Sunday, November 30, 2008

Notice to Students Who Did Not Pass Fall Trimester

There are a few students who were unsuccessful at earning the credit for AP English 12 Fall Trimester. If you are one of those students and want to drop AP English for English 12, you can see Mr. Huber in the CRC during the period that you are assigned English, or you can see Mr. Huber after school.

The choice is yours.

Monday Reminder

Your reader's notebook is due during class Monday. REMEMBER NO POINTS ARE EARNED BY LATE WORK.

Saturday, November 29, 2008


Be sure to have all the components of the reader's notebook with you on Monday. You should have the entries you made this summer as well as the three that you have for fall trimester. They need to be typed. If you cannot access the template, simply answer the questions.

Also, we found that MANY students did not SUCCESSFULLY write SMART goals for themselves, so we decided not to "score" them. We will be working on those the first week of the trimester.

Tuesday, November 25, 2008

Grade Concerns from Trimester 1

I am keeping Tuesday, December 2nd open after school for students to come in to chat about grade concerns that they have from first trimester. This is the only time I am dedicating to this task.

If something has been recorded incorrectly, simply give me the document with an explanation attached. No need to come in.

Dialogue Journals Sites--Finding out more about them
Look especially at the "variations."
Look especially at "Dialogue Journals" and "Literary Journals."

Monday, November 24, 2008

Books for Trimester Two

We want to do a quick survey:
Would it be helpful to sign out all the books for the trimester at the begining of the trimester?
Email us and let us know.

Forsberg's Grades

Hey Folks,
I have switched off the publishing of grades. I have to focus on getting things assessed and entered. When I have this task finished, I will publish the grades again.

Thursday, November 20, 2008

Reader's Notebook question

Date of Publication
Historical information about the period of publication
Biographical information about the author
Characteristics of the genre
Plot Summary (have at it!)
Describe the author's style
An example that demonstrates the style
Memorable Quotations:
List Quotation and then its Significance
Characters: Name/Role in the story/Significance/Adjectives
Significance of the opening scene
Significance of the closing scene
Possible Themes

Reading Books on Friday

Since we are reading books on Friday, and as a way of celebrating finishing up the portfolios, if you want to bring in a treat as we read The School on Fernbrook Lane, that would be cool.

Sorry first and second hour, the inspiration came to me during third hour on Thursday.

Wednesday, November 19, 2008

Goals for Portfolio

Setting Goals after Reflecting on your learning as an AP English 12 student Fall 2008 (Adapted from Concordia University in St. Paul)

After you have completed your reflection essay, you will identify which three of the five categories you will focus on winter trimester in order to become a well-rounded student.

Managing Time

Remember that research shows is that you must use your strengths to compensate for those areas that need improvement. To that end, you must be sure to address your two strong areas and how you can use them to “fill the holes.”

As always, this process assesses your performance only. (Your value as a person is not
dependent on your performance.)

We will be assessing each of the three goals based on the criteria listed below:

Missing: Student fails to set a goal on which to focus winter trimester.
Beginning: Student sets goal but does not indentify approaches for improving performance. Discussion of how to maintain or improve skills is absent.
Developing: Student sets goal and identifies areas to improve and maintain. Student articulates specific steps toward the goal and a process to measure success.
Accomplished: Student sets a “SMART” goal: specific, measurable, attainable, realistic and timely.
Exemplary: Student has not only set a “SMART” goal but also outlines how to use possessed strengths to help achieve the goal.

Your paper should include a brief explanation as to why you chose the three categories that you did based on your reflection (5 points), the goal you have set for each of the three categories with a bulleted list of how you will achieve it. (5 points for each goal). This should be 1-1.5 pages and is worth a total of 20 points.

Monday, November 17, 2008

Forsberg's Volunteers for Friday

Hey folks,
If you volunteered for working this Friday and something comes up that prevents you from it, please email me as soon as possible so that others might have the opportunity to earn the bonus.

Wednesday, November 12, 2008

Thursday's Discussion: Forsberg's class

Remember ladies and gentlemen, you must have a goal for yourself written when you come to class. Mrs. Hudson will be collecting them from you at the beginning. Recall all the self-evaluations that you have been doing this trimester. Think of a speaking or a listening skill you want to improve and think of how you will practice in this discussion to get better.

That can be your goal.

Reader's Notebook

You should be planning to complete at least three entries in your reader's notebook for Winter Trimester: Kafka, Cisneros, and the additional text.

Hour One Questions

1. The house is a powerful recurring symbol in the novel. What does it represent, and how does it convey theme?
2. The syntax ranges from long, rambling sentences to short, sparse sentences. How does the combination of this in the vignettes affect the overall meaning of the text?
3. Examine the places in the text where Cisneros uses Spanish. Why does she choose these words, and how does it affect your reading?
4. Why are Esperanza's shoes significant throughout the text?
5. How does the lack of quotation marks and the simple syntax affect how you read the book?
6. How does the author express the motif of freedom through figurative language?
7. How do Esperanza's plans and expectations shift throughout the book, and why?
8. Evaluate the women and the role they play in Esperanza's life.
9. The color red appears many times throughout the novel. What does the color represent? What is the significance of its placement?
10. There are many chapters involving Sally within a close vicinity of each other in the text. What is this character's significance in the text? How does her presence provide/influence growth for Esperanza?

Tuesday, November 11, 2008

Hour 2 Discussion Questions

1. The three sisters ask Esperanza to form a circle, to come back to her roots once she leave Mango Street. Discuss how this relates to Cisneros's cyclical writing style. [refer to passages on p. 3 and p. 109]
2. How does Cisneros use euphemism to contribute to an indirect writing style?
3. What is the significance of Esperanza's change from wanting to escape Mango Street to needing to come back?
4. What is the significance of the setting of Esperanza's rape? How does it relate to the theme?
5. In the chapter entitled "The Three Sisters" how do mood and tone differ and what are they trying to show the reader?
6. What do the shoes in "The Family With Little Feet" represent?
7. Why is Esperanza's age not clearly specified?
8. What does Mango street represent and symbolize?
9. Discuss the purpose of the chapter "And Some More" on page 35.
10. What is the purpose of Sandra Cisneros writing "The House on Mango Street"?

Mango Discussions

Because of the late-start schedule, the "Mango Street" discussions will be on Thursday.

Sunday, November 9, 2008

Showcase Portfolio Reflection

Reflecting on your learning as an AP English 12 student Fall 2008 (Adapted from Concordia University in St. Paul)

The ability to analyze and evaluate one’s own work has been well -documented as a desirable skill,
both for workplace and for lifelong learning (Dunn, Morgan, O'Reilly, & Parry, 2004; Falchikov,
2005; Fink, 2003; Loacker, Gramling, Lieberman, & Stanley, 2000).

Several times this trimester we have asked students to reflect on their strengths, their competencies,
and their shortcomings. We intended that students’ reflections would help them “begin with the
end in mind,” in their quests to become independent learners.

As always, this process assesses your performance only. (Your value as a person is not
dependent on your performance.)

We will assess your essay based on the quality of your reflection on your accomplishments in the areas of reading, writing, listening, speaking, and time managing. We will not be assessing this based on your “growth” as a student. The final essay should be 2-3 pages in length and will be worth up 20 points.

We will be scoring the essays holistically based on the criteria listed below:
Missing: Student has not included this achievement in the reflection.
Beginning: The student’s reflection is superficial and any challenge to involve herself in her learning is absent.
Developing: The student begins to ask what part he plays in forming ideas and improving his learning.
Accomplished: The student discusses the challenges new ideas and learning bring. The student begins to identify areas where she can improve her learning.
Exemplary: The student articulates paradigm shifts in his thinking (or argues effectively for no change in thinking) and discusses the power of his own involvement and perceptions in the learning process and his process for improving his learning.

Reflect on your growth as a
Time Manager

Dunn, L., Morgan, C., O'Reilly, M., & Parry, S. (2004). The student assessment handbook. London: Routledge/Falmer.
Falchikov, N. (2005). Improving assessment through student involvement: Practical solutions for learning in higher and further education. New York, NY: Routledge/Falmer.
.Loacker, G., Gramling, L., Lieberman, D., & Stanley, J. (2000). Self Assessment at Alverno College

Showcase Portfolio

For students who want to get a head start, use the components entry on the blog as a method of identifying and organizing your portfolio.

If you want to begin the reflection portion of the portfolio, check out the information on the reflection essay.

Friday, November 7, 2008

Showcase Portfolio Components

A.P English 12
Showcase Portfolio

Checklist – Each of these components is worth up to 2 points.

______ Table of Contents (Typed – should reflect order/placement of sections)

(Evidence of your preparation and your presentation):
______ Formative Covey
______ Summative Covey
______ Metamorphosis Presentation (out of class essay)
______ Terms Presentation

Short Texts with annotations:
______ “A Conversation with My Father”
______ “Indian Camp”

Poetry (annotation and note):
______ "How to Read a Poem” (Poetry Packet)

­­­­______ "Ego Tripping”
______ "Isn’t My Name Magical”
______ "Incident in a Rose Garden”
______ "Horace Ode”

______ "Barred Owl”
­______ "History Teacher”
______ Notes on “A Wild Honeysuckle”
______ "On Its Way”

______ Annotations for assigned section
______ Notes from Peer Presentations

The Metamorphosis:
______ Annotations
______ Notes
______ Notes from Peer Presentations.

The House on Mango Street:
_____ Annotations
_____ Discussion questions
_____ Discussion notes
_____ “The School on Fernbrook Lane” story

______ Notes on Covey Essay Evaluation

______ Notes on Kafka In-Class Essay
______ Notes on Additional Text Analysis

College Essay:

______ prewriting

______ drafting

______ revising

______ editing
______ publishing/final draft

Literary Terms:
______ Test
______ examples to earn back points

In-Class essays :
_____ Test: “Barred Owl”/ “The History Teacher”
_____ Kafka prompt
_____ Additional Text

_____ Formative Covey Presentation
_____ Summative Covey Presentation
_____ Practice Test 2 (Multiple Choice)
_____ Additional Novel Essay Assessment (November 10)
_____ Personal reflection section of notebook.

Items worth more than two points per assignment

______ /20 Reflection (Must be typed. This component is worth 20 points. See “Showcase Portfolio Assignment Sheet.”)
_____/ 20 Goal setting and education plan for trimester two

Showcase Portfolio Instructions

Check this space this weekend for beginning instructions.--I hope to get something here!
You organize your work in logical ways to get a head start.

Showcase Portfolio

Students portfolios are due in class on Friday, November 21st. Students who are absent should make arrangements to get someone to turn in the showcase portfolio for them. Students who do not turn in the portfolio by Friday, November 21st risk getting an incomplete for first trimester.

Bonus Point Opportunity: Friday, November 21st

Dufault and Forsberg are looking for portfolio help after school on Friday, November 21st. Students can earn up to 10 bonus points. It will take about one hour, so plan to be here from 2:20 to 3:20. Remember to earn bonus points, you must be current with all of your assignments (everything must be turned in).
Forsberg will take the first ten people who email him for the volunteers.
Dufault will take the first six people who email her for the volunteers.

Additional Novel Rewrite

Students will have the opportunity to rewrite their analysis paper for Forsberg's class to an 18, so if you scored higher than an 18, move on. If you scored 16-17 on your paper, and you lost points for format or margins, move on.

If you want to rewrite it you must do the following:
1. Analyze your paper for its problems.
2. Rewrite your essay to improve its shortcomings. Be sure the formatting is correct or it won't be reassessed.
3. Attach the original essay to the back of the rewrite and get it to me by 2 PM Wednesday, November 12th.

Monday, November 3, 2008

Quotation Rules

Some people are having difficulty quoting text in their papers. This site will give you some help to do it correctly. Remember that "quote" is a verb and "quotation" is the noun, other than that, the stuff is good!

Monday November 3rd--Absentees

For the people who were not in class today, please email me your finished anaylsis paper today so that it can earn points when I assess it.

You will also have to find the other people who were absent to form a group for your presentations. The requirements are outlined on the blog.