https://www.class.umn.edu/crimson/dependancies/multimedia/handout_thanks_for_everybody.pdf
This is a good site to use. Scroll down; it's on the right
Thursday, January 14, 2010
Tuesday, January 12, 2010
Thursday, January 7, 2010
Reader's Notebook Grading
We broke the grading into two parts: Completeness and Theme. Students earned 8, 9, or 10 for completeness. Students earned 6, 8, 10 on theme. Some students are still identifying motifs as theme. Some are not taking the thought process and insight to as sophisticated a level that demonstrates outstanding work.
Forsberg would be more than happy to meet after school with any students who want additional help with this. Email to set up an appointment.
Forsberg would be more than happy to meet after school with any students who want additional help with this. Email to set up an appointment.
Tuesday, January 5, 2010
Resume Revision
I was reading some of the resumes that students submitted to me, and I thought that I would give folks a "head's up" to prepare for the interviews next week.
Remember that readers of resumes will average between 6-8 SECONDS to make the decision if they want to read more. Good first impressions count.
Personal Information:
1. Make this easy to find and easy to read.
2. Make it easy for them to contact you. Give them options to find you. If you are difficult to track down, they may lose interest.
3. So, right now, check the message on your cell phone and your "family" phone. Will they give the caller the right impression? Will they give them the information that they have contact YOU?
4. Make sure your email address is accurate, appropriate, and professional. This is not the place for "cute" or "clever" addresses. Again, the address should link the sender to you (your name).
5. You may want to complete a web search on yourself. What's out there that could make you less desirable to people you want to impress? Don't kid yourself, people and institutions often check, so make sure you are giving the impression that will make them want you.
Objectives:
I scouted out some sites online for recommendations to give students. One site said the most important aspect of the resume was a CLEAR, CONCISE "objective."
Some questions to help shape your objectives...
Is your objective really to be accepted at a school of your choice?
My guess is that you want more than that. I am guessing that you want to earn a degree from that institution as well. Let me give you an example:
To get accepted into a four-year college or university.
vs.
To earn an undergraduate degree to prepare me to teach math on the secondary level.
I think the second is clearer and gives a stronger impression of what you want to accomplish.
Who are you to judge?
Be careful with judgmental words in your objective, such as "a high-quality university." My question is this: Why would you be applying to a university whose quality measure up to your standards?
What if you haven't made a decision about what you want to do with the rest of your life? My guess is that you will hate this question long before June 13, 2010! Then what do you write for your objective?
To earn a four-year degree while exploring my interests in science and performance music.
This objective tells the reader that you plan to graduate with a degree and that you plan to use the time at their school to explore. It doesn't leave that exploration boundless; rather, it shapes what you plan to examine more deeply.
Shape your resume to its particular purpose:
1. Revising resumes is relatively easy. Have different resumes for different purposes. Be sure to promote yourself in the ways that demonstrate you fit what they are looking for.
2. Update your resume for the interview to make it most useful for you to use. If you are applying to schools or for scholarships (there's quite a bit of money out there if you can find it!) in the next several months. Make the work you do "count"!
Presentation:
1. Before you publish your resume on resume paper (yes, you need to do that for this assignment), put it through the best spell-check program you can find.
2. Take the time to choose carefully from "suggestions" the spell-check offers. You may want to do it with a dictionary near by.
3. Then, and only then, bring your resume to the BEST editor/proofreader you know. You are asking a favor of that person. Treat it as such.
4. When you have your resume in the BEST condition you can get it, print it on resume paper. You can buy single sheets of it from the media center. I think it cost about ten cents a sheet.
Remember that readers of resumes will average between 6-8 SECONDS to make the decision if they want to read more. Good first impressions count.
Personal Information:
1. Make this easy to find and easy to read.
2. Make it easy for them to contact you. Give them options to find you. If you are difficult to track down, they may lose interest.
3. So, right now, check the message on your cell phone and your "family" phone. Will they give the caller the right impression? Will they give them the information that they have contact YOU?
4. Make sure your email address is accurate, appropriate, and professional. This is not the place for "cute" or "clever" addresses. Again, the address should link the sender to you (your name).
5. You may want to complete a web search on yourself. What's out there that could make you less desirable to people you want to impress? Don't kid yourself, people and institutions often check, so make sure you are giving the impression that will make them want you.
Objectives:
I scouted out some sites online for recommendations to give students. One site said the most important aspect of the resume was a CLEAR, CONCISE "objective."
Some questions to help shape your objectives...
Is your objective really to be accepted at a school of your choice?
My guess is that you want more than that. I am guessing that you want to earn a degree from that institution as well. Let me give you an example:
To get accepted into a four-year college or university.
vs.
To earn an undergraduate degree to prepare me to teach math on the secondary level.
I think the second is clearer and gives a stronger impression of what you want to accomplish.
Who are you to judge?
Be careful with judgmental words in your objective, such as "a high-quality university." My question is this: Why would you be applying to a university whose quality measure up to your standards?
What if you haven't made a decision about what you want to do with the rest of your life? My guess is that you will hate this question long before June 13, 2010! Then what do you write for your objective?
To earn a four-year degree while exploring my interests in science and performance music.
This objective tells the reader that you plan to graduate with a degree and that you plan to use the time at their school to explore. It doesn't leave that exploration boundless; rather, it shapes what you plan to examine more deeply.
Shape your resume to its particular purpose:
1. Revising resumes is relatively easy. Have different resumes for different purposes. Be sure to promote yourself in the ways that demonstrate you fit what they are looking for.
2. Update your resume for the interview to make it most useful for you to use. If you are applying to schools or for scholarships (there's quite a bit of money out there if you can find it!) in the next several months. Make the work you do "count"!
Presentation:
1. Before you publish your resume on resume paper (yes, you need to do that for this assignment), put it through the best spell-check program you can find.
2. Take the time to choose carefully from "suggestions" the spell-check offers. You may want to do it with a dictionary near by.
3. Then, and only then, bring your resume to the BEST editor/proofreader you know. You are asking a favor of that person. Treat it as such.
4. When you have your resume in the BEST condition you can get it, print it on resume paper. You can buy single sheets of it from the media center. I think it cost about ten cents a sheet.
Tuesday, December 15, 2009
Week Two into Winter Break
What's coming up this week varies a bit by class, but know this---
Friday, December 18th
Due when you come to class: Oedipus test, Oedipus Reader's Notebook or Dialogue Journal
Due at the end of class: Oedipus news release.
Over break:
Finish your additional text. Annotate for this: What is the theme of this text and what two literary devices best help you uncover the theme?
Finish you Dialogue Journal or Reader's Notebook on the additional text.
Update your resume.
Monday, January (whatever it is the first day back!)
You will turn in your resume and your additional text work.
We will have literary circle so people can hear about the text you read in an informal setting.
Watch this space for more!
Friday, December 18th
Due when you come to class: Oedipus test, Oedipus Reader's Notebook or Dialogue Journal
Due at the end of class: Oedipus news release.
Over break:
Finish your additional text. Annotate for this: What is the theme of this text and what two literary devices best help you uncover the theme?
Finish you Dialogue Journal or Reader's Notebook on the additional text.
Update your resume.
Monday, January (whatever it is the first day back!)
You will turn in your resume and your additional text work.
We will have literary circle so people can hear about the text you read in an informal setting.
Watch this space for more!
Friday, December 11, 2009
Fun with Oedipus the King
AFTER you have finished your reading of the text, you might enjoy these sites I found about the king.
This is a song about the Oedipus
http://www.youtube.com/watch?v=4Z36qReRSFY
This is a short, short retelling of the story.
http://www.youtube.com/watch?v=4Z36qReRSFY
Here's a telling of Oedipus and Antigone.
http://www.youtube.com/watch?v=QVtM3BDvJ0w&feature=related
This is a song about the Oedipus
http://www.youtube.com/watch?v=4Z36qReRSFY
This is a short, short retelling of the story.
http://www.youtube.com/watch?v=4Z36qReRSFY
Here's a telling of Oedipus and Antigone.
http://www.youtube.com/watch?v=QVtM3BDvJ0w&feature=related
Thursday, December 10, 2009
What's coming up
Monday, December 7
Policies & Procedures - No late work, the importance of a study buddy and the importance of being proactive
Annotate a practice AP Essay
Poetry presentation information
Reference your final reflection on trimester one and from that create 4 SMART goals for trimester 2 (literary analysis, discussion, time management, goal setting/reflecting) due A Day of this week
A Day
SMART goals due
Chose Partners
Chose Poems
Plan calendar for presentations
Read Oedipus up to page 26 by Friday, December 11 and finish the book by Monday, December 14
Find independent novel by Friday, December 11
B Day
Information on Choral Reading
Groups - exchange contacts
Read time - Use a dictionary/notes for dialogue journal/choral reading?/tragic flaw
Friday, December 11
Poetry presentation planning
Create outline
Create plan
Example choral reading
Choral Reading due after winter break
Independent Novel Sign Up - You may complete either a dialogue journal with a partner (keeping in mind you should be journaling in reference to the reader's notebooks) or a reader's notebook. The reader's notebook should be done alone if you decide to go with that option.
3
Week Two (December 14-18)
Monday, December 14
Discussion on Oedipus
Final Test on Oedipus Information
A Day
Choral Reading Practice
B day
Computer lab for Oedipus Test preparation
Oedipus test due Friday, December 18
Friday, December 18
Oedipus test due
Reader's Notebook/Dialogue Journal on Oedipus due
News Report
Updated resume due January 4
Choral Readings begin after winter break
4
Week Three (January 4-8)
Monday, January
Policies & Procedures - No late work, the importance of a study buddy and the importance of being proactive
Annotate a practice AP Essay
Poetry presentation information
Reference your final reflection on trimester one and from that create 4 SMART goals for trimester 2 (literary analysis, discussion, time management, goal setting/reflecting) due A Day of this week
A Day
SMART goals due
Chose Partners
Chose Poems
Plan calendar for presentations
Read Oedipus up to page 26 by Friday, December 11 and finish the book by Monday, December 14
Find independent novel by Friday, December 11
B Day
Information on Choral Reading
Groups - exchange contacts
Read time - Use a dictionary/notes for dialogue journal/choral reading?/tragic flaw
Friday, December 11
Poetry presentation planning
Create outline
Create plan
Example choral reading
Choral Reading due after winter break
Independent Novel Sign Up - You may complete either a dialogue journal with a partner (keeping in mind you should be journaling in reference to the reader's notebooks) or a reader's notebook. The reader's notebook should be done alone if you decide to go with that option.
3
Week Two (December 14-18)
Monday, December 14
Discussion on Oedipus
Final Test on Oedipus Information
A Day
Choral Reading Practice
B day
Computer lab for Oedipus Test preparation
Oedipus test due Friday, December 18
Friday, December 18
Oedipus test due
Reader's Notebook/Dialogue Journal on Oedipus due
News Report
Updated resume due January 4
Choral Readings begin after winter break
4
Week Three (January 4-8)
Monday, January
Wednesday, November 25, 2009
U of M Style Manual
http://www1.umn.edu/urelate/style/language-usage.html
Siddharth Phadke found this a useful site, so we are posting it in case you need a style manual.
Siddharth Phadke found this a useful site, so we are posting it in case you need a style manual.
Monday, November 23, 2009
Update to the end
1. B-day: Collect reflections (50 points); rehash for revised essay; theme discussion with Mango;bonus point reading opportunity.
2. Monday: Collect portfolios with Mango reader's notebook/dialogue journal; Poetry exploration. Collect Mango books.
3. A-day: Inner/Outer discussion: Bringing all the texts together--teachers will moderate the groups so students can take notes on things to remember while watching.
4. B-day Poetry read.
Winter Trimester:
1. plan to read your additional novel ( from the list 0f 100) over winter break.
2. It will be Drama trimester at Da Grove: Oedipus Rex, Macbeth, Hamlet. Each is a tragedy. Expect death and destruction.
3. Students will have senior interviews in mid-January. We will be preparing for those after winder break.
2. Monday: Collect portfolios with Mango reader's notebook/dialogue journal; Poetry exploration. Collect Mango books.
3. A-day: Inner/Outer discussion: Bringing all the texts together--teachers will moderate the groups so students can take notes on things to remember while watching.
4. B-day Poetry read.
Winter Trimester:
1. plan to read your additional novel ( from the list 0f 100) over winter break.
2. It will be Drama trimester at Da Grove: Oedipus Rex, Macbeth, Hamlet. Each is a tragedy. Expect death and destruction.
3. Students will have senior interviews in mid-January. We will be preparing for those after winder break.
Friday, November 20, 2009
Portfolio
1. You may put your work into whatever format you would like.
2. Our recommendation to you is to put things in the order of the check list and label them the same way.
3. Your portfolio will have two chances for assessment. Anything missed after the second go through will not earn points.
4. You will get your portfolio back after it has had two chances. Once you get it back--there are not further chances.
5. PLAN ACCORDINGLY.
2. Our recommendation to you is to put things in the order of the check list and label them the same way.
3. Your portfolio will have two chances for assessment. Anything missed after the second go through will not earn points.
4. You will get your portfolio back after it has had two chances. Once you get it back--there are not further chances.
5. PLAN ACCORDINGLY.
A reminder of what's coming up
Reflection on Learning Paper due “B” day before Thanksgiving (Tuesday, November 24 or Wednesday, November 25 IN CLASS)
Reflect on your thinking about and growth in these four areas:
Literary analysis
Discussion
Time management
Goal setting/Reflection
A well-written reflection will make a realistic and honest claim about growth for each category; it will illustrate grow by using specific examples of work done as part of the course work for AP English 12. You should use the reflection of the SMART goals you wrote for the Mango street discussion. The reflection will clearly connect the evidence (course work) to the claim explaining how/why the evidence illustrates growth as outlined in the claim.
Reader’s Notebook/Dialogue Journal on Mango Street – Due 11/30
Portfolio due Monday, November 30
Bonus opportunity see Moodle
Reflect on your thinking about and growth in these four areas:
Literary analysis
Discussion
Time management
Goal setting/Reflection
A well-written reflection will make a realistic and honest claim about growth for each category; it will illustrate grow by using specific examples of work done as part of the course work for AP English 12. You should use the reflection of the SMART goals you wrote for the Mango street discussion. The reflection will clearly connect the evidence (course work) to the claim explaining how/why the evidence illustrates growth as outlined in the claim.
Reader’s Notebook/Dialogue Journal on Mango Street – Due 11/30
Portfolio due Monday, November 30
Bonus opportunity see Moodle
Monday, November 16, 2009
Note to Forsberg's classes
I'm not sure we are ready with the discussion questions yet. We are going to start class revisiting them. Prepare by combining these ideas:
1. How do diction, syntax, figurative language help us analyze for theme?
2. What does the text say about growing up/adolescence, family, sexuality, societal responsibilities, education?
We need to keep working before we can discuss.
1. How do diction, syntax, figurative language help us analyze for theme?
2. What does the text say about growing up/adolescence, family, sexuality, societal responsibilities, education?
We need to keep working before we can discuss.
Portfolio Information
Hey folks,
What you need for the portfolio is listed on the Moodle page. Check there.
What you need for the portfolio is listed on the Moodle page. Check there.
Saturday, November 14, 2009
Friday, November 13, 2009
Bonus Opportunity
Dufault and Forsberg will need help on Monday, November 30th. Dufault is looking for three students in her class, and Forsberg wants six from his class. Students will be able to earn 10 bonus points for about 45 minutes of work on that day. Your commitment will be from 2:20 until 3:30. If you cannot commit for the full time, this will not work for you.
The first students who email us and are current with their work will go on the top of the list. It will be first-come, first-served. If you sign up and do not follow through, you will be excluding yourself from any future bonus opportunity.
This is one bonus opportunity we are planning for now. If you are concerned about your grade, focus on the work that is coming due.
The first students who email us and are current with their work will go on the top of the list. It will be first-come, first-served. If you sign up and do not follow through, you will be excluding yourself from any future bonus opportunity.
This is one bonus opportunity we are planning for now. If you are concerned about your grade, focus on the work that is coming due.
Thursday, November 12, 2009
Reader's Notebook Assessments
When assessing the work on your reader's notebooks, we used these criteria:
You scored 15/20 if you submitted a notebook entry that demonstrated thought and care in completing it.
We chose one category for additional assessment:
One time we chose The Opening scene
One time it was the Closing Scene.
Students earn 3, 4, or 5 points based on the quality of the explanation (especially the significance of the scene).
Students whose work did not show thought and/or care in completion scored fewer points.
You scored 15/20 if you submitted a notebook entry that demonstrated thought and care in completing it.
We chose one category for additional assessment:
One time we chose The Opening scene
One time it was the Closing Scene.
Students earn 3, 4, or 5 points based on the quality of the explanation (especially the significance of the scene).
Students whose work did not show thought and/or care in completion scored fewer points.
Due Dates of what's coming up!
B day (Nov. 12)
Presentations
Friday, November 13
Presentations
Monday, November 16--Finished with Mango!
1. Divide students in to 5 groups.
2. Students in the groups are to generate discussion questions that will promote analysis of The House on Mango Street by examining: diction, syntax, and figurative language that shapes theme.
a. Questions need to be open-ended.
b. Questions need to promote higher level thinking on Bloom’s taxonomy.
c. Questions need to span the entire text, not just a section of it.
d. Questions need to promote examination of the text.
You may use quotes.
3. Each group will choose their top two questions.
4. The class will choose 10 questions making sure the ten “Cover” all the aspects in question 4.
5. Students will write 2 individual goals – one for speaking and one for listening.
A Day
Quiz on terms
Inner/Outer Discussion (graded on warrant)
B Day
1. Students in groups of five, students will identify a lesson The House on Mango Street teaches on the following: growing up, adolescence, family, sexuality, societal responsibility.
2. When groups have identified each of the themes, one student will write a story that illustrates one of the five themes. The group must have stories that illustrate each of the themes for a collection of short stories called The School on Fernbrook Lane.
3. Discuss the text as a whole class
Friday, Nov. 20
Computer lab to write stories
Re-Write Essay Due: Friday, Worth: 20 points.
B-day before Thanksgiving (Tuesday, November 24th or Wednesday, November 25th)Reflection on Learning Paper Due: during class.Worth: 50 points.
Monday, November 30th
Portfolio Due during class.Worth: Approximately 80 points.
Reader's Notebook: The House on Mango Street. 20 points.
Presentations
Friday, November 13
Presentations
Monday, November 16--Finished with Mango!
1. Divide students in to 5 groups.
2. Students in the groups are to generate discussion questions that will promote analysis of The House on Mango Street by examining: diction, syntax, and figurative language that shapes theme.
a. Questions need to be open-ended.
b. Questions need to promote higher level thinking on Bloom’s taxonomy.
c. Questions need to span the entire text, not just a section of it.
d. Questions need to promote examination of the text.
You may use quotes.
3. Each group will choose their top two questions.
4. The class will choose 10 questions making sure the ten “Cover” all the aspects in question 4.
5. Students will write 2 individual goals – one for speaking and one for listening.
A Day
Quiz on terms
Inner/Outer Discussion (graded on warrant)
B Day
1. Students in groups of five, students will identify a lesson The House on Mango Street teaches on the following: growing up, adolescence, family, sexuality, societal responsibility.
2. When groups have identified each of the themes, one student will write a story that illustrates one of the five themes. The group must have stories that illustrate each of the themes for a collection of short stories called The School on Fernbrook Lane.
3. Discuss the text as a whole class
Friday, Nov. 20
Computer lab to write stories
Re-Write Essay Due: Friday, Worth: 20 points.
B-day before Thanksgiving (Tuesday, November 24th or Wednesday, November 25th)Reflection on Learning Paper Due: during class.Worth: 50 points.
Monday, November 30th
Portfolio Due during class.Worth: Approximately 80 points.
Reader's Notebook: The House on Mango Street. 20 points.
Tuesday, November 3, 2009
Reflection on Learning Paper
Reflect on your thinking about and growth in these four areas:
Literary analysis
Discussion
Time management
Goal setting/Reflection
A well-written reflection will make a realistic and honest claim about growth for each category; it will illustrate grow by using specific examples of work done as part of the course work for AP English 12; it will clearly connect the evidence (course work) to the claim explaining how/why the evidence illustrates growth as outlined in the claim.
If you do not feel that your have made progress a particular area, then you should reflect on what road block you could not overcome, and an honest assessment of what you could have done differently to achieve the goal.
Worth 50 due “B” day before Thanksgiving (Tuesday, November 24 or Wednesday, November 25 IN CLASS)
Literary analysis
Discussion
Time management
Goal setting/Reflection
A well-written reflection will make a realistic and honest claim about growth for each category; it will illustrate grow by using specific examples of work done as part of the course work for AP English 12; it will clearly connect the evidence (course work) to the claim explaining how/why the evidence illustrates growth as outlined in the claim.
If you do not feel that your have made progress a particular area, then you should reflect on what road block you could not overcome, and an honest assessment of what you could have done differently to achieve the goal.
Worth 50 due “B” day before Thanksgiving (Tuesday, November 24 or Wednesday, November 25 IN CLASS)
Re-Write Essay
Choose one practice AP essay you have written to revise for a final paper. You should make the final paper a polished piece of writing. Be sure to identify the paper/prompt/topic you are writing about.
Well written essays will have strong command of CEW and will demonstrate thoughtful revision. An excellent paper will have no “mechanical” mistakes.
The revised paper will be worth 20 points. Due Friday, November 20th IN CLASS.
Well written essays will have strong command of CEW and will demonstrate thoughtful revision. An excellent paper will have no “mechanical” mistakes.
The revised paper will be worth 20 points. Due Friday, November 20th IN CLASS.
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