Pick up copies of quotes
off Flat’s printer.
AP English Peeps
Howdy, and Happy
Monday!
September 16th,
2013
Shifting
Gears
1.
First let’s take a look back at what
we’ve done. (Buff page 1)
2.
The buff pages we left undone we will
return to soon.
3.
Where are we going now? …to Poetry!
(…and to some big-picture thinking)
4.
Pink Poetry Packet—yes, that’s
alliteration, people! J
Poetry
Getting Our Feet Wet
1.
I’m going to read two poems aloud to
you, so you can just listen the first time through.
2.
You will need to re-read and annotate one of them later today.
a.
“Jabberwocky” by Lewis Carroll (p. 3)
b.
“A Nosty Fright” by May Swenson (p. 5)
In
Your Journal (Draw a line, then add to your previous
entry.)
Strategy: I used a reading strategy called phrasing, or
chunking, where you break a long, complex sentence or paragraph into smaller,
more manageable bits, to try to understand it better.
Journal Quote for Today’s Writing (ten minutes)
“Human language is like a
cracked kettle on which we beat out tunes for bears to dance to, when all the
time we are longing to move the stars to pity.”
(Translation from French)
--Gustave Flaubert, 1881-1880
“One must be drenched in words, literally soaked in them, to have
the right ones form themselves into the proper patters at the right moment.”
--Hart Crane, American Poet (1899-1932)
Review: How can we respond to a quote?
Ø
COMMENT: Disagree (in part or in whole).
Ø
QUESTION: Ask a question.
Ø
COMMENT: Agree (in part or in whole).
Ø
LANGUAGE: Respond to both the LITERAL and the
FIGURATIVE meaning.
Ø
CONNECT: …to something in your
own life or experience.
Ø
CONNECT: …to something else
you’ve read or viewed.
Independent Work
Time
KW
Conference Preparation
1.
Read my comments on your Unit
Reflection (typed).
2.
Read the google doc I’ve shared with
you entitled, “Your Last Name, Your First Name—AP Comments, 2013).
3.
At the bottom of these comments,
doublespace, type today’s date, then type me a paragraph in response to ANY of
the comments I’ve made on either your unit reflection or the google doc. The paragraph should be reflective in tone,
and the focus is yours to determine—no more than a paragraph, please!
4.
When you get the card, come see me in
the library. Bring your computer and
your unit reflection that I just handed back.
If you did NOT get
your Unit Reflection back (Sam, Kristine and Erica), you should move on to the
next assignments, and I will catch up with you tomorrow!
Poetry
1.
On page 2, read questions #1 and
#3. pre-reading strategy).
2.
Read and annotate “On the Words in
Poetry” by Dylan Thomas.
3.
In your journal, start a new page,
and entitle it, “On the Words in Poetry” by Dylan Thomas Reading Journal.
4.
Answer questions #1 and #3 in your
journal. A paragraph will be required
for each answer. Make sure you use each
of the following in all your answers:
a.
Written in complete sentences
b.
Written in academic language
c.
Includes They Say (in quotation
marks)
d.
Includes I Say
5.
Read and annotate either
“Jabberwocky” (p. 3) OR “A Nosty Fright” (p. 5).
6.
Go back to your journal, and craft an
answer for #2 (p. 2), using the same criteria above.
Vocabulary-Building: Free Rice
1.
You need a big vocabulary to write precisely and
to comprehend what you read.
2.
Change your level so that it’s at your best
level, or a level or two below that. DO
NOT START OVER AT LEVEL ONE! L
3.
Make sure you are playing IN the group, or your
points won’t register with me.
4.
Play until you have 20,000 grains, or until I
call time. Thanks! (Due Monday, 9/25 = 20,000 grains)
Welcome to Creative Writing!
Ø
Happy
Monday, 9/16/2013
When You Come In
Ø Please sign in.
Ø Please get your
manila folder off the back wooden table.
Organization
Read my comments on the
following pieces, then put them in your folder.
1.
Free Write #3
2.
WE#5 (I only read if you requested;
otherwise, I’m reading your #3)
3.
Any miscellaneous pieces you’re
getting back
Word
Art (or Diction Art, if You Prefer) J
Ø Task: Create a small poster of a word (or maybe a
phrase) that shows who you are, what your purpose is, or what is most valuable
to you. Here’s what you need to consider
to make your poster:
1.
THE WORD ITSELF (or do you need a
short phrase?)
a.
Who are you?
b.
What is your purpose?
2.
Paper Color
3.
Font
4.
Outline
5.
Color
6.
Border
7.
Accents
8.
Images
Writing
Workshop (Thirty minutes)
Writing
Experiment #6: Memento Tattoo
(Prompt on my desktop)
1.
MLA format at top
2.
Word count in parentheses next to
your name
3.
400 words, minimum
4.
doublespaced
5.
printed front/back
Once you finish
typing and printing WE#6, move on to the following:
Writing
Workshop: Death of Language (page 16)
1.
Review page 16, so you can “begin with
the end in mind”.
2.
Review the Death of Language
Self-Assessment sheet (on orange) I gave you last week, so you can “begin with
the end in mind.
3.
Read your peer conference comments (on
green half-sheets). Which answers are
you strongest? Which are your weakest?
4.
Make revisions to these ten, if needed.
5.
Find the rest of the words needed to
complete your list of twenty, then type rationales.
6.
By tomorrow, all twenty words are due,
typed, and in the same format as you see in the examples on page 16. (three sentences for rationale—guideline)
If you finish
everything above, move on to the following:
Vocabulary-Building: Free Rice—Play until everyone finishes
the progress check; then we will shift gears for the rest of class.
1.
You need a big vocabulary to write precisely.
2.
Go to my blog, find “Creative Writing”, and click
on the freerice link there.
3.
Change your level so that it’s at your best
level, or a level or two below that. DO
NOT START OVER AT LEVEL ONE! L
4.
Make sure you are playing IN the group, or your
points won’t register with me.
5.
Play until you have 20,000 grains, or until I
call time. Thanks!
Homework
Ø Finish all twenty
words with excellent rationales (Death of Language).
* * * *
Howdy, College-Prep
Reading!
Monday,
September 16th, 2013
When
You Come In
1.
Sign in, please.
2.
Pick up a Greek Myth Quote handout
(white).
Goals
for Today and Tomorrow:
1.
Wrap
up Greek Mythology.
2.
Answer
the question, why does myth matter?
3.
Start
trying to see how Greek Myth fits into the “big picture”.
4.
Literary
Eras (review)
5.
Literary
Archetypes
6.
Start
exploring The Dark Ages.
Greek
Mythology Wrap-Up
·
Free
write about myth quote
Ø In Your Journal
Ø
Strategy: I used a reading strategy called phrasing, or
chunking, where you break a long, complex sentence or paragraph into smaller,
more manageable bits, to try to understand it better.
Review: How can we respond to a quote?
Ø
Connect: Relate
to it by making a connection to something else you’ve seen or read.
Ø
Connect: Relate to it by making a
connection to yourself.
Ø
Question: Ask
a question(s).
Ø
Comment: Agree
with it, in part or in whole.
Ø
Comment: Disagree
with it, in part or in whole.
Ø
Clarify: Say
what you think it means.
Started: 8:17
Ending About: 8:27
Journal
Response Explanation
Share with a person I
assign you 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
Turn-In
1.
Staple
the quote handout on the BACK of your journal entry.
2.
Make
sure your name and date are at the top.
3.
Lay
it in a neat pile on my desk, please!
Why
Does Myth Matter?
1.
Archetypes
handout (big picture)
2.
Archetypes
worksheet
Homework
(on Blog)
1.
Look
at the Big Picture! J
a.
Pull
out your Early Periods of Literature page
b.
We’ve
been in The Classical Period (1200 BCE – 455CE), specifically the Homeric or
Heroic Period.
c.
Read
what happens in the Classical Greek Period, the Classical Roman Period, and the
Patristic Period.
d.
Rome
will fall to the barbarians in 455CE, ushering in what many call “The Dark
Ages”. On your Early Periods of
Literature page, you will see this listed as “B. The Medieval Period”.
e.
Because
we’re taking a chronological approach to literature for the remainder of the
term, we’re going to whiz through The Dark Ages by watching a History Channel
overview of this time. In this way we
will begin to see how all the pieces fit together.
2.
Dark
Ages Viewing: For classtime tomorrow,
watch the three segments listed below (thirty minutes), and take notes about
the important milestones, turning points, people and dates.
3.
Share
your notes with me by 8:10, or not at all.
1 of 10:
http://www.youtube.com/watch?v=PLNrxajzGCw
2 of 10:
http://www.youtube.com/watch?v=Fo4InZq-1ew
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