Welcome, AP English
Peeps! J
·
Happy Friday,
August 23rd, 2013
When
You Come In
Ø
Please
initial next to your name on the clipboard.
Ø
Review
your annotations for “How to Mark a Book”.
“How
to Mark a Book” Class Discussion
·
What
are the three most meaningful ideas/words you drew from the reading?
·
When
we conclude our discussion, please put your name on your pages, and put them in
your folder in the file cabinet.
Central
Questions We Ask in This Class
1.
What
does a good reader do?
2.
What
does a good writer do?
3.
Are
you talking to the text?
Ø
We’ve
started answering these questions, and we will continue our work on these
questions today.
Question
Response
1.
Go
to my blog, and create five well-crafted (You’re AP English, remember?)
sentences for each of the two questions.
2.
Your
answers will be visible to the class, although we will not look at them until
tomorrow.
3.
When
you finish crafting your tacos and your sentences, play free rice until we’re
all done. (2:10-2:25)
“Good Readers and
Good Writers”, by Vladimir Nabokov (p. 11-18)
1.
Why
are we reading this piece?
a.
Well,
c’mon—look at the title! It kind of
sounds like it’s going to fit into our grand scheme just fabulously!
b.
Nabokov
wrote this lecture for (and gave this lecture to) his college freshman
literature class. You guys will be
college freshmen next year—there might be a connection here!
c.
It
is a challenging text, and you must grapple with challenging texts this year so
that you are prepared to do the same next year.
2.
So,
how do we approach an assigned reading?
Do we do anything BEFORE we start to read (pre-reading strategies)? Let’s list our strategies here:
a.
See
how long it is, so I know how much time it will take to read.
b.
Read
the title, then come up with possible things story could be about (prediction).
c.
Read
a preview, if there is one.
d.
Look
at the layout—pictures?
Critical
Approach: Biographical
1.
I’m
going to talk about one critical approach you can use on many of the assigned
readings you get this year (and for the rest of your life): the BIOGRAPHICAL approach.
2.
I’m
going to give you five minutes to find out everything you can about the author
of this piece. How might this be helpful
to your reading?
3.
Has
a teacher ever taken you on a BIOGRAPHICAL approach to a text?
4.
How
do you think some writers feel about readers taking a BIOGRAPHICAL approach to
their texts?
5.
Will
this approach be more helpful with some texts than others?
6.
Is
it worth five minutes of your time to research an author before reading his/her
work? Let’s find out by using this
BIOGRAPHICAL approach today.
Ø
Research
(five minutes)—VLADIMIR NABOKOV (2:34-2:39)
o
Come up with
three to five BIOGRAPHICAL DETAILS about this writer that you feel are
important, especially in light of the title of his work, “Good Readers, Good
Writers”
o
Type a little
list on your computer that we can compare in class discussion in a few minutes,
please.
Ø
Compare
notes as a class (five minutes)—max.
What did we discover?
o
…studied
at Wessley, Harvard and Cornell.
o
…taught
at those colleges.
o
…known
for complicated plots and hidden messages.
o
…knew
and wrote in many languages.
o
…Lolita = 4th on list of 100
Best Novels of Modern Library Association
o
…knowledge
of other countries.
Ø
Begin
reading together and annotating individually.
Homework
Ø
Read
and annotate pages 11-15, through the paragraph ending, “…the only instrument used
upon a book.”
Ø
Due: start of class Tuesday
* * * *
Howdy, College-Prep
Reading!
Happy
Monday—August 26th, 2013
When
You Come In
Ø
Please
initial next to your name on the clipboard.225
Ø
Ø
Please
put your vocab cards in your turn-in folder in the file cabinet. Thanks!
Ø
Get
out your LeGuin ten-minute journal response from Friday.
Journal
Response Explanation
Share with a NEW person
today. Write your partner TWO specific
comments, and aim for academic language in your writing.
1.
At
least two detailed sentences
a.
Agree.
b.
Tell
him/her if the journal made you think of a new idea/or something you hadn’t
considered.
c.
Add
on to an idea he/she says.
d.
Compliment
their vocabulary—diction!
e.
Disagree,
respectfully.
2.
Signed
by you
3.
Make
sure your name, date and “LeGuin Quote” are at the top of your paper.
Reading
and Annotating: “How to Mark a Book”
We read for ten
minutes, because most of us were not very far along in the reading. And then we did this.
(8:32-8:42)
Reminders:
Ø
Look
up words you don’t know, and write their definition next to the word in the
text you’re reading.
Ø
Wiki
any references you’re unfamiliar with, so you have SOME idea what the writer is
talking about.
1. Pair-Share
your annotations with a new partner.
a. What is DIFFERENT about your marginalia?
i. marked more in text, as opposed to margins
1.
asked
a lot of questions
2.
valued
similes more
3.
focused
on looking for main point
b. What is
SIMILAR?
marked main points
summarized every paragraph
marked metaphors
2. What have we
used most from?
comment when we agree
summarize each paragraph
underline important stuff, then write
# paragraphs
rephrase in own words
stars by main points
repeated words and phrases
circled words I didn’t know
3. What new,
creative ways are we annotating (add to page 6)?
a. highlight
important things
underlining = big
bracketed= the biggest!
4. Continue reading and annotating
on your own—please and thank you! (35 minutes of work time)
Vocabulary-Building
1.
Play
free-rice when you finish your annotations.
2.
Go
to my blog for the link, then sign-in, then play your guts out!
Question: Why do we play free rice?
1.
Please put
your “best level” in free rice in the subject line of an e-mail to me—no message
necessary. (We’ll use that as our baseline.)
2.
Bag your
computer.
Homework for Tuesday
1.
Finish
reading and annotating “How to Mark a book”.
2.
Donate
at least 2,500 grains of rice.
* * * *
* * * *
Welcome to Creative Writing!
Ø
Monday, August
26th, 2013
When You Come In
1.
Please
initial next to your name on the clipboard.
2.
Pick
up the pink handout called “Poetry—Commenting, Revising and Editing” from the
circle table”.
3.
3,500
grains of free rice were due by start of class—you don’t have to do anything,
because I print a report for it. I just
wanted to make sure you knew I was taking that for a grade today.
Vital
Information About Class
Ø
REMINDER: The Blog:
www.kdubzclasses.blogspot.com
Ø
REMINDER: Always access freerice from my link on the
blog, to remind yourself to play in our class group.
Ø
REMINDER: During classtime, use your computer as a
tool, not a toy.
Big
Picture: Trust
Ø
...the
cornerstone of this class (page 1).
Writing
Experiment #1—
Around
the Block
Re-read,
re-see, re-think: (11:34-11:39)
1.
Re-read
your first draft.
2.
Look
at the following; make any changes to make your poem stronger:
Ø
Arrangement (changing order of the lines)
Ø
Alignment (…on the left? …centered?)
Ø
Spacing (..single? …double?
What looks best?)
Ø
Title (Does it add a
dimension to the poem?)
During our five minutes on this, you
must e-mail me if there is someone in class you would feel uncomfortable
sharing this poem with today. We’re
going to trade it with ONE other person.
If there’s an issue between you and someone in class, I need to know
now, so e-mail me. All e-mails will
remain confidential. Thanks.
Peer
Conference Preparation
1.
Take
a look at a sample peer conferences--solid examples of excellent conferences.
a.
On
paper (Come on up to the screen, and huddle around.)
b.
On
computer
2.
Discuss
how to COMMENT on google drive.
3.
Read
the Poetry—Commenting, Revising and Editing sheet.
4.
Put
a star by three questions you want answered about your poem.
5.
Type
those three questions at the top of your Around the Block poem.
6.
Share
your poem on google docs with the person I assign you.
Peer
Conferencing
1.
Read your partner’s three questions, so
you know what they most want you to comment on.
2.
Using the COMMENT function, make at
least TEN comments on each other’s poems.
3.
When you think you’re done, count your
comments in the right margin, to make sure you have ten.
4.
Finally, answer each of the questions
your partner typed. Type your answer
underneath each question.
5.
Lastly, read the comments you received
from your partner, then bag your computer, and grab an Earthbook.
Reading
Assignment (page 5): Earthbook
1.
Read and relax . (This means you
read for enjoyment.)
2. If
you’re reading a piece, and you stop enjoying it, turn the page!
3.
Fill out page 5 as you go—complete this page today.
Ø
If
you finish early, play free rice—5,000 grains due by Monday (seven days from
now)
Homework
·
Read
the questions on page 6.
·
Read
pages 7 and 8 to look for the answers.
·
Fill
out all nine questions on page 6 for tomorrow (due in the turn-in cabinet when
you come in tomorrow).
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