Oedipus work from Friday, December 19th

You will be practicing what you know about voice and writer’s purpose. You are to retell the events of the play’s ending from ONE particular “slant.” Be sure to capture the “voice” of that slant as well as stress the element of the plot that would be most significant.

Here are the “tellers of the story”

How would CNN cover this as a “Breaking News” story?
The National Inquirer covers this as a front page scandal story. Write their lead.
What would Entertainment Tonight use as a teaser to get people to tune in?
What would Oedipus’ press secretary tell the media of Thebes?
Athens has a long-standing distrust of Thebes. What’s the lead in the story for the Athens Today newspaper?
Hermes, messenger of the gods, is acting as Apollo’s media consultant. What would he tell the Olympian News and World Report?

Senior Interviews--Forsberg's class

Two things:
1. Our interviews are scheduled for Friday, January 9th--the last day. If you know now that you aren't going to be available, you must let me know ASAP so I can make arrangements for you to interview at another time. If you are sick and absent that day, we will have to punt--SO STAY HEALTHY!

2. I will have the sign up schedule on my cabinets beginning at 7 AM Thursday, December 18th. Whoever signs up first, gets the first choice.

Graded Discussion Make-Up

Students who missed this week's grade discussion on Oedipus Rex can make it up Tuesday morning at 6:30 with Mrs. Dufault or after school Thursday at 2:20 with Mr. Forsberg.

Make your plans now!

Additional Novel

Hey Folks,
We are trying to get 101 books list updated. Hopefully, that will ease the stress some of you felt first trimester.

Here are the questions for the take home essay to write on your additional text:

1. Connect the theme of this text in a significant way with the theme of another text that we have studied this year. Explore the significance!
2. Choose a minor character in the text who plays an important role in the story. Examine how this character has an impact on the protagonist and the text's theme.
3. Explore how the author's use of diction, syntax, or tone (pick one!) develops the theme.

Oedipus Reader's Notebook

The completed notebook entry is your ticket into the graded discussion on "B" day. No entry: No discussion! Get it finished.

"To Be of Use"

I would encourage my students to go back and re-read the poem. I think most of my students misread it.

I would look at the term: "work of the world" as a single, specific concept rather than as a way of understanding "all work." I would also go back and look at the images she uses and the connections they make.

Forsberg

Finding terms to fill holes

You may find this site helpful to find literary term meanings.

http://encyclopedia.thefreedictionary.com/

Coming Up

December 5th
1. Explications
2. Vocab work
3. Poem test
Monday
1. Vocab work
2. Reader's notebook entry
A Day
1. prep for discussion
2. Info about final Oedipus product
3. Info about choral reading

B Day
Graded discussion

Friday
Poetry test.
Work time

Reader's notebooks

Thank you to the people who took the assignment seriously and produced quality work. Check with you teacher to see if they are available to be returned. (Forsberg's are in the boxes on the file cabinets in the break out area.)

Portfolio Help--Response needed from those who helped.

Hey--
Forsberg forgot to list add bonus for people who worked the portfolio "sweat shop" on Friday, November 21st. If you were there, email him and let him know!

Monday, December 1st Review

1. Do you have you have a study buddy?
2. Can you write a smart goal? You need three for Friday based on the categories you have chosen--think of it as a needed revision.
3. Have you selected a poem and a partner for your poetry presentation?
4. Do you know when you will be planning to finish the presentation?
5. Did you remember that the syllabus is online if you want to see it?

For A Day
1. Books will be signed out.
2. We will be forming reading groups for Oedipus. The class will decided whether to focus on Oedipus or to use time for poetry presentations. We will also do some review of the Oedipus myth. We can also do a combination of those things.

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.

Monday

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.

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

http://www.teachervision.fen.com/writing/skill-builder/48885.html

http://www.sil.org/linguaLinks/literacy/ImplementALiteracyProgram/UsingADialogueJournal.htm
Look especially at the "variations."

http://www.indiana.edu/~reading/ieo/digests/d99.html
Look especially at "Dialogue Journals" and "Literary Journals."

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.

Reader's Notebook question

Title
Author
Date of Publication
Genre
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
Setting(s)
Significance of the opening scene
Significance of the closing scene
Symbols
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.

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.

Reading
Writing
Listening
Speaking
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.

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.

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?

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.

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
Reader
Writer
Listener
Speaker
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.

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)

Presentations (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”


Covey:
______ 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

Rehashes:
______ 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

Reflections:
_____ 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.

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!

http://www.csulb.edu/~mvanelk/quotinst.htm#Long_quotes

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.

Additonal Novel work next week

Monday, November 3rd your analysis paper is due at the beginning of the period.

Come ready to work next week with tone, mood, figurative language, and style examples for your additional text.

Presentations B day.

In-class essay on Friday!!!

Mango the following Monday. Annotate for symbols, syntax, diction, tone, and mood.

Addition Novel Analysis

Folks,
The paper due on Monday, November 3rd is a summative, FINAL product. I was stopped in the hall and told there was some confusion about what was due.

SUMMATIVE FINAL PRODUCT!

From Haroace, Book II, Ode X

Okay, I confess, I did the spell check on the poem and did not proofread it. Is there are problem with that? You bet! Just look at the goofiness of the poem copy we distributed in class. I take full responsility. Forsberg

Below is the corrected text--you can either print it out or make the corrections on your text.

From Horace, Book II. Ode X

Receive, dear friend, the truths I teach:
So shalt thou live beyond the reach
Of adverse fortune’s power;
Not always tempt the distant deep,
Not always timorously creep
Along the treacherous shore.

He that holds fact the golden mean,
And lives contentedly between
The little and the great,
Feels not the wants that pinch the poor,
Nor plagues that haunt the rich man’s door,
Embittering all his state.

The tallest pines feel the most power
Of winter blasts: the loftiest tower
Comes heaviest to the ground;
The bolts that spare the mountain’s side,
His cloud-capped eminence divide,
And spread the ruin around.

The well-informed philosopher
Rejoices with a wholesome fear,
And hopes, in spite of pain;
If winter bellow from the north,
Soon the sweet spring comes dancing forth,
And nature laughs again.

What if thine heaven be overcast?
The dark appearance will not last;
Expect a brighter sky.
The God that strings the silver bow,
Awakes sometimes the Muses too,
And lays his arrows by.

If hindrances obstruct thy way,
Thy magnanimity display,
And let thy strength be seen;
But Oh! If fortune fill thy sail,
With more than propitious gale,
Take half thy canvas in.

Reminder about late work

Students should turn in all work on time. Late work earns no points but does make it possible for students to earn bonus points when those opportunities arise. If there are extenuating circumstances, let your teacher know ahead of time.

Criteria For Metamorphosis Paper

20 points
The writer analyzes the text using the formalist lens throughout. The essay is a careful and complete analysis which indicates the writer has a command of the intricacies of writing. Using specific evidence from the text and well-developed warrant, the writer builds a careful, thorough, and original argument to answer the prompt. The structure of the essay helps the writer to make the argument in the paper. The quality of the writing has sophistication with clear voice appropriate to the task at hand. While the writer might make minor grammatical or usage mistakes, they do not detract from an otherwise outstanding paper. The writer brings the essay to a conclusion which is memorable and appropriate for the analysis.
18 points
The writer analyzes the text using the formalist lens. The essay, while thorough, may not illustrate the command of the intricacies of the 20 point paper. While the evidence from the text is clear and the warrant is developed to make the analysis clear, it may lack insight that a 20 point paper would have. The writer builds a careful and thorough argument which clearly answers the prompt. It may lack originality. The structure of the essay indicates the writer has command of skills of a strong high school writer. The quality of the writing has glimpses of sophistication and moments of voice appropriate for the task, but lacks consistency throughout. The paper is a strong “high school” paper that may have noticeable mistakes in grammar and usage, but they do not hinder the reading of the text. The writer brings the essay to a conclusion appropriate for the analysis.
16 points
This paper has more strengths than weaknesses. The writer analyzes the text using the formalist lens. The essay, while thorough, may not have the clarity of writing that an 18 point paper has. The evidence from the text while clear may lack the specificity needed for the task. The warrant is developed to make the analysis clear, but may lack the originality or insight of a stronger paper. It may seem repetitive or mundane. The writer’s argument answers the prompt but may lack care in development or thoroughness. This paper may lack originality. The structure of the essay indicates the writer has necessary skills of a high school writer, but may lack the finesse of a strong writer. The quality of the writing has glimpses of sophistication and while the writing has moments of voice appropriate for the task, it is more routine than sophisticated. The paper may have noticeable mistakes in grammar and usage that may make the writer’s less clear than a stronger paper. The writer brings the essay to a conclusion.
14 points
This paper has more problems than strengths. This paper is clearly an analysis of the text. The essay may illustrate the writer’s lack of clear thought, command of argument development, or understanding of the text. The writer does not demonstrate skills needed to complete this task with care or thoroughness. Organization of this paper may work against the writer’s argument. While the evidence is from the text, it may be more general than specific. Warrants exist, but may be troubled by lack of clarity, specificity, or development. This paper may illustrate the writer’s lack of grammar or usage skills. This paper may have a trite conclusion or may lack one.
12 points
This paper has significantly more problems than strengths. While this paper is an analysis, it may lack focus. The evidence lacks specificity. The warrant, while attempted, does not clearly indicate how the evidence supports the claim of the paper. The organization of this essay may take away from the argument, it may be stream of consciousness, or it may not exist. This paper may have major grammar or usage problems. This paper may leave the reader with more questions than answers. The reader goes away from this essay disappointed.
0-10 points
This paper does not indicate a “good faith” effort to answer the prompt, to build an argument, or to indicate understanding of the text.

Reflection essay

This assignment is due Friday at the beginning of class. Reflect on how you did on the practice multiple-choice test.
What are your strengths, the areas you need practice, the hole you have and how you plan to fill them?
In addition, please put the percentage of correct answers you had on your test.
20 points. It will be graded for the quality of reflection you have completed with your plans for improvement.

AP multiple choice tests

According to Mrs. Larson, the guru of all things AP test-like, here are the ball park figures:
5--80%
3--50%

So, I'm guessing the 4 would be in the 65% range and 2 would be in the 35% range.

If you missed the practice multiple-choice test...

Forsberg put the answer sheet in your folder. You'll need that to take the test.

Additional Novel Analysis Prompts

You should plan on a paper of about two pages in length that follows the writing guidelines. Choose one prompt and answer it using CEW. Be sure to cite pages in from the text. Be clear in your explanations of how the evidence you cite illustrates, supports, or proves your claim.

Choose a principal character from you work of fiction and write an essay in which you (a) briefly describe the standards of the fictional society in which the character exists and (b) show how the character is affected by and responds to those standards. In your essay, do not merely summarize the plot.

In retrospect, the reader often discovers that the first chapter of a novel or the opening scene of a drama introduces some of the major themes of the work. Write an essay about the first chapter of your novel or the opening scene of your drama and explain how it functions this way.

An effective literary work does not merely stop or cease; it concludes. In the few of some critics, a work that does not provide the pleasure of significant closure has terminated with an artistic fault. A satisfactory ending is not, however, always conclusive in every sense; significant closure may require the reader to abide with or adjust to ambiguity and uncertainty. In an essay, discuss the ending of your choice novel. Explain precisely how and why the ending appropriately or inappropriately concludes the work. Do not merely summarize the plot.

Choose a complex and important character from your text who might on the basis of the character’s actions be considered evil or immoral. In a well-organized essay, explain both how and why the full presentation of the character in the work makes us react more sympathetically than we otherwise might. Avoid plot summary.

Often great writers use the setting in the story to help express the insight meant for the reader of the text. Explore how the author of your text uses the setting to develop the text’s theme. Avoid plot summary.

Upcoming this week

Monday/Wednesday Develop discussion questions for The Metamorphosis.
Tuesday Practice test
Monday, October 20th Review test; presentation prep for The Metamorphosis
A Day Presentations
B Day Presentations

Monday, November 3, 2008 Analysis papers for your additional novels are due at the beginning of class. Prompts will be posted soon.

Reminder

Hey folks,
Remember if you have questions or concerns about grades, make an appointment with your teacher for before or after school to discuss it.
If something has been entered incorrectly, give your teacher the necessary materials with a note expressing your concern.
The level of concern for students goes WAY up at mid-trimester and toward the end of the trimester. Be proactive--plan to panic early!

College Essays

Hey Folks,
They are done. Essays were graded out 0f 40 points.
Accepted= 40
Waitlist= 36-37 approx.
Deny=34 approx.
Final grades were also effected by the parts of the process that were completed. Missing one part of the process reduced the final grade between 1.5 and 2 points.

If you completed all of the process and want the opportunity to "re-do" you can. (I would spend more time getting the essay ready for submission, myself.)

Reminder for Monday

Hey, folks!
Bring your "commerical" fiction/"literary" fiction packet for Monday. It's what you read this summer!

Homecoming week

We're writing poetry on Friday for homecoming.

Be collecting sensory images until then--you need five.
Look at things in new ways--What does school spirit taste like? What is the smell of Crimson and Gold.

Yes, I know it's cheesey--but it's homecoming--let's have some fun.

Metaphors?
Personification?
Analogies?

Let play with poetry!

Two More Things

1. Plan to bring your extra book to class every day--who knows, you may have time to read it!
2. Bring in the Covey books. We can start getting them checked in.

Two Reminders

1. Students will be expected to compile a portfolio at the end of the trimester which showcases everything we have done and learned this trimester!
2. Students need to meet deadlines.

NO REFLECTION ON TODAY'S TEST DUE ON MONDAY!

We are postponing it.

Books that won't be approved for additional novels

This books are taught in junior high class rooms and will not be approved.
The Diary of Anne Frank
Flowers for Algernon
Romeo and Juliet
To Kill a Mockingbird
Odyssey
The Crucible
Dr. Jekyll and Mr. Hyde
Alice in Wonderland
Books taught in senior high class rooms and will not be approved
Inherit the Wind
Huck Finn
Lord of the Flies
Catcher in the Rye
Brave New World
The Night Thoreau Spent in Jail
The Red Badge of Courage
The Great Gatsby
Metamorphosis
The House on Mango Street
Oedipus Rex
Macbeth
Hamlet
Heart of Darkness
Their Eyes Were Watching God
Things Fall Apart

Covey Evaluation

Some students were wondering what the evaluation should look like for Friday. Here's where to start.

Use what you know from the Covey material to evaluate your presentation:
Strengths,
Holes,
What to do for next time to fill the holes.

After your evaluation--one sentence that indicates what you think would be the most significant change that would occur if the US government went "Win/Win" and why it would be significant. Remember this sentence should be based on the discussion in class.

Additional novel

Hey Folks,
remember that you need to read an additional literary book this trimester. If you heard about one in the presentations you want to read--find yourself a copy. Remember no books assigned at other grade levels. Be sure you get it from the 100 literary novels list!

Start now!
Begin with the end in mind!

Covey's Habits 3-7 Rubric

English Names: ______________________
Covey presentation ______________________
______________________

Group evaluation

1. Content and Originality 10 9 8 7 6 5
Students accurately present major concepts from the section. Examples, illustrations or anecdotes are used to clarify concepts and are in the students’ words not Covey’s.

2. Clarity and Explanation 10 9 8 7 6 5
Students address the key ideas of the habit with application to the life of an 18 year old. Key points are easily identifiable to audience. Presentation meets 7 -10 minute time limit.

3. Organization 10 9 8 7 6 5
Group transitions smoothly from idea to idea. Presentation demonstrates the relationships between concepts. Transition is smooth from speaker to speaker.

4. Visual 5 4 3 2 1 0
Students use visual effectively to teach concepts. Visual is neither too dense nor too sparse. Audience is able to see visual from all parts of the classroom. Visual may be creative.

5. Speaking 5 4 3 2 1 0
Students demonstrate good volume, pace, eye contact and poise. Actions while others are presenting do not distract from the presentation. Student does not simply read information from notes or visual.

Based on preparation and final presentation, instructor may differentiate final grade beyond the individual evaluation categories of the rubric.


Comments:

College Essay Reading

Anyone who brings me a typed copy of his/her college essay with one things you one me to comment on by Friday noon, I will read it and comment on it for Monday.

College Essay Prompt Site

http://www.eduers.com/University/College_Admission_Essay_Topics.html

You can use ideas here or adapt to make it fit for you!

August 14th

Hey Folks,
I came in to school a day early to change my password. It expired today. I will check my email from home tomorrow to make sure everything is up-to-date. That's the last time before school starts!

Some reminders:
1. AP English 12 is consider the equivalent of Freshmen English on a college campus. Scary, but exciting! As such, we will be expecting a higher level of maturity from students and an independent approach to learning. Please know that we aren't going to leave you "high and dry," but you will be expected to figure things out on your own!
2. All homework assignments for English 12 AP are expected to be typed.
3. On the first day of class, you will be expected to have what we want you to have every day you come to class:
A. Your completed assignments.
B. Your notebook, writing tools, planner.
C. Your mind open and ready to engage.

We are looking forward to an exciting year!

Summer Reading

Hey Folks,
You will need to talk about your texts when we get back to school. You don't have to turn in any writing to begin with...but you should be able to use CLAIM/EVIDENCE/WARRANT to talk about your text and what makes in literary or commercial.
Also be thinking in terms of why you chose the books you did. Talk about that as well.

Your AP English 12 teachers are expecting you to have developed an organizational method that works for you. You need to be able to store materials (those we give you and those you produce) in an effective manner. You have to be able to lay your hands on the things you will need.

We also expect that you have mastered an annotation method that works for you. Use it.

Lastly (at least for now), remember that AP English 12 is intended to take the place of your Freshman English class in college. As such, we are expecting that you have the skills and desire to be a self-motivated learner. We should not have to tell you, for instance, that we expect you to have all the materials you need when needed and that we expect you to take notes on what we cover in class.

I'll be checking my email again tomorrow!

Last Day of July!

I'll be checking email and responding tomorrow. I hope you are making good progress on your summer project.
I strongly urge people to annotate their literary fiction. Use a method with which you are most adept. I would also urge you to be taking notes about your commercial fiction which demonstrate what makes that piece commercial. Claim/Evidence/Warrant is the best way to go!

July 15th

Well folks,
I hope your summer reading is progressing well.
I have posted answers to the questions that I have received via email.
Keep moving forward.

I'll check my email again August 1st.

Forsberg

Fiction

Hey folks,
AP English 12 focuses on FICTION.
Remember that the literary and commercial books need to be FICTION. (a novel or a full-length play--no self-help, no biography or autobiography, no "how to" work, etc.) For the commercial fiction, choose a book that you've been wanting to read!

Annotations

Hey folks,
My assumption is that students who have made it into AP English 12 have learned how to annotate.
I further surmise that students have a way they prefer to annotate.
I also expect that students will be able to demonstrate a willingness to use different forms of annotation when directed to do so.
Students who don't know how to annotate should check their notes, check online for ideas, and check with their peers for help this summer.
Come fall, those students should check with their teacher for additional help.

Another Question about the Reader's Notebook

The reader’s notebook is meant to be a document that you go back to and add more information as you learn more about the analysis of literature.

Right now, you don’t have much information about old AP questions—so if you want to be on the safe side, leave it blank.

If you are adventurous, however, then perhaps you might think of some of the questions that you had on this year’s test and see if you can figure out what might be asked about the book.

Save the notebook on your computer as this will making revising it much easier. Remember to back it up at least twice!

July 1st

Hey Folks,
It's July 1st and I checked my email today.
The question was raised about the reader's notebook and what to do with the commercial book.


Here's my response:
I would like you to have five “literary” texts for your reader’s notebook. The list of books can include literary texts that you have read in other classes: Romeo and Juliet, The Crucible, To Kill a Mockingbird, Antigone for instance.

I don’t know what types of books you read for enjoyment. Some of you may read literary fiction for enjoyment, but most probably read commercial; the books for your reader’s notebook should be “literary.”

Read the commercial book for pleasure, but also be able to explain how this text meets the definition of commercial fiction.

I'll be checking again on July 15th, until then, have a happy and save Fourth of July!
Forsberg

Welcome Class of 2009!

I hope you are enjoying the beginning of your summer vacation!

Remember the assignment...The sooner you begin...the sooner it will be finished!Remember if you have questions I will be checking my school email from time to time this summer. I'm good at getting back to folks.

Be safe!
Be smart!
Have fun!
See you in the fall!

Forsberg

Summer Assignment

The question of what to do with the commercial text has been raised.

Here's what I would do:
1. Choose a book that you want to read that you haven't read before.
2. Enjoy it.
3. Be able to point out specific components of the text that fit the definition of commercial fiction--you may want to write those down as September is a long way off.
4. Do not annotate it unless you enjoy doing that.


For the literary text you read, you should complete a reader's notebook entry for it.

Biographical Historical Literary Lens

I am putting a link to a larger text. Please review the biographical lens and the historical lens for next class period.

http://home.olemiss.edu/~egjbp/spring97/litcrit.html

Additional Novels

These books are taught in the district in classes before 12th grade. They will not be approved as your additional novel.

This books are taught in junior high class rooms and will not be approved.
The Clay Marble
The Diary of Anne Frank
Flowers for Algernon
Romeo and Juliet
To Kill a Mockingbird
Odyssey
The Crucible
Until They Bring the Streetcars Back
Secret Life of Bees
Four Miles to Pinecone
The Outsiders
Snowbound
Chernowitz
Freak the Mighty
Welcome to Your Life
Glory Field
Out of the Dust
Time to Kill
Finding Laura Buggs
Ishmael
Truth Machine
Dr. Jekyll and Mr. Hyde
Alice in Wonderland
My Sister’s Voices
Shabanu

These books are taught in the district in tenth and eleventh grade. You would have to have a darn good reason to choose one of these!
Inherit the Wind
Friday Night Lights
When the Emperor was Divine
Sound Waves
The Bean Trees
A Yellow Raft in Blue Water
Staggerford
Fences
Huck Finn
A Place Where the Sea Remembers
My Antonia
A Place in the Sun
Catcher in the Rye
Ender’s Game
Nervous Conditions
Brave New World
The Night Thoreau Spent in Jail
Things Fall Apart
Peace Like a River
The Great Gatsby
In the Time of Butterflies
The Kitchen God’s Wife
Fallen Angels
Grass Dancer
Puddinhead Wilson


These are books we will read in class--don't pick from this list!
Metamorphosis
The House on Mango Street
Oedipus Rex
Macbeth
Hamlet
Heart of Darkness
Their Eyes Were Watching God

These are books we may read--check with Forsberg first.
Beowulf
Things Fall Apart

Cats Performing Hamlet

Check it out if you have time!

http://www.youtube.com/watch?v=DbK1eCt97ag