Friday, October 22, 2010

Thursday and Friday, October 22nd and 23rd

Reading Exit Checklist

Thursday and Friday
1. Bring back my books you have checked out—right now, if you’re finished; Friday, if you’re still reading.
2. Get all your papers back.  ORGANIZE everything in the CORRECT place in your binder.
3. Have one other person in class check over your binder carefully, to make sure all papers are in the correct sections.  The grade for this is all or nothing—either your binder is organized correctly, or it isn’t—A+ or F.
4.   Thursday—play at least fifteen minutes; Friday—“re-calibrate level”.
5. Log on to Skills Iowa, and take the assessment there.  Please do your best work.  I need an accurate score for you.
6. Write up a bookmark journal (three choices from your bookmark), then have a book chat with me.
7. Study for your final vocabulary quiz (which will happen first thing Friday).  The eight words are on the board.  Look at your pre-quiz to see what words you missed!
8.  Thoughtfully fill out your green “You Should Read This Book”.  (It’s for a daily grade.  KEEP IT until I call you back for your exit conference.)
9. Look around the room; pick up any garbage, and put it in the trash.
10. Read as much as you can on your last book.  I will give you credit for whatever portion of it you have read.
11. Examine your almost-final grade printout.  I will not take any late work, but if I made an error or oversight inputting your scores for something, I will, of course, correct that.
12. Make sure you have your six-way paragraph chart filled out, and in your binder.
13. Sit down with me for your exit conference.  Bring this sheet!  And your binder!

Your Name:_________________ KW’s signature:______________________

Reading—Last Day

1. Get your Reading Record.  Confirm all the information.  Your page numbers are a must.
2. Add and record your total number of pages read, and your total books read, on your Reading Record.
3. Log on to www.skillsiowa, then CLICK HERE to Login to Skills Iowa.  You have your password taped inside your binder.  Do your best work, because this is our last assessment.  (There are ten questions.)  Take the “Final Reading Assessment”.
4. Shut your iBook, and come get the vocab quiz.  Take it, ace it, then put it face-down on the circle table.
5. you’ve leveled up, continue to play and learn; if you haven’t leveled up, go to the “Progress” tab, then click on “re-calibrate level”, and follow the instructions.
6. Put your desks in order.
7. Your ticket out the door is one item of trash.  ☺ 

Come back to my desk when I call your name.  Here’s what you need to bring:
1. Your organized binder
2. Your orange checklist, with items you’ve done checked off
3. Your ibook, so I can see your vocab sushi level
4. My books that you are returning
5. Your reading record with your pages filled out!

AP English



  • We had a great discussion about Frost's "Home Burial".
  • We finished our list of the poetry terms.
  • We all picked up the class poetry packet, and we took the last part of class to look through the packet, to select a poem, and to make annotations on our chosen poem.
Things to Consider
For our First Jaunt into
Explicating a Poem

·      Tone
·      Stanza
·      Imagery
·      Conflict or Crisis
·      Sounds  (harmony; dissonance; rhythm; alliteration)

1.      First, look for examples—a word, a phrase, a line, or a stanza from the poem.
2.     Then, look at Tone Words—pp. 25-7—what words describe your poem?  What words or phrases show you that?

What will your poem look like when you’re done?
·      It will be all marked up—circles, underlines, highlights, arrows, and notes to yourself—there won’t be any “white space” left.  J  (…yellow space—whatever!)

What will you be able to do when you come to class tomorrow?
·      Teach the poem.
·      Participate in a discussion about the poem.
·      Perhaps you will be able to answer the question posed about this poem?  Or perhaps you will be able to pose a question of your own.


  • We discussed three of the poems in the class packet--thanks to those of you who were teachers today.
  • After lunch we talked about what worked well in the essays, and I handed back the What does a good reader do? essays (mid-term exam in-class essay)
  • We had thirty minutes to work on the Oedipus/Fate essay.
  • I e-mailed  the format for this essay on the wiki.  It is due Tuesday.

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