Wednesday, November 30, 2011

Wednesday, November 30th, 2011 (Early Dismissal)


When You Come In
1.      Sign in, please!
2.     Grab an iBook.

Writing Lesson—Writing and EDITING Dialogue! (thirty-ish)
1.      Review pages 35-39 in your book—let’s do this together as a class now.
2.     Get with your partner for the dialogue story.  You each need an iBook.
3.     I’m assigning you FIVE Dialogue Partner Stories to read, enjoy, and edit.  (They’re saved for you on google docs.)
4.     You and your dialogue partner should read them carefully. 
5.     Decide which editing changes you need to make to correctly edit your Partner Dialogue story.  I should hear you and your partner discussing what needs to be changed, and why!
6.     Make all corrections that YOU feel are correct.  Your final grade for this assignment depends on you correctly editing this piece.
7.     Leave one positive comment about the story itself at the BOTTOM of the story.  (Example:  I liked how you developed the character of the girl squirrel—she had a great sense of humor.)
8.     Time:  You have about six minutes per piece, so keep an eye on the time, please.

1.      Review the comments you got on your story.  (File, then “See Revision History”).
2.     Print a copy of your story, FRONT AND BACK.  Each person in the class needs a paper copy of his her own story.

Revision--Autobiographical Poems (twenty minutes)
1.      You guys did solid work on your first drafts.  As a group, these are the strongest first drafts of this poem I’ve ever seen.  Yay, you!
2.     I made lots of comments, as well as some “Revise” suggestions at the bottom of your poem.
3.     I’m going to give you the rubric for this poem, and then I’m going to give you time to revise, to show your best work.
4.     The final will be due tomorrow, so that people who want or need to work on it outside class can do so.
5.     We’ll fill out the rubric at the start of class tomorrow!

·       Finish creating a strong final draft of you Autobiographical Poem.
·       Do you have evidence for a “4” on all rubric categories?
·       Did you revise the areas I noted on your poem, plus make revisions of your own?

Howdy, AP English!

1.      Do not sign in.  Shelby H, please take attendance.
2.     E-mail me with grade questions.  I’ll reply within 24 hours.
3.     Put your eight vocab cards in a stack, and make sure your name is on the top card.
4.     Kitty-Corner them on my desk, please.

General Reminders
1.      What I want to see/What you want to SHOW
a.     Intense intellectual effort
b.     Keen focus on the task at hand
c.     Risk-taking
d.     Great attitude
2.     Discussion Reminders
a.     Record-keeper—Shelby H. for the first three days
b.     Do not repeat something that’s already been said.
c.     Support your answer with detail, if needed.
d.     Listen attentively to each person who shares.

Discussion Topic—MOTIFS in AP English
·       I’m passing out a copy of all the material you came up with yesterday.  This is an impressive list.  Put this in the front of your binder, or in the front pocket, so it’s easily accessible.  This is our blueprint for class, right?

Writing Style:  128-Word Sentences
1.      I’m handing out a blue packet with our sentences on them.
2.     What was challenging about writing this sentence?
3.     What worked well?
4.     What surprised you?
5.     What effect does a sentence like this have on the reader?
·       Reminder:  Look at google docs so you see where to save your sentence tonight.

Frankenstein—Writing Style
1.      And while we’re thinking and talking about sentences, what have you noticed in the first ten pages of Mary Shelley’s Frankenstein?
2.     How does she create long sentences?
3.     Why does she create long sentences?
4.     What challenges do we face as her readers?
5.     Strategies?  Shannon’s slash marks?

Frankenstein Pair-Share
1.      NOTE:  Show “KINDNESS TO AUTHORS”, as Nabokov said.  Don’t make judgments and tell us your opinions.  Make an argument, and support it with a detail from the text.
2.     I’m handing out a buff-colored packet.  Yes, I said, “buff-colored”.  Label it at the top with today’s date, AND write “Day 2 of Frank” at the top.  We’ll read the first page together, and then you and your partner do the following:
3.     Discuss what you notice about the weather in the first ten pages.
4.     Discuss questions you have.
5.     Discuss what can we say about Walton thus far.  How would we characterize him?  You and your partner should fill out the “Active Reading” page of this packet—ONLY THE WALTON SIDE!  But write small, and use as many textual details as possible.  DONE BY 12:37

@ 12:37  Frankenstein Discussion/Read Aloud
·       Let’s hear those pair-share ideas!  J
·       I’m going to start reading on page 19.  This is the letter which contains “so strange an accident”.
o   Flag any vocab words you see. 
o   Stop me anytime with questions or connections.

Homework Assignments
1.            Frankenstein
a.     Read and annotate pages 19-24 (Walton’s last letter before Dr. Viktor F.
b.     Complete the vocabulary assignment for words #9-17 (green handout)
2.     Create your own 128-word sentence—full directions at the bottom of today’s yellow handout.  (DUE THURSDAY)

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