Close Read activity from pages 58-69
Directions: quietly re-read this section of the text and answer the following questions in your notebook (to be handed in later)
· What facts do we learn during this scene? What can we learn about Dana from her response to these events?
· What do we learn about Rufus from his remarks to Dana?
· What is Rufus’s relation to his father? Why is this important in the novel?
· What is Rufus’s relation to his mother? Why is this important in the novel?
· List at least 3-4 insightful details or quotes and describe what we learn about the situation at hand, or about a character.
Wednesday, November 3, 2010
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.
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