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.
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