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.
Wednesday, November 25, 2009
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.
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