Tuesday, November 3, 2009

Tuesday, 11/3/2009

  • We reviewed how to keep track of your reading on the pink daily reading log.
  • We talked about how to react when someone brings treats.  :-)
  • We recorded the current books we're reading on the Reading Record.
  • Five people gave book quick-talks.
  • We read for about an hour.

Homework Due
  • Cut-up vocabulary #3 cards
  • "To An Athlete Dying Young" w/three annotations and p. 91
Discussion and Reading
  • Life and death dates for Housman = 1859-1936; poem's publication date = 1896; English
  • Housman's "To An Athlete Dying Young"
  • We read Dylan Thomas' essay, "On the Words in Poetry", on pages 96-6, then discussed our reactions to it.
  • I read Dylan Thomas' poem, "Do Not Go Gentle Into That Good Night", and then we broke into trios to respond to the questions on page 93.
  • I read two sound poems--"Jabberwocky" by Lewis Carol, and "A Nosty Fright" by May Swenson.  We talked about how important sound is in both those poem, and we imagined what Dylan Thomas would say about them.
Vocabulary Practice
  • We went through the new words one time.
  • Re-read "Do Not Go Gentle Into That Good Night" on page 92.
  • Listen to the author read the poem (website listed on page 92).
  • Respond to the four RJ questions thoughtfully and thoroughly.

Homework Due
  • Orange sheet over pages 4-5
Writing Experiment
#1--Around the Block--Imagine you're walking down a block in your neighborhood.  Write a poem in which you describe everything you see along the way.
  • I explained how to do the MLA format.
  • I talked a bit about checking out iBooks.
  • I had everyone create a folder in the Student Volume for Creative Writing stuff.
  • I showed three models of this poem from past years, and I talked about the possibilities for this assignment.
  • We took twenty-ish minutes to type our experiments.
  • We saved them, printed them, then turned them in.
Writing Tip
  • We talked about what they are, and why we want to avoid them in our writing (p. 18).
  • Everyone came up with seven anti-cliches (p. 18).  We shared them with partners, then selected one to read to the class.
  • Everyone read over the in-class assignment for tomorrow--Trio Cliche Story (p. 21)
  • None

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