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.
Friday, January 30, 2009
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.
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