Monday, October 18, 2010

READING


Fluency Final Preparation

• We had our final two rehearsals over children's book #1 and #2.
• We decided who was going where to read tomorrow.
• We went over expectations for the final--I'm pasting them below:

Fluency Final Reminders
1. Have fun with your kiddos.  Introduce yourself, ask the kids’ names, and chat with them a little.
2. Keep an eye on the time.  You’ll have a schedule—you need to help yourself and everyone else stick to it.
3. Do not wear clothing with images of disemboweled, headless vampires, or kittens with their little heads torn off—or anything else that even has the slightest chance of going over the “G” rating.
4. Be on time to class—the second the tardy bell rings, I’m taking attendance, and we’re jumping on the bus.  We will leave you, if you’re late.
5. Bring your books!  All your books!  Both days!
6. Do not take electronic devices of any kind.  I will lock the room, and your items will be safe here in room 210.  If I see any sign of any electronics, I will knock off twenty-percent from your final—that’s a two-letter grade deduction.

Independent Reading

• We had a solid thirty minutes to read in class.

Housekeeping

• I had book chats with people who were ready for them.

AP ENGLISH

• New Seating Arrangement—Just for This Week

• Put your name on both the Frost pages, and lay them on the back circle table for me to look at while you’re in groups.

Poetry Trios (same trios as for the Aristotle/glossary presentations)

• Come up with as many poetry terms and definitions as you can in ten minutes.  Everyone in the trio needs to take notes, like this (four columns—not equal columns though—two left skinny, and two right wider):

Poetry Elements—Discussion and Note-Taking 

• Give me your elements, and I’ll put them on the Big Screen.  Everyone needs to record the same notes (unless they’re duplicates of ones you already have).

Poetry—Robert Frost’s “Home Burial”

• Let’s talk about your annotations.

• We will leave this poem to “rest” for a day, then look at it again Tuesday evening/Wednesday during class.

Oedipus Rex—Expanding on Your Quick-Write; Drawing Some Conclusions About OR

1. Look over what you said about fate, predestination, destiny and free will.  You wrote those pieces before we read Oedipus Rex.

2. Use your quick-write as a lens with which to look back at Oedipus—not so much the play as the man himself.  Answer the following questions in a quick-write.  But keep in mind you may not be able to answer all the questions in the time given.

• How does what you said compliment Oedipus and his actions?

• How does what you said contradict Oedipus?

• Does anything in the play make you question anything your wrote in your quick-write?

• Have you developed any of your own ideas about fate, etc, in the last few weeks?

• Can you connect one or more of the belief statements you made in your quick-write to Oedipus and what he does in the play/what happens to him in the play?

Homework

• It's on the wiki--you have two assignments!