I blog each day about what we did in class. If you're absent, you can find out what you missed here. If you're merely absent-minded, you can re-live class here. :-) Homework is listed as well.
Thursday, December 1, 2011
When You Come In
1.Sign in, please!
2.Grab an iBook.
3.Thoughtfully fill out the rubric for the Autobiographical Poem, and turn it in (per the directions at the bottom of the rubric).
4.Close your ibook, and get your TITLES pink worksheet off the back circle table.
Writing Lesson Review—Making Titles that are Better than this One. (five minutes)
·Look at the titles you thought were weak?What are they?Why are they weak?
·Look at the titles you thought were strong?What are they?Why are strong?
·How do we APPLY this lesson?We create a strong title for every piece of writing we do, in this class, in another class, and in your college classes.
Writing Lesson Review (five mintes)
1.What's important to remember about using and editing dialogue?
2.What’s important to remember about paragraphing?
3.What’s important to remember about diction?
·Why did we just review those four things?
·Because we’re about to write a story (fictional)—and to write a strong story, you will need to be able to think about and show mastery of these four skills.This is called a “performance assessment”.
Writing Assignment (Thirty Minutes)
·Begin a Story with a Given First Line--Where Were You Last Night?
·I’ll be reading your Best and Worst of the Week writing experiments.
·I’ll be available to answer any of your questions about your WWYLN—but come back to the table for help, rather than hollering at me from across the room.
·Form small reading groups for tomorrow.
·E-mail teachers for places to read tomorrow.
1.You guys did a great job being focused and productive during workshop time today!Well-done!
2.Give your WWYLN a working title.
3.Check your MLA format for correctness.Check it against a neighbor, if you need to.
4.Type yourself a note at the BOTTOM of this draft, telling yourself what you want to work on tomorrow (or Monday) when we work on this again.
5.Keep it in your own google docs—do not share it.
6.Log off google docs, and put your iBook away, please.
Portfolio (last few minutes of class)
·Discuss Portfolio Ideas (Excel)
·Musical Memory Journal (p. 44)
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.
1.What I want to see/What you want to SHOW
a.Intense intellectual effort
b.Keen focus on the task at hand
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.
1.Review your annotations for pages 9-24.What questions do you have?What connections are you making?
2.Pair-share your thoughts (two minutes).
3.Whole class discussion, starting with José—what are your questions?
4.Frankenstein Motifs—I’ll give you an orange handout.With your pair-share partner, scour pages 9-24 for ANY idea you feel might be a MOTIF (if it’s mentioned more than once, and it “feels” like it’s weighted, important.Yesterday, someone mentioned EDUCATION as a possibility.
5.Whole class discussion—what motifs do you see thus far?
Professor Foster—Literary Lesson
1.“It’s More Than Just Rain or Snow”
2.What have we read this term where rain figured prominently in the piece?
3.What does rain usually mean?Snow?Fog?Mist
4.How much weather have you notice in pages 9-24 of Frankenstein?
5.Read Foster’s chapter, and make at least fifteen annotations. (daily points today for annotations)
6.When you finish, update your Vocab War sheets, and get out your green Frankenstein vocabulary sheet, please.
·Note:We will discuss Professor Foster today, so keep your chapter at your deskfor now.
·Update your Vocab War sheets now—but no meeting today.