Forsberg Hein English 11

Looking for some revision!

2006-06-03T07:41:00.000-05:00

The first student from each of our classes who successfully combines these clauses into the following type of sentence and emails the result to his/her teacher will earn five bonus points.

Deadline: Noon, Sunday, June 4, 2006

Combine the following clauses into a compound-complex sentence:

Tim O'Brien wrote The Things They Carried.
Juniors in the Osseo School District read O'Brien's book.
The Things They Carried is a work of fiction.

What's wrong with this sentence

2006-06-02T07:22:00.000-05:00

Here's the sentence:
Tim O’Brien has created many memorable characters in The Things They Carried. Choose several of the significant characters to analyze and explore what each of the characters you choose reveal about O’Brien.

The first student from each class (both Hein's and Forsberg's) who identifies the mistake, corrects it, and explains what the writer was mistakenly thinking can earn 10 bonus points!

All emails must be time marked before Noon, Saturday, June 3rd!

WATCH THIS SPACE

2006-06-01T12:36:00.000-05:00

Even though we are coming to the end of the year, there will be bonus point opportunities listed on this space from time-to-time in the next several days!

Forsberg's Class--Just Because

2006-06-01T12:31:00.000-05:00

The first student from each of my English 11 classes that emails me with the correct answer to this question will earn five bonus points! DEADLINE: NOON, SATURDAY, JUNE 3RD.

What is the street address of the college Tim O'Brien graduated from in Saint Paul, Minnesota?

Week of May 30-June 2nd in Forsberg's Class

2006-05-31T08:00:00.000-05:00

"A" Day we completed the graded discussion on The Things They Carried. If you missed the discussion, the make up for it will be at 2:20 on Thursday, June 1st in Room 272.

"B" Day we took the final test on The ThingsThey Carried. It was a multiple-choice test covering the entire book. If you missed it, you have only five days to make it up. do it soon as the end of the year is fast approaching.

Friday we will sign in books and complete a presentation inspired by the book for bonus points. Come prepared to talk a little about yourself with the group.

Friday, May 26th in Forsberg's class

2006-05-26T07:49:00.000-05:00

1. Notebook check
2. Discussion Prep--for "A" Day

If you were absent on Friday, there will be a make up discussion date late next week or early our last week. Stay tuned.

Forsberg's Final Discussion Questions and Information

2006-05-24T07:41:00.000-05:00

Final discussion for The Things They Carried will be "A" day next week. Students need to be ready to discuss one of the following questions:
The Things They Carried has examples of the three literary lenses that we have been studying this trimester. How effectively does O’Brien use them? What insight into the book does each literary lens give you as you read the novel?

The Things They Carried says on the title page that it is a “work of fiction.” How does the fact that this book is fiction have an impact on the stories and on the novel as a whole?

Tim O’Brien has created many memorable characters in The Things They Carried. Choose several of the significant characters (the car hop at the A&W is not of great significance) to analyze and explore what each of the characters you choose reveals about O’Brien.

Be prepared with textual evidence and warrant to support what you have to say for the discussion. The discussion will be an "inside/outside" discussion. You will be graded on your use of evidence and warrant, your attending behaviors, and your ability to listen and take notes. The final discussion is worth 50 points, and all grading will be individual.

Some reminders for Forsberg's class

2006-05-18T09:32:00.000-05:00

Remember this things:
1. Graded discussion on Friday--topic Does The Things They Carried meet the criteria of a true war story? The discussion will use evidence throught "The Ghost Soldiers"--page 242)
2. If you are reading on schedule, you should finish the book by the end of your day on Friday.
3. Anticipate a quiz on Monday. Plan for the same type of quiz that we have been having. Plan to be test through "The Ghost Soldiers."

That is all!

"B" Day May 17/18-- Forsberg's class

2006-05-17T08:28:00.000-05:00

We had presentations and review time.
We spent time reviewing both the reading and grammar. In reading groups, students wrote ten sentences. The criteria for the sentences are listed below.

If you are keeping up on your reading, you should be through the book by the end of the day Friday.
Remember in Friday's graded discussion you will earn an individual grade and a group grade. You are limited to using textual evidence up to page 242--the end of "The Ghost Soldiers."

Here are the sentences for grammar practice.
By the end of the period today, your name must appear on a list of ten sentences about The Things They Carried written by your group. The sentences should be on topics that span the book.

Sentence #1 must use quotations marks correctly.

Sentence #2 must use parentheses correctly.

Sentence #3 must use brackets correctly.

Sentence #4 must have an indefinite pronoun as the subject and must use a verb that agrees in number.

Sentence #5 must use a predicate adjective correctly.

Sentence #6 must have a proper adjective used correctly and underlined.

Sentence #7 must be a compound-complex sentence that uses one of the characters as a subject of a clause.

Sentence #8 must be a compound sentence that uses the title of one of the chapters in the second clause.

Sentence #9 must have a prepositional phrase with a plural object of the preposition.

Sentence #10 must be a simple sentence with a compound predicate. Be sure to punctuate it correctly!

"A" Day--May 16/17th Forsberg's class

2006-05-16T08:11:00.000-05:00

Here's what we did and what we are getting ready for--
1. Group time to check in with annotation.
2. Presentation on "Stockings" and "Church"
3. Information about last Friday's discussion and how it was graded.
4. Information about Friday's discussion and how it will be graded.--check with your reading group. There will be both an individual grade (30 ponts) and a group grade (10 points).
5. Group time to prepare for the discussion.
6. Reading time.
7. Group time at the end to check in again.

DISCUSSION TOPIC FOR FRIDAY: DOES THE THINGS THEY CARRIED MEET THE CRITERIA FOR A "TRUE WAR STORY"?
You may use evidence through "The Ghost Soldiers" (page 242) for Friday's discussion.

Handout--Green sheet that has gleened everything about what makes a story a true war story.

Monday, May 15--Forsberg's class

2006-05-15T11:50:00.000-05:00

Today students
1. reviewed in their reading groups
2. took Quiz 2
3. discussed the book with their reading groups
4. read and annotated.

Quiz Monday

2006-05-11T10:35:00.000-05:00

Be ready for Quiz 2 on The Things They Carried on Monday. You will be expected to know things up through "Speaking of Courage" which ends on page 173.

Forsberg's Class: Preparing for Friday's Discussion

2006-05-11T10:07:00.000-05:00

Here are the steps to take to get ready for the discussion tomorrow.
1. Discuss with your group what you think is the Theme of story is. What insight about life is O'Brien sharing with his readers?
2. Find examples of each of the literary lenses that we have been using this trimester. The part of the book that we are using is from the beginning through "Speaking of Courage" (page 173).
3. Be able to explain how each example you have leads to what your group identifies as O'Brien's theme.
4. Be sure to have exact evidence--quotations and page numbers from the book.
5. Come to class tomorrow ready to speak and listen tomorrow.

"The Lives of the Dead"

2006-05-11T08:07:00.000-05:00

This chapter deals with Timmy and Linda.
You should be able to distinguish Timmy from Tim because again, in this chapter, Tim is a 43 year old writer.

How does the writer connect Curt Lemon, Kiowa, Ted Lavender and "the man I kill" with Linda? You should be able to talk about that.

You should also be looking at this chapter as an excellent example of Postmodernism!

The last line in the book should give you insight into the author's purpose in writing the book (and he wrote it not just to earn money--unlike Dan said in second hour).

The question to answer would be--is O'Briend successful in achieving his purpose? Explain your position.

"Night Life"

2006-05-10T11:06:00.000-05:00

At the end of this chapter, you should be able to talk about what happens to Rat Kiley and speculate about why you think it happens.

"The Ghost Soldiers"--some new characters in a new setting

2006-05-10T10:32:00.000-05:00

Tim has been injured--and badly--or is the "cure" worse than the "wound"? And he's "humping" (remember that word?) some resentment. Rat Kiley is unexplainably gone and there is a new medic.

When you read this chapter, pay attention to Bobby Jorgenson and Azar. Remember, any time Azar is around something nasty is going to happen!

Think about what this chapter says about being an "insider" versus and "outsider." What has changed? How have things changed?

What things are resolved at the end of the chapter? What things remain unresolved? What new things become unresolved?

If you can answer these questions, you will have a good grasp of the chapter.

"Good Form"--Not Again!

2006-05-10T08:21:00.000-05:00

O'Brien is playing around with our heads again.

What happened? What didn't happen? Is that important to figure out? I think O'Brien would say, "No. Only the truth is important."

And Kathleen is here again, and there is no Kathleen except in this book.

My head hurts!

Read the last two paragraphs on page 204. Why is O'Brien doing this--if you can answer that question, you have an excellent grasp of the book!

"In the Field"

2006-05-10T08:15:00.000-05:00

This chapter is a retelling of the story of the village's "sewer."
We are reading it once again.
Pay particular attention to "the young soldier" who stands "off by himself at the center of the field in knee-deep water." This is the only time we see a character by this name in the book. Figuring out who he is will be key to understanding this chapter.

Also important is to figure out how each of the characters is reacting to what has happened.

Lastly, keep in mind that O'Brien posits that truth and facts are not the same thing. Can you sift through this story to find O'Brien's truth?

Forsberg's "B" day

2006-05-10T08:03:00.000-05:00

Students had group time at the beginning of the period.
We had a presentation on a section of the book.
Students prepared in groups for the discussion on Friday.

+We will discuss the book through "Speaking of Courage."
+We will use one literary lens to make sense of the book and find O'Brien's meaning in the text.
+The literary lens will be chosen on Friday.
+Groups will be able to choose who will begin the discussion for their group.
+The evaluation will be worth 30 points and will be based on the discussant's use of claim, evidence, warrant.

Come prepared to class on Friday.

"Notes"

2006-05-09T13:30:00.000-05:00

To understand this chapter, it is important to understand "Speaking of Courage."
Compare the two stories and their realistic styles.
How does O'Brien "play with" facts and truth again in "Notes"? If you can't understand that, you'll have difficulty figuring out what's going on.

"Speaking of Courage"

2006-05-09T13:25:00.000-05:00

This chapter is chock full of cultural references. You should be able to identify them to get the full import of the story.

Remember what Norman Bowker is doing. Remember what day it is. Remember what O'Brien might be trying to tell us by using those images. What is he trying to tell us? And think about the title--why call this chapter "Speaking of Courage"? Whose courage? Who is courageous? Who is not?

Supposedly this story is based on O'Brien's hometown of Worthington, Minnesota. It's an interesting "fact," but the truth of the story is much deeper than the facts!

"Style"

2006-05-09T13:24:00.000-05:00

To understand this story, there are two things to consider
1. Why is the girl dancing?
2. What angers Henry Dobbins about Azar?

When you can answer those questions, you have a good handle on the chapter.

"The Man I Killed"--some things to consider

2006-05-09T12:41:00.000-05:00

At this link, there's an image you might recall from "The Man I Killed." Check it out.

http://www.appliedlanguage.com/flags_of_the_world/flag_of_vietnam.shtml

Be sure to scroll down.

Here's another link. Sc

http://freepages.genealogy.rootsweb.com/~txcemeteries/symbol.htm

Scroll down until you find "butterfly."

"Ambush"--O'Brien's at it Again!

2006-05-08T16:45:00.000-05:00

Remember this story about O'Brien' daughter Kathleen asking her dad if he ever killed anyone?

Well, take a look at this!

Lying for love
What does it mean when Tim O'Brien gets funny?
by Michael Lowenthal

The following sentence is true: the previous sentence was a lie.
Interviewing Tim O'Brien is something like endlessly loop-the-looping that Möbius strip of dilemma. After all, the National Book Award-winning author has staked his career the Lake of the Woods on masterful manipulation. In books like The Things They Carried (a Pulitzer Prize finalist) and In the Lake of the Woods (Time's "best novel of 1994"), he has blurred the boundaries between fiction and fact until the very notion of truth shimmers with the palpable impossibility of a mirage.
Take The Things They Carried: its narrator, Tim O'Brien, shares not only the author's name but his 1950s boyhood in Minnesota, his infantry service in Vietnam, and his profession as a writer. One chapter recounts a trip back to Nam with the writer's daughter, Kathleen, age 10. Trouble is, Tim O'Brien doesn't have a daughter.
The only difference between being a fiction writer and being a pathological liar, O'Brien tells me on the phone from his Cambridge apartment, "is the word pathological. Fiction is about telling noble lies, sublime lies. It's lying to tell the truth."
So how is an interviewer to know when this former soldier, known for his harrowing accounts of war and its aftermath, is shooting straight?

Now, what do you do with this information?

"The Man I Killed"--a complex chapter

2006-05-08T16:14:00.000-05:00

When you finish this chapter, go back to the middle section on page 40 in "Spin," and re-read it. Seem familiar?

So, what's important here? Think about how Tim would know so much about this young man. Is this the case of a "true war story" that isn't factual? If so, why would O'Brien include it?

Think about the star. If O'Brien "made up" this story, why would the hole in the man's eye be a star? Does the star represent something?

Think about the postmodern element of repeating stories (Remember Ted Lavendar--"zapped while zipping" and Curt Lemon--"lemon tree"?) The repetition tells us that the story is important. If O'Brien made up the story, why would it be important?

What is O'Brien trying to do? Come up with your best answer!

"Church"--a short chapter.

2006-05-08T11:56:00.000-05:00

"Church" is a short chapter, but one in which the reader gets good insight into Henry Dobbins and Kiowa. If you haven't learned something new about each of them, go back and read it again.

Sweetheart of the Song Tra Bong

2006-05-08T10:18:00.000-05:00

This story/chapter in the book has a fairly traditional plotline in that it begins with exposition, there is rising action, the climax, the falling action, the denouement.

The thing that makes this unusual isn't the story structure, but rather, what happens in the story. Mary Anne Bell goes through major changes. The changes that she experiences and trying to figure out why she experiences them is what makes this story the challenge that it is.

Be sure so spend time looking at this story through a postmodern lens as well as a feminist lens. What is O'Brien trying to say by putting a cute cheerleader from Ohio in Vietnam at the height of the war and making her disappear in the land?

If you figure that out, you have a good grasp on the story!

http://www.ipc.lt/wg/php/wg.php?zs=8&zn=16

The link above will take you to a place where you can see a images of culottes

Monday, May 8th--Forsberg's class

2006-05-08T09:40:00.000-05:00

Today we did the following things:
1. Met in annotation groups to share the information you have with your group.
2. Had a presenation on "On the Rainy River."
3. Asked and answered questions about the reading.
4. Studied for the quiz/read
5. Took the quiz on part one.

For "A" Day you should be through page 11o/120 if you are keeping up witht he reading.

Monday's Quiz

2006-05-06T19:22:00.000-05:00

The quiz will consist of 15 multiple choice questions.
You will not be allowed to use your book, notes, or annotation, so study beforehand.
Every chapter will have at least one question.
Longer or more significant chapters will have more questions.
Some of the questions will deal with characters.
Some of the questions will deal with literary lenses.
Some of the questions will deal with plot.
Some of the questions will deal with theme.

Read. Study. Good luck!

A Significant Quotation

2006-05-04T10:08:00.000-05:00

Tim O'Brien says at the end of "Spin" in The Things They Carried:

"And sometimes remembering will lead to a story, which makes it forever. That's what stories are for. Stories are for joining the past to the future. Stories are for those late hours in the night when you can't remember how you got from where you were to where you are. Stories are for eternity, when memory is erased, when there is nothing to remember except the story" (40).

The Things They Carried--the weekend

2006-05-04T10:03:00.000-05:00

Over the weekend you should continue reading and annotating the text. Remember that you should read and annotate 10 pages a day.

Also remember that the schedule says there will be a quiz on Monday, May 8th and that you are accountable through "Dentist."

Lastly, in "Spin," O'Brien says several times that he is now 43 years old. If you read the end of that chapter carefully, it says that the war for him was half-a-lifetime ago. He is now twice as old as he was when he went to war.

If Something Is Entered Wrong

2006-05-03T07:25:00.000-05:00

If there is a mistake in entering grades, be sure to attach your evidence to your grade sheet with a brief written explanation. Return it to your teacher and s/he will take care of it for you. You don't even need to come in to talk about it!

But remember--
NO EVIDENCE, NO CHANGE.

Forsberg's Class Wednesday, May 3rd

2006-05-03T07:21:00.000-05:00

Notes from today:
1. Students completed their second notebook check worth 60 points.
2. Students checked with their reading groups.
3. Then students read and annotated. By the end of the day today, students should have read through page 60. Since "On the Rainy River" ends on the top of page 63, I'd recommend that you read ahead.

READ "HOW TO TELL A TRUE WAR STORY" VERY CAREFULLY. IT'S TRICKY! That story will be in your reading for Friday.

Questions or Concerns about Your Grade?

2006-05-03T07:20:00.000-05:00

Mid-Trimester Conferences are Thursday, May 4th from 3-8 PM in the cafeteria.

Tuesday, May 2nd--The Things They Carried

2006-05-02T12:58:00.000-05:00

Remember that things may be a bit different depending on who your teacher is!

We spent time in groups getting presentations ready for The Things They Carried.

Remember that you should be reading 10 pages a day. If you don't keep up, it will probably creep up on you like a hungry crocodile!

Forsberg's students should be through page 50 and should plan on having a notebook check on Wednesday this week!

The Things They Carried

2006-05-01T15:09:00.000-05:00

Bring your book to class every day. You may have time to read!

Monday, May 1st

2006-05-01T15:03:00.000-05:00

Things may be a bit different in class depending on who your teacher is.

We are reading The Things They Carried, and you should be reading ten pages EVERY day (notice it's two words, so it means "each 24 hour period"). That means that you should be reading 70 pages a week.

You should be part of a reading group and should have a schedule for reading as well as which of the three literary lenses you are using for each chapter that you read. Remember that you should be rotating the literary lenses so that you get practice using all three.

Also, your group should have in the near future which section of the book you are presenting to the class.

Today in class you should have received a calendar for the reading schedule, a rubric for the group presentation, and a mult-paged packet with glossary terms and study guide questions.

Check with your teacher about your responsibility with the study guide.

Coming Soon To A Classroom Near You

2006-04-27T08:30:00.000-05:00

The Things They Carried starts Monday, May 1st!

The week of April 24-28th--It's different because of testing!

2006-04-25T13:57:00.000-05:00

So, this week we are still working on literary lenses. Hein and Forsberg are doing it a bit differently--but know this
1. You will/have read "Everyday Use" by Alice Walker.
2. You have looked at the Cultural literary lens.
3. You will/have looked at the Gender literary lens/Feminism literary lens.
4. You may/have read some of the following texts:
"Cinderella" by the Brothers Grimm
A couple of modern tellings of the Cinderella story.
"Fish Cheeks" by Amy Tan
"My Mother Pieced Quilts" by Teresa Acosta
The important thing is that we are working with the literary lenses that will be using when we study The Things They Carried by Tim O'Brien.

POSTMODERNISM

2006-04-21T12:20:00.000-05:00

Postmodernism is an artistic theory that examines the collage-like diverse society we live in through irony, challenges to traditional structures, and an embracing of pop culture and the common life.

** Postmodernism believes that truth is fluid. **

Elements of Postmodernism:
· Extreme self-reflection
· Questioning traditional narratives
· Disorientation
· Humans are social contradictions and constructions
· Things are not what they seem
· Alienation, no center

Postmodern literature:
· Time Jumping
· Fragmented, lacking meaning
· Narrator is in the story and talking about the story
· No closure/answers
· Perspectives/Spins on the same story
· Reader has to do the “work” of understanding the story

Friday, April 21st--Postmodern

2006-04-21T12:17:00.000-05:00

Homework: Have fun. Be safe. Come back Monday!

We discussed Black and White. We talked about what lenses we bring to stories. We talked about postmodernism.

Forsberg's class got a grade update as well.

"B" Day April 19/20

2006-04-19T14:48:00.000-05:00

In Forsberg's class, we reviewed apostrophe rules.

We looked at the JoHari Window--and the four panes: "Open," "Hidden," "Blind," and "Unknown." Get the notes from a study buddy--or go online and type in "JoHari Window" on any search engine, and you should be able to find the information that you need.

We began looking at children's stories for seeing how lenses have an impact on "what we bring to texts."

I'm guessing Mrs. Hein's classes are doing similar things in their classes; check with Mrs. Hein for details.

"A" Day April 18/19

2006-04-19T05:53:00.000-05:00

Today we began our look at literary lenses. Be sure you know the concept of what a lens is as to how it deals with literature.

We also read the poem "The Blind Men and the Elephant." Copies of the poem are available from your teacher--Be sure to pick one up.

In addition, we watched a clip from a video to examine how "what we bring to a text" shapes how we see it.

"A

2006-04-19T05:52:00.001-05:00

Monday, April 17, 2006

2006-04-17T10:21:00.000-05:00

Today is the deadline to file your income taxes!
After filing your taxes, everything else should be easy.
Today we had a notebook check and took a "pre-test" on conventions. Both are worth points, so if you were absent, be sure to make them up!

A Very Short Play--Let Those with Ears Hear

2006-04-16T14:03:00.000-05:00

Hein: We haven't had a notebook check yet this trimester yet.
Forsberg: Nope. We haven't.
Hein: Should we have one.
Forsberg: Sure.
Hein: When?
Forsberg: Monday would be good.
Hein: But the kids won't expect it!
Forsberg: So much the better! Bwah, hah, hah! (maniacal laughter)
Hein: We could put something on the Blog.
Forsberg: Nah!

Long Weekend Bonus Point Opportunity

2006-04-13T15:35:00.000-05:00

You have an opportunity to earn yourself some bonus points this weekend. Correct the following sentence for conventions, and email the corrected version to your teacher by 8 PM CDT Sunday, April 16, 2006.

nancy was please she had turned in her personal essay however she had forgotten draft 1

Week of April 10-13

2006-04-12T06:00:00.000-05:00

We are finishing up the workshopping on the personal essay this week. Be sure that you get all of the components signed off! AND WHATEVER YOU DO, DO NOT MISS THE DEADLINE FOR SUBMITTING YOU PAPER AS SET BY YOUR TEACHER!

"B" Day and Friday: April 5-7th

2006-04-06T20:06:00.000-05:00

Workshopping on the personal essay continues!
Your goal is to "Show, not tell." That means that you want the reader of your piece to experience your story as though he/she is there. You can do that by using rich sensory images, concrete nouns, active verbs, and even (limited) dialogue.

Remember that your "corrected" resumes are due if you want to "earn" back some of the convention points.

Use the green handout to help shape your writing!

"A" Day April 4th or 5th

2006-04-04T13:44:00.000-05:00

Some resume convention correction time was given.

Green handout given about "How to start a personal essay" and examples.
Students read the handout--especially the first two pages to see how to begin their essays.

Workshop on the Personal Essay continued.

Check with teacher for details.

Forsberg's classes covered hyphens, dashes, colons, and semicolons as they relate to the resume.

Monday, April 3rd

2006-04-04T13:40:00.000-05:00

Back from break!
Resumes were returned, convention points were revisited, writing doctor explained. Writing Doctor Schedule was posted.

Working on the "Personal Essay"
Deadline: "B" day the week of April 10th.
Process points:
The topic:10 points
The "Ah Ha" moment: 20 points
Draft One: 10 points.

Check with you teacher about specific details.

Forsberg's class received hall passes--it was put in the folders of students who were absent.

Friday, March 24th, Spring Break, and Beyond

2006-03-30T07:23:00.000-06:00

The Friday before break, resumes were due. Remember that the resume is a REQUIRED ASSIGNMENT this trimester. You must complete it to get credit for the class! If you were absent Friday, turn your resume in upon your return to class.

We also had a review of conventions for resumes.

Hein and Forsberg both hope you are having a relaxing and revigorating break!

Remember your homework for English:
We are writing a personal reflection essay when we get back. You need to have a topic chosen for your essay. Remember if you are planning to attend a college or university after high school, you should check its web site to see if they have suggested topics for college essays.

"A" Day and "B" Day March 21-23

2006-03-22T04:54:00.000-06:00

The focus has been on the resume.

We talked about capitalization, punctuation, parallel structure, and NO ABBREVIATIONS!

Students had about two hours of class time to be working on their resumes and getting things signed off.

"B" day students have/had the opportunity to have a peer review if they have/had a clean copy of their resume.

Remember that Friday the final resume, the process, and the work log (what you accomplished each day) is due in a two-pocket folder at the beginning of the period.

Monday, March 20th Forsberg's class/Modified for Hein's class

2006-03-20T12:16:00.000-06:00

What we worked on in class today are these things:
1. Set a goal of when to have the draft of the resume finished. We will have the opportunity to have a peer review on "B" day, so keep that in mind.
2. We debriefed what the speaker said on Friday about the resume--if you have any questions about what she said, I would be glad to answer them by email.
3. Students worked on their resumes in workshop--so, you need to demonstrate that you have accomplished about 45 minutes' worth of work on the resume today. I signed off on students' objectives, categories, and first drafts of the resumes today. In addition, students turned in a half-sheet explaining what they accomplished during the writing workshop.
4. Students received a template for their resumes in class today.

Resume Guest Speaker and Reminder

2006-03-17T13:50:00.001-06:00

Students who were in class on Friday heard Kara Fresk (or our own Jennifer Thompson) in the Forum room. You were to turn in the notes you took on the handout you received when you came into the Forum Room. If you forgot to turn it in, be sure to get it to your teacher on Monday.

If you were absent on Monday for the speaker and want to make up the presentation, Mr. Forsberg will be available after school on Tuesday or Wednesday of next week. Stop in room 272 at 2:15 for a brief summary of the major points of the presentation and get those "gimme points"!

Remember, if you are "on track," you should have your objective completed, your categories completed and you should have a first draft of your resume for Monday!

Resume Guest Speaker and Reminder

2006-03-17T13:50:00.000-06:00

Arsenic and Old Lace Bonus Opportunity

2006-03-16T09:23:00.000-06:00

Students who attend MGSH's production of Arsenic and Old Lace this weekend can earn 10 bonus points in English. Here's what you do
1. Attend the play.
2. Get your program autographed by a cast or crew member.
3. Bring your program with your ticket stapled to it no later than Friday, March 24th to your English 11 teacher and you will earn 10 bonus points.

If you missed Forsberg's class this week

2006-03-15T18:00:00.000-06:00

If you missed Forsberg's class this week, you have to make up the writing that we did on Monday. Check here for the "Writing to think;Thinking to write" entry. The directions are there, and it's self-explanatory.

On "A" day, you missed the opportunity to earn "gimme" points by sharing with the class your name and three of the sentences that you wrote on Monday. Get that made up as soon as you return.

We also have been workshopping the resume. You should have about 40 minutes worth of work completed to make up what you missed in class. Additionally, you should be keeping track of it on your "Work Log" and be filling out half-sheets to turn in to me.

Happy Ides of March!

The Resume

2006-03-15T17:52:00.000-06:00

"A" day and "B" day this week, we have been working on the resume--in workshop format.

You should be finishing up your "Objective" for the resume and getting it signed off for the 15 points.

In addition, you should be organizing the writing that you did on Monday based on what relationship, classes, and activities you are currently involved with to organize the categories that you are using for the resume.

On "B" day we had a model of a resume--you can use that as an example to shape yours.

Everything on the resume should be connected somehow to what you want to accomplish in your objective.

Many students have decided to use the resume to be accepted into a post-secondary educational institution. Some of you need to do some research to check what the school you are interested in attending is looking for in prospective students. Use what the school is looking for to shape your resume and to choose your categories.

Remember that on Friday we are having a guest speaker talk to us about resumes. Be getting a two-pocket folder to use for the resume project.

Thinking to Write and Writing to Think

2006-03-13T10:16:00.000-06:00

The directions here are what we did in class on the first day of Spring Trimester. Work to think for the entire time. Then work to write for the entire time.

1. What is a skill or interest that you have that makes you unique (different) from most other people? Take about five minutes to think about it,

2. Now, you will have about five minutes to write about it. Push yourself to write the entire five minutes!

3. After you have written about your unique interest or skill, think for about five minutes about this topic: What would be your ideal (perfect) career/job in which you could use your unique skill or interest?

4. You have had five minutes to think about it; now, take five minutes to write about it. Your challenge is to write for a longer period than you did for your first writing!

5. Once you have explored your ideal career/job, think for about five minutes about this: What are the classes, activities, and relationships you are involved in right now to help you get there.

6. Guess what? You’ve had five minutes to think about it. Now, take the same amount of time and write about it. Be sure to write more about this than you wrote for your perfect job!

TRIMESTER THREE (SPRING) STARTS HERE!

2006-03-13T10:14:00.000-06:00

Everything that appears on the blog before this point is from Winter Trimester. Everything after this point is for Spring Trimester. Remember to look up!

Antigone, Mythology, and Mask Presentation

2006-03-06T11:55:00.000-06:00

Remember that the last day of the trimester you are sharing a mask with class. The mask should represent the mythological research you did (You presented information to class already once). The presentation should explain how your topic connects to the play Antigone. If you need more information, be sure to speak to your teacher!

Antigone

2006-03-02T12:36:00.000-06:00

Our focus is on completing the play Antigone.

Deadline for Persuasive Paper and Antigone Begins

2006-02-24T12:14:00.000-06:00

The persusaive papers were collected on Friday until 2:20 PM. They were to be put into the hands of your teacher. Hope you did this and did not leave your paper ANYWHERE else.

Today in class, we completed the handout on Glossary of Greek Drama (www.cummingstudyguides.net)

Also, all students were assigned a term to research and complete the who, what, when, where, why of the item. Students will use their research to complete a presenation on Monday about their topics and the presentation must include a transparecy or a poster about their topic.

Have a great weekend!

Paper Ends and Antigone Begins

2006-02-23T13:42:00.000-06:00

Congratulations to all of you who qualified for the five bonus points in your respective hours! REMEMBER PAPERS ARE DUE TOMORROW. IF YOU HAVE NOT FINISHED THE PROCESS, AT LEAST TURN IN WHAT YOU HAVE AS WELL AS THE PAPER TOMORROW! IF YOU ARE ILL, THE PAPER STILL NEEDS TO COME IN. FIND SOMEONE TO BRING IN THE PAPER FOR YOU. YOU NEED THIS PAPER TO PASS THE CLASS.

The class worked on an inference activity today. Remember to pick up the papers tomorrow when you return.

We worked on a "six principles" assignment. You had to prioritize the principles from one to five, which means one will not be used at all. If you were gone today, prioritize your principles so that I can have you write a response when you return.

The six principles are as follows:

Obedience to religious law.
Obedience to civil law.
Freedom
Protection of human dignity
Loyalty or obligation tofamily
Protection of the community or nation

Six Principles: A Prioritizing Assignment for Antigone

2006-02-23T12:25:00.000-06:00

List here are six cultural principles that are important in the play Antigone. All the principles are important. You are to write the six in your notebook and rank their importance with 1 being the most important and 6 being the least important. (Remember: all of them are important.)

Be prepared to discuss what you listed as most important. Think about your persuasive paper and prepare an argument for your position in a manner similar to how you did for your paper. Remember to anticipate making a concession and having a rebuttal.

Six Principles:
Loyalty or obligation to family

Obedience to civil law

Observance of religious law

Protection of personal dignity

Freedom

Protection of community or nation

Inference

2006-02-22T18:32:00.000-06:00

For our classes, we are defining "inference" this way:

An INFERERNCE is an educated guess based on information that is not directly found in the text. We will be working with INFERENCE as we read Antigone.

Persuasive Paper Deadline and a Friendly Reminder

2006-02-22T18:21:00.000-06:00

1. Students submitting persuasive papers after 2:20 PM on Friday, February 24, 2006, should anticipate a point deduction.

2. Mrs. Hein and Mr. Forsberg may be great friends, may carpool together, may even be able to end each other's sentences on occasion, but contrary to popular belief, they run their classes differently. You can't expect one of us to be able to answer your questions of how things are run in the other's class! When in doubt, ask YOUR teacher. Email works really well for that too!

"B" Day Forsberg's class February 22/23

2006-02-22T08:45:00.000-06:00

1. Collected papers.
2. Reviewed for ten minutes to take grammar test.
3. Grammar test. Corrected in class.
4. Took reading test.
5. Rank ordered societal values.
6. Build argument for position of #1 value.

"A" Day in Forsberg's Class Grammar Review and Inferences

2006-02-21T13:40:00.000-06:00

Today students reviewed grammar in groups by writing ten sentences. This is for a grade.

Students were introduced to the concept of inference (Inferences are educated guesses based on information that is not directly stated in the text.)

Students read a short piece, followed the directions on how to make correct inferences, and then talked about it in groups. In some classes, students identified how they concluded their answers to the questions were correct.

A Quick Reminder

2006-02-21T12:11:00.000-06:00

As the deadline for the persuasive paper fast approaches, just a quick reminder that Forsberg is accepting completed papers until 2:20 PM on Friday, February 24th for full credit. Students who have been absent, have had difficulty tracking down sources, or have let time get away from them might want to keep this fact in mind.

THERE WILL BE NO "FREE" EXTENSIONS AFTER FRIDAY.

Bonus for the Persasive Letter

2006-02-16T12:33:00.000-06:00

Remember:
You can earn five bonus points for this assignment--to do it, you must do the following
1. Address a business size envelope to the audience of you letter and put the proper postage on it.
2. For the return address on the envelope, put your name, then your teacher's name, then 9800 Fernbrook N, then Maple Grove, MN 55369.
3. Make an additional copy of your letter with your home address as the inside address. Sign the letter. Fold the letter and put it in the envelope. DO NOT SEAL IT!
4. Include the letter with your writing in the folder you turn in the day it's due.

Forsberg Class News for the Four-Day Weekend

2006-02-15T12:06:00.000-06:00

I will be checking my school email at least once a day each day of the four-day weekend. If you have questions or concerns about the persuasive paper, email me and you should get a response within 24-36 hours.

Remember that you have to have someone peer review your paper. A parent or older sibling is NOT a peer. Have a friend from my class or Mrs. Hein's class review your paper and you can do your friend's review.

Simple Documentation

2006-02-15T12:02:00.000-06:00

Simple Documentation

Documentation= letting the audicence know where your information comes from.

Research papers use paenthetical entries. (Smith 92)

A persuasive letter is not as formal in format as a research paper, so you use simpler documentation.

The Rules:
1. Include the title of the article in quotation marks.
2. Write that information in the sentence that contains the info that you are citing.

Examples:
1. According to "Why Gun Control Matters," . . .
2. In "Why Gun Control Matters," . . .
3. As stated in "Why Gun Control Matters," . . .

Forsberg "B" day

2006-02-15T11:59:00.000-06:00

On "B" day we did three things
1. Students who had the second draft of their letters done completed peer reviews, using the pink sheets (required process).
2. Students took notes on simple citation for their letters. They need to cite sources in their letters and keep their notes in their notebooks.
3. Students had workshop time to have things signed off and to complete the work they have.

THERE WILL BE NO MORE WORKSHOP DAYS IN FORSBERG'S CLASS FOR THIS PAPER. PAPERS ARE DUE ON "B" DAY NEXT WEEK!

Peer Review

2006-02-14T07:04:00.000-06:00

Studnets who have the second draft of their paper completed when they come to class on "B" day will have the opportunity to have a peer review their papers.
If you are not finished with your second draft, you can use the peer review to shape the writing of your draft. You can also use it as a tool to check to make sure you have all the components needed for the final paper.

Writer’s Name__________________________________________

Reviewer’s Name________________________________________

Introduction:
1. Identify the type of hook that the writer is using--is it a statistic, a quotation, a story? How effective is it? A “5” is the best you’ve ever seen. A “3” is average. A”1” poor.
Type:

Quality 1 2 3 4 5

2. Underline the thesis on the paper. What does it identify as the problem?

What is the solution?

Has the writer identified the problem within the first two sentences of the letter?
Yes No

Body:
1. “Box” the three citations that the writer has used.

2. Who “said” the first citation? In what source was it recorded?

3. Who “said” the second citation? In what source was it recorded?

4. Who “said” the third citation? In what source was it recorded?

5. Highlight the warrant.

6. How does the first warrant connect the evidence to the proposal? (Does it answer How? or Why?)

7. How does the second warrant connect the evidence to the proposal? (Does it answer How? or Why?)

8. How does the third warrant connect the evidence to the proposal? (Does it answer How? or Why?)

Concession

1. Does the concession clearly state an obvious objection to the proposal?
Yes No Don’t know

2. Does the concession state the most obvious objection to the proposal?
Yes No Don’t know

3. Does the rebuttal/refutation clearly connect to the concession?
Yes No

4. Does the rebuttal/refutation answer the concerns of the concession?
Yes No Don’t Know

Conclusion:
1. Does the writer restate the thesis?
Yes No

2. What is the emotional appeal in the conclusion?

3. What is the action the writer asks the audience to take?

Sentence Variety
1. Mark with an “S” a simple sentence that the writer uses.
2. Mark with a “CD” a compound sentence that the writer uses.
3. Mark with a “CX” a complex sentence the writer uses.
4. Mark with a “CC” a compound-complex sentence the writer uses.

Passive Voice
Circle any sentences that are written in passive voice—that is in which the subject of the sentence receives the action of the verb.

Attention Parents and Students

2006-02-13T13:39:00.000-06:00

To keep checking, ask your son/daughter to show your the paper process. If students are current, they are almost done with the outline and moving to the rough draft. By the end of this week, most students should be done with the first draft. Students should be working on this paper at home as well as at school. I am checking the process every step of the way except from draft one to draft two. All students will need a peer review on draft two. We just need to hang in there for one and a half weeks! Remember the due date is February 22 (4th hour) and February 23 (5th hour) for the 105 possible out of 100 points. The five bonus points will only count if the students are ready at the beginning of the hour.

Hein is back in the land of the living!

2006-02-13T13:29:00.000-06:00

Everyone remember the paper is due February 22 or 23 (B day) for the 105 potential points. Today I handed out the conclusion exercise that is due with the rough draft. This week everyone should get through the outline and the rough draft. The second draft is the only draft that needs a peer review. DO NOT LOSE ANY OF THE PROCESS! YOU NEED TO TURN THE WHOLE PROCESS IN.

For those of you struggling with Inspiration outline, I am including the alternative outline I put on the assignment folder.

Alternative Outline for Persuasion Letter

I. Introduction
Hook (Use pathos here, possibly)
State Problem
Give Solution (Thesis)

11. Perhaps define terms or give background if necessary.
Proof paragraph one
Topic sentence (ethos or logos)
Evidence one
Evidence two
Evidence three
Warrant

111. Proof paragraph two
Topic sentence (ethos or logos)
Evidence one
Evidence two
Evidence three
Warrant

IV. Concession/Rebuttal
Concession one
Rebuttal
Concession two
Rebuttal

V. Conclusion
Restate of thesis
Visualize future
Action

Next week will be another notebook test.

Monday, February 13th--Forsberg's Class

2006-02-13T11:27:00.000-06:00

Today in class we worked on three things:
1. Hand Out: Conclusions--This has an explanation and model of how to outline the conclusion for the persuasive paper. It is part of the process for the paper.
2. Revising our draft--looking in the student model for clauses that began with "there," "this," "it," "that," or "they." Working to use those clauses intentionally. One of the drafts of the letter have to have evidence of this work.
3. Workshopped the paper and wrote a half sheet on what accomplished in 30 minutes.

Grade for Persausive Letter Student Model

2006-02-10T09:44:00.000-06:00

Forsberg used the current rubric for grading this letter. Remember that the letter was written using a different rubric.
This letter scored exemplary in all categories except Organization and Sentence Variety. It scored in the standard range for those two categories.
The overall score was 93% which is an "A-."

Student Model of Persuasive Letter

2006-02-10T08:41:00.000-06:00

For students who are/were absent on Friday, February 10th, be sure to get a copy of the student model of the persuasive letter when you return to class. It will help you to format your letter correctly. We cannot put it on the blog because the blog will change the format which would confuse some folks.

Friday, February 10th--Forsberg

2006-02-10T07:43:00.000-06:00

Today
1. Notebook check #2
2. Student Model of Persuasive Letter--HUGged--Highlight the thesis; Underline the required parts of the of the letter; Gloss so you can use the example to shape the draft of your letter.
3. Workshop--as time permitted.

"B" Day in Forsberg's Class

2006-02-09T07:16:00.000-06:00

Here's what's happening in English!
1. We worked indefinite pronouns--ones that are always plural and ones that are singular or plural--depending.
2. We worked on concession and refutation for the letter.
3. We reviewed appropriate business salutations--both opening and closing
4. We noted the change in superintendents for the school district for those who are writing to her.
5. We had workshop time for the paper.

Remember that to be on track this week, you should have your proposal, your outline, and draft 1 signed off!

REMEMBER TO KEEP ALL FORSBERG'S SIGNATURES. THAT IS THE ONLY RECORD OF YOUR COMPLETION!

"A" Day in Forsberg's Class-week of February 6th

2006-02-07T14:27:00.000-06:00

You received a handout on Indefinite Pronouns used as subjects. You wrote four sentences for pronouns that are "always singular." Those should be in your notes.

You received instruction on how to complete the half-sheets for workshop time.

Workshop Reports (Half-Sheets)
Be sure you have your name, the date, and your hour on your sheet.

List everything you completed. Remember that I want to see the work you did. What did you finish? What can you show me? Saying “I thought about my topic” shows me nothing. Be tangible in what you do!

Tell me precisely what you worked on—Don’t say, “I worked on the pink sheet.” Tell me, “I finished the first three items on the pink sheet” if that’s the work you completed.

If you choose to do work for another class, “I did my chemistry packet” then, you need to show me the trade off for English. “I did my chemistry packet so that I could find one more source in the library today after school.”

If you choose to help another student, “Helped Gretchen,” then be specific about what you did, “Helped Gretchen brainstorm 17 ideas for her emotional appeal.”

Don’t tell me “about” how much you did, “I hugged about 42 small sources.” Tell me what you did accomplish, “I hugged 43 sources.”

Remember: What you write on the Half Sheet needs to demonstrate that you used ALL of the WORKSHOP time well.

You had workshop time to complete the work on your paper.

Remember: We are not going back to the computer lab so all that work must be done as homework. Plan ahead!

Note to Parents of Students in Forsberg's Class

2006-02-06T12:52:00.000-06:00

Hi Parents,
I hope you are checking this regularly!
Just to let you know we are working on the persuasive paper.
Students who are "on track" have had their proposals and outlines signed off. (You can see my initials on the papers with 30/30 or 20/20 and the date on papers that I have signed).
Students should be completing the first draft of the paper this week.
Ask to read the paper!

If you have questions or concerns, you can email me at ForsbergM@district279.org

Forsberg's Class Monday February 6th

2006-02-06T12:50:00.000-06:00

Today in class I met with students about their writing and to sign off on the work they had finished.
If you are "up-to-date," your research should be finished, you should have your proposal and your outline signed off.
You should be working on the first draft of your paper.

Just a Reminder over the Weekend

2006-02-03T14:46:00.000-06:00

Ladies and Gentlemen,
Over this weekend to keep up with your persuasive paper assignment you should be doing the following:
1. Completing your research--including finding the address of the letter's recieptent.
2. Finishing the "Proposal" as directed by your instructor.
3. Completing your paper's outline.
4. Working on the thesis for the paper. Remember that in the introduction you should get the reader's attention, explain the problem, propose the solution, and list your organizational method.

Forsberg's "B" Day

2006-02-02T14:10:00.000-06:00

In class we worked on three things:
1. Grammar review--verbs. Sentences are listed elsewhere on the blog
2. Exit slip--if you were absent, check with me upon your return.
3. Writing Workshop--I met with student to sign off on their work.

Remember, every day in class you need to fill out a half sheet that lists the work that you accomplished in class that day. That will be part of the process grade you earn for the assignment.

Today I was signing off people on the "proposal." I expect the writer to be able to
1. Identify the problem
2. Offer a solution (this needs to state specifically what you want the letter receiver to do.)
3. Show the name and address of the letter receiver
4. Illustrate your research by showing at least three credible sources cited on you Works Cited Putting it Together sheet
5. Demonstrate your ability to HUG at least one source.

You should be working to OUTLINE your paper. Your outline needs to include the following:
1. Your idea for a hook for your introduction
2. Your thesis statement that combine what you see as the problem with your solution.
3. Your concession and refutation.
4. Your idea for the emotional appeal in the conclusion.

Remember throughout this entire assignment you will be formulating a CEW argument. Be sure that the evidence you cite supports what you are proposing. Make sure that you explain clearly and completely how your evidence supports your proposal.

Be Aware of Differences

2006-02-02T14:06:00.000-06:00

Forsberg and Hein are having students work on the persuasive paper DIFFERENTLY! While you can get ideas from the blog and from students who are "in the other class," be sure that you check with your teacher if you have SPECIFIC questions.

Hug a Source Part 2

2006-02-02T13:53:00.000-06:00

Every day you work on this paper, you will fill out a status report. The next day you will show me the work you said you did. Right now you should be nearing the proposal process and moving toward the outline phase.

"B" Day: Hug a Source Part 2
When you turn in your outline, you will also have another source. You may use a spatial or linear (traditional) outline form. I will have a folder online if you would like to use inspiration software.

You will "HUG" this source in the following manner:
Highlight the thesis.
Underline the information you will use.
Gloss the following:
Indicate in the margin what type of evidence you have-anecdotes, facts,
numbers, reason, etc.
Indicate in the opposite margin whether you will paraphrase or directly quote.
Indicate whether the info supports a logos, ethos, or pathos argument.

Persuasive Writing Structure

2006-01-31T14:59:00.000-06:00

Persuasive Writing Structure

1. Get your audience’s attention. Open with a provocative statement, question, example, or anecdote related to your topic. Be sure to clarify the subject and establish your credibility from the start.

2. Establish a need. Describe a problem, a current situation that needs attention, a lack, or a misconception to demonstrate why something needs to be done.

3. Satisfy that need. Offer a solution to the problem, a correction to the misconception, etc. in a thesis that states the solution and a framework for the paper.

· Give reasons for your belief and prove that your solution is correct. Your proof can include the following:

i. personal observation/experiences
ii. statistics
iii. facts
iv. examples
v. expert opinions

· Acknowledge and refute the other side of the argument. Understand the opposition’s best points:

i. State their opinions.
ii. Acknowledge their validity
iii. Present evidence that supports your opinion and refutes theirs. This is called a concession and refutation.

4. Visualize the future. Describe what the future will be like if things aren’t changed, and what it will be like if they are.

5. Ask for action. Encourage your audience to implement your solution, adopt your attitude, vote for your proposal, etc.

A Pattern for Persuasion

2006-01-31T14:55:00.000-06:00

This is a copy of the notes we covered in class. This should be used to help shape your outline for the persuasive letter.

A Pattern for Persuasion
I. Introduction

A. Begin by arousing interest and stating the problem.
B. Include a thesis that states the solution and a framework for the paper.

II. Body

A. Indicate a position against your position. (ethical appeal)

B. Refute the positions you have just stated. (ethical appeal)

C. Present additional arguments in support of your position. (logical appeal)

III. Conclusion

A. Restate your position on the issue.

B. Present an emotional appeal for your position, perhaps warning what might happen if your position is not accepted.

Need a Copy of the Assignment Sheet? Here It Is!

2006-01-31T14:35:00.001-06:00

English 11: Power
Persuasive Letter assignment

Purpose: To persuade the letter’s recipient to support your position on a topic
To use effective rhetoric (ethos/logos/pathos) in a persuasive letter format.

Requirements:
250-500 words (1- 2 pages typed) -5 points if less than 1page long and –5 if over two pages.

Topic: Choose an issue that you feel strongly about, but not one that you won’t be able to look objectively at the opposing side. Make sure your topic is one that has at least two sides so that you have something about which to argue.

Structure: Letter format (see Writer’s Inc). You will write at least three paragraphs for this letter: an introduction that states the problem and your solution, one (or more) body paragraphs that present logical proof of your solution and acknowledge and refute the opposition, and a conclusion that communicates one final appeal.

Audience: The letter’s recipient should be a named individual, someone who is in a position of influence regarding your topic.

Conventions/Format: Letter format (see above)
Single-spaced, double between paragraphs
1-inch margins all around
Emphasis on active voice sentences
Sentence variety
Formal 12 pt font
ALL DRAFTS MUST BE FORMATTED AND
TYPED

Due Dates:

Proposal due date: week of January 30
Outline due date: week of January 30
Draft 1 due date: week of February 6
Draft 2 due date: February 9-16
Final due date(s): February 22,23

The rubric won't translate to the blog page in a readable format; however, I have included the Works Cited page grading checklist.

Works Cited page grading checklist

_____ 1. All sources listed and used correctly in the letter (min. of three) (4)

_____ 2. Sources arranged alphabetically (1)

_____ 3. Sources punctuated correctly (4)

_____ 4. Sources contain correct, complete information in the proper order (6)

_____ 5. Works Cited page is typed (1)

_____ 6. Works Cited page follows the requirements outlined in the Writing Guidelines (spacing, title, font, reverse indent, margins) (4)

Forsberg's "A" Day Prep

2006-01-31T14:35:00.000-06:00

The goofy schedule this week makes thing a bit different. This is what I told students they need for "A" day this week (Wednesday or Thursday).
1. You need to have a plan of what you will accomplish and materials to use during the work time.
2. You need to have the name and address of the audience for you letter.
3. You need to have a "hard copy" of a credible source that you can use for HUG-ging.
4. You need to have a least two credible sources.
5. You need to have eveidence of what you said you accomplished during the work time during the 85 minute period we have already had this week.

Getting cracking on the research for the paper!

Forsberg's Class's Writing Tasks!

2006-01-31T14:33:00.000-06:00

Remember: To get your proposal okayed you need to "HUG" one of your sources.
H: Highlight the thesis
U: Underline the evidence you plan to use
G: Gloss whether the evidence is a reason, data, fact or anecdote.
Circle words you don't understand and look them up.
Your hugged source, your proposal form, and your works cited page need to all come in at the same time.
You cannot go on to your outline until you have finished your proposal and had it checked off.

Persusaive Paper Work

2006-01-31T14:31:00.000-06:00

Bring materials to work on your persuasive letter to class every day!

Hug a Source! Hein's class

2006-01-30T13:55:00.000-06:00

Remember: To get your proposal okayed you need to "HUG" one of your sources.

H: Highlight the thesis

U: Underline the evidence you plan to use (Indicate in the margin whether you plan to use the material as a paraphrase or use a direct quotation.)

G: Gloss whether the evidence is a reason, data, fact or anecdote.
Circle words you don't understand and look them up.

Your hugged source, your proposal form, and your works cited page need to all come in at the same time. You cannot go on to your outline until you have finished your proposal and had it checked off.

Proposals and outlines are due by the end of the week.

Forsberg's Class Reminder

2006-01-29T14:09:00.000-06:00

Last week we completed TWO practices for verbs--one is listed here as 14 Journal Sentences. The other was that you were to write four ORIGINAL sentences.
1. Should have a transitive verb.
2. Should have an intransitive verb.
3. Should have a linking verb that connects the subject to a predicate nominative.
4. Should have a linking verb in which you have identified the auxiliary (helping) verb and the main verb.

Time is running out to get them in for points!

For Monday

2006-01-29T14:04:00.000-06:00

Every day until your paper is due, you should bring to class something to work on for your paper!

Bring the research that you have begun for your persuasive letter. You should be reading and annotating what you have so that you can be building the argument for your paper.

Remember to bring all the handouts. You can be working at completing the proposal, the work cited page, and the outline!

What You Need for Friday

2006-01-26T05:10:00.000-06:00

Here’s what you need BEFORE you can begin research in the media center on Friday.

Proposal—
You need to have three topics that you are interested in researching.
For each topic, you need to have a position concerning an issue related to the topic.
For each position, you need to know someone you could contact concerning what you want to have changed.

Until you do not have an “okayed” proposal, you will not be able to use the time on Friday to research your position.

Remember you need to have three credible sources for your letter.

You will need to have your yellow “Works Cited Getting it Together” sheet for Friday so you can record information you will need for your letter.