Thinking is Critical

DIRECTIONS: Now read the story “After Twenty Years” and answer the questions that follow at Classmarker.com.

Good times! :-)

Before doing anything, please read ALL of the directions below.

After you’ve read all of the directions, please go to http://fcit.coedu.usf.edu/FCAT8R/home/practice-tests/index.html, where you’ll click the link to take the practice test, “Mary McLeod Bethune.”

You’ll first see only the passage, but it remains available to you in split screen with the test questions. The link to the questions is at the bottom of the passage, if you prefer to see the questions first.

To use POE (Process of Elimination) on the multiple choice, please write out the question numbers, something to represent the four answer choices (A, B, C, D, four dots, or whatever you would like: they are just bubbles online), and show your process of ruling out (or leaving in) answer choices on paper, as we did in class. If you find it helpful to underline key words in the question, you may copy the questions down so that you can mark them up, but, otherwise, you can just have something as simple as:

1. A
   B
   C
   D

For this assignment, you don’t need to copy the actual questions or answers, as you can revisit them online. Doing this on paper is all about POE!.

Please write your short and extended responses on paper, rather than typing them.

You can then compare your responses to the ones the website shows you. Score yourself based on the rubric: if you were one of the trained scorers, based on the “top-score” responses you’ve now read, how would you score your short and extended responses? If it is not a top-scoring response, please either ask for help to revise it, or, if you see what you need to do, revise it on your own.

If you finish early, you may play Free Rice (English vocabulary), or you may put your computer away and read your free reading book.

We are going to continue examining what is required to succeed in the extended response portion of the FCAT reading exam.

Open the following link in a new tab or window: http://fcit.coedu.usf.edu/FCAT8R/home/wayward-bears/index.html. THEN, come back here to READ THE DIRECTIONS.

First, read the article, “Wayward Bears . . . ,” and do the multiple choice questions. Remember, you want to get the GIST (General Idea, Structure, Tone) of the text, but, after you have done that, you may find it more effective to use the questions to drive your reading. However, because this is an online version, you do need to do the questions in numerical order, whereas in the print version, you could attack the questions in a more useful order (we will discuss this more, but think about it as you answer the questions: how might some of the questions help you answer some of the others?). In a printed testing situation, you can adjust your testing strategies accordingly to use this to your advantage.

As you work, please take notes on loose leaf paper. For each question, note whether you got it correct and fully understood it, got it correct but hadn’t been confident that you would (in which case, be sure to read the explanation: if you guessed, just because you happened to guess correctly doesn’t mean you “knew it” any better than if you guessed incorrectly!), got it wrong but understand why you did, or got it wrong and still don’t understand why (in which case, be sure to ask for help!).

After you have finished the multiple choice section, go back to the first page and look at the short response samples. READ THESE. Be sure to understand WHY each earned the score it did. Your next task will be to score a set on your own: go back to the original page and follow the link to “Scoring Set A.” You don’t have to actually complete the task; you have to score how OTHERS completed the task. This will help you to see how to earn the maximum score.

Again, on your loose leaf, please summarize the differences you noticed among the 2s, 1s, and 0s.

Repeat this procedure for the extended response questions.

After you finish both, try Set B.

When you are finished, please show me your notes so that I know that you have learned from this assignment.

2010 – It’s time to make a change …

First, a petty one: instead of referring to each new group of Fab Five words as “Week 1,” etc., we’ll call them “Lot 1,” “Lot 2,” and so on, as, with even more random Testing Days o’ Fun, they often don’t work out really be true “weeks,” (and, also as part of my secret plot to get you to learn that a lot is two words! Lot is the noun, and it means a group of things. Just as you would never write adog to refer to one dog, or agroup to refer to one group, there is no logical reason to ever write alot. So, now, perhaps, when you are not talking about a lot but just specific lots). Pretty tricky, eh? (Yes, I realize it’s not a new semester yet, but we’re switching gears, and it seems like a good time to try it).

Next, some new parts to the work work. The first of the new work isn’t MORE work but rather just putting your knowledge together. We are at the point now that, for many of the words you get, you SHOULD be able to come up with at least a synonym (or similar word; it may not be the same part of speech) and/or antonym (or non-example) from a previous Fab Five word. Aim to do this on your word maps. Not at all words will have ones that work, but many do.

The final one has to do with word wall assignments and other options for creating ways to help remember the words: more on this tomorrow.

2010 Lot 1 – Tuesday, January 4 – 8

1. blasé – adj. – indifferent, bored as a result of having enjoyed many pleasures; apathetic.
2. bolster – v(tr). – to support, give a boost to; – n. a supporting post; a long, thicker pillow that is placed under other pillows for support..
3. deplore – v(tr). – to feel or express regret or disapproval.
4. frivolous – adj. – of little importance, not worthy of serious attention; not meant seriously.
5. lugubrious- adj. – excessively and dramatically mournful.

Is anyone watching Little People, Big World right now on TLC? The episode is titled “Little Americans,” and it repeats at 11PM and probably a billion other times if you have DVR and are interested: I almost never watch this show but just happened to turn my TV on to hear the father mentioning how he was going to Iraq to bring back some children who had a type of rare dwarfism called Morquio Syndrome.

Well, what a coincidence.

Those of you who’ve gone to Rodman Philbrick’s website may have learned he based Freak, at least physically, on his son’s then-recently deceased friend, who had — as he’s since stated he pictured Freak as having — but never explicitly diagnosed in the text — Morquio syndrome.

The useful stuff:

If you are using Firefox and not Safari right now, please quit Safari and open Firefox before you go any further.

FAIR
(If the first link doesn’t work, try FAIR – there are two computers that don’t want the “https,” while the others do. I don’t know).

The code for today, 12/10 is: JJ3643. (This changes daily).

So, there’s fair, as in, just or appropriate (like, [whining] “That’s not faaaaaaaaaaair,” which most of you are about to do), and there’s fair, as in very light-colored or complected (like Freak’s hair color), and there’s the archaic (old) definition of fair, meaning beautiful (but usually also suggesting not particularly strong or tough, as in a “fair maiden,” or, as Freak refers to his mother, “The Fair Gwen [Avery]“). AND, then, there’s FAIR, as in Fairly Annoying Interruption to our Research Florida Assessments to Instruction in Reading.

Yup, so, after all sorts of BAT and FAIR and upcoming FCAT and who knows what other testing fun for you, and then a day and a half of out-of-the-classroom fun for me (thank you to all of you who were excellent for the substitutes!) … I recently learned we have one more round of FAIR testing that we must do before vacation (I think this is where I’m supposed to act like I believe this is very important to your educational success and that you will all learn and grow from. So, um, WOOOOOOOOOOOOOOOO!

You will now all learn and grow and become great scholars, in ways you would not have from reading actual novels or essays or doing research or discussing any of that. The more we test you, the more you’ll learn! Was that convincing? )

Rather than have everyone take it at the same time, and abandon everything else (while tying up two laptop carts), as last time, we’re going to try something different: SOME of you will take this, while some of you work on finishing reading or responding to Freak, and then we’ll swap. THIS WILL REQUIRE COMPLETE COOPERATION FROM EVERYONE!

IF you can make it work, it should save us a lot of time, and we’ll still have plenty of time to do everything we’d planned before break (including contrasting the book with the film). But, especially as FAIR has the listening component, it is essential that those of you who AREN’T taking it today remain silent and respectful of those who are. Got it? (I know. I’m sorry. We’ll look at all of the data, though, and it will help you rock the FCAT! YAY!)

Throughout the world, tales have always been told of heroes and heroines embarking on perilous quests in search of lost loved ones, the secret of immortality, earthly paradise, in search of self, or simply great riches. Many of these stories have elements in common, such as clashes with monsters, battles with the elements, interventions by the gods and tests of moral character, mental cunning and physical strength. These tales have been expressed in songs, literature, art and dance for thousands of years, and are still being reinterpreted today in books, comic strips, interactive games, and adventure films.    

Stories depicting quests reflect the fascination over four thousand years with the search for self, true love, everlasting glory, and spiritual enlightenment. In Rodman Philbrick’s novel, Freak the Mighty, we have already started to see how Freak is fascinated by these stories and, we’ll discover, they are paralleled with the quests he and Max often choose or are required to take.

Today, you are challenged to a quest!

You may have learned about the King Arthur stories, often called the Arthurian Legends, which depict the mythical quest. In Freak the Mighty, although the story is contemporary, the main characters often reference and share tales from the Arthurian legends. Today, you will explore the ways in which the Arthurian legends, which were created hundreds of years ago, remain alive in the modern world. You will use the power of teamwork and the abundant resources on the Internet to learn all about Arthurian Legends. Each person on your team will learn one piece of the puzzle and then you will come together to gain a better understanding of how the Arthurian Legends relate to the modern world and can enlighten us on our quest to understand life and ourselves.

Before you may ascend to the throne of knowledge of Freak the Mighty, you must prove yourself worthy.

May the spark of knighthood be ignited within you. It is the spark of nobility that has been recognized since the earliest age within certain men and women of character and spirit. Seek this spark within yourself–it is there–seek first to find it, then to use whatever tools are required to fan this spark into a great fire of your passion–perchance through the effort of striving you will meet with more success than you will ever know.

The Quest

Overarching QUESTion: What do the Arthurian Legends teach us for the modern world? (This is what we are aiming to answer by the end of this research). There will be three challenges along the way.

The Process and Resources

In this WebQuest you will be working together with a small group of students from class. This will NOT be your book club, so the you have the opportunity to also jigsaw and compare knowledge with them. Each group will answer the Quest(ion), but you will need to write you own answers, in your own words, and put your responses in your portfolio. As a member of the group, you will explore Webpages from people all over the world who care about Arthurian Legends. Because these are real Webpages we’re tapping into, not things made just for schools, the reading level might challenge you. Feel free to use the dictionaries in class or http://www.dictionary.com to help you comprehend the information. If a website is too difficult, move on to one that helps you to understand the Arthurian Legends better: there ARE ones that are designed “for kids,” here, as well, but, even if you find that you prefer these, I hope you will challenge yourself to use the more difficult ones to complement them, at least.

Please keep in mind that these websites are created by individuals who have an interest in King Arthur’s time. Being interested in it does not necessarily make someone an expert. Check the source of the websites before you believe every piece of information to be true. Check multiple websites to find information that is common among scholars, rather than just using one website and assuming it is completely correct. Because the Arthurian Legends have been passed on through the ages orally and through writing, you may discover a variety of ideas and opinions that don’t match up with each other. That doesn’t necessarily mean that it’s “wrong,” but you DO want to ensure that your information is coming from well-regarded sources. Again, check the website’s source to determine its merit.

You’ll begin by getting some background before dividing into roles where people on your team become experts on one part of the topic.

Challenge I – Background: Something for Everyone

Use the sites below or other appropriate resources to answer the basic questions of

• Who?
• What?
• When?
• Where?

of the Arthurian Legends. Before asking a question about any of the few words above, please read the next paragraph! If you still have questions after you have thoroughly read it, certainly, ask for as much support as you need. But, as always, read on a few lines before stopping at the exact word at which you have a question; you will often find that your question is answered a sentence or two later!

That is, give a brief overview of what the Arthurian Legends are. Be creative in exploring the information so that you answer these questions as fully and insightfully as you can (Challenge 2 will ask you to expand more specifically on the “who,” though, so you don’t need to be overly detailed yet). (Remember to note the URL and other relevant bibliographic information of the websites you use for your research as you will be required to cite your resources later).

A suggestion: divide up [at least some of] the web pages below to take notes on the basic information about the legends. Beyond that, Challenge I does not require you to work with your group as the next Challenges will. NO, you do NOT need to use ALL of sites. As always, be sure to check that the sites you are using are reputable and worthwhile. Compare information: do not rely on just one source.

• Timeless Myths: Arthurian Legends – A welcome to the Arthurian Legends.
• Arthurian Legends A to Z – A dictionary of characters and Arthurian terms.
• King Arthur for Kids – The legends, the history, the characters, the places and things
• King Arthur’s Life Story – From Early British Kingdoms for Kids
• The Truth in the Tale: The Legends of King Arthur – An analysis of the legends and how they were developed
• Arthurian Legends – A preview on the legends and characters
• Arthurian FAQs including Who Was Arthur? – The history behind the legendary king
• Arthur: King of Briton – Merrie Haskell offers a very brief essay on the famous king.
• King Arthur – A fine, brief account of King Arthur, written by two students from Australia.
• King Arthur from The Camelot Project – A good, thorough essay on the Once and Future King, King Arthur
• Excalibur and the Sword in the Stone – A brief essay from the Camelot Project notes that the two famous swords are not the same, at least in most versions of the Arthurian Legends.
• Arthurian Resources – Brief history and links about the Arthurian Legends
• King Arthur: A Man for the Ages – Explorations in the history and legends
  of Arthur
• King Arthur on Britannia - Links to sites associated with Arthur
• King Arthur and the Knights of the Round Table – All about the legends
• The Age of Arthur – An essay exploring how the legends have been passed on
  through time.

Note: Remember to write down or copy/paste the URL of the site from which you take the passage, so you can quickly go back to it if you need to to prove your point, and so you can use it for your Works Cited sheet (bibliography).

(image used with permission from Cakewrecks.com)

(Hint – this one’s a bit more subtle because of the confetti).

1. allusion- n. an implied or indirect reference; a hinting at (usually to a past event or work of literature or art)
   
2. disdain- n. a feeling that someone or something is unworthy of one’s respect or consideration; v. consider to be unworthy of one’s respect.
   
3. odious- adj. deserving hate or contempt.
   
4. paraphernalia -n. 1. the various items or equipment needed for a particular activity. 2. [Less commonly used definition but very interesting with regard to its use throughout "The Lottery"]:  aspects associated with a particular institution or activity that are regarded as superfluous (extra or unnecessary), for example, the rituals and paraphernalia of government. 
   
5. torrent- n. a turbulent, swift-flowing stream; a heavy downpour; a heavy, uncontrolled outpouring.

Reminder for completing the other sections: 

1) Greek/Latin Roots (which really should be “word origins and the various parts that might be of use to us someday): a) this is not a multiple choice question. b) your answer should not just have some long word in Greek or Latin or some other old language. What is EACH part (not just the root. We’ve gone over this!) and what does it mean? Here, I have done one for you (or, my nifty Mac dictionary has, and I’ve revised it a bit … ) : 

PARAPHERNALIA 

para ‘distinct from’ + pherna (from phernē ‘dowry’ ). 

 [This is actually mid 17th cent. (denoting property owned by a married woman): from medieval Latin, based on Greek parapherna ‘property apart from a dowry,’ but the "para" part is key here].

2) Don’t forget: the “meaningful sentences” are truly the ONLY parts that ask you to go beyond copying content and demonstrate that you UNDERSTAND it and know how to USE it. When you don’t write good, meaningful sentences, as defined for this assignment (which, again, is not necessarily good writing in other contexts), it is impossible to know if you understand the word and how to use it well. THIS is what I mostly check to ensure you “get” the word. Review the section on meaningful sentences if you haven’t been receiving accolades for yours!

3) The “At least 4 other forms of ….” section. We’ve already discussed that some words will not have at least four other forms. If it doesn’t have them, it doesn’t have them. Don’t make them up. On the other hand, DON’T MAKE THEM UP, regardless! (Sticking with PARAPHERNALIA: if you list “paraphernalias” as a form, because, hey, it’s a noun; that’s probably the plural, right? Wrong. You just gave yourself away. The plural of paraphernalia is…. paraphernalia. Find the other forms, and NOTE THEIR PARTS OF SPEECH (or how you’d use them or why they’re relevant). And, if you can’t find anything else? Write down where you looked! Then, you’ve shown that you made the effort and, even if you somehow missed one, it’s not just because you weren’t copying quickly enough enough on the bus.

4) Speaking of: we haven’t done this before, but this quarter, we should start getting into the habit of listing our sources. Sometimes, you’ll list a form of a word that *I* won’t know. I don’t want to assume you’ve made it up, because, often, I’ll learn from you, too. If you can point to where you found it, it makes it much easier for me to realize, “Cool, I just learned something,” rather than, “Hmm, that sounds weird to me, and my ear is usually pretty good, and the first source I’ve checked doesn’t have it either.” Likewise, if you’ve made an error, it makes it much easier to go back to figure out where you went wrong and correct it. So, where are you getting your information? Please start citing your sources. We will begin going over how to do that PROPERLY, but, for now, at least list the titles of the dictionaries or the actual websites you are using.