due date for letter to be eligible for bonus opportunity.
Tuesday, February 3rd and Wednesday, February 4th:
Letter accepted for full-credit. No bonus opportunity.
Thursday, February 5th:
Letter accepted for half-credit.
Friday, February 6th and after:
Letter accepted for course credit, but it will earn zero points.
Subscribe to:
Posts (Atom)