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
Friday, November 20, 2009
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.
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