AP
Critical Approaches Defined Links
Welcome to Creative Writing!
Welcome, AP English
Peeps! J
·
Thursday,
September 5th, 2013
Business
Ø Sign
in, lovelies.
Ø Pick
up your UNREAD journals off my circle table.
You need to write in them today.
Please leave them with me when you leave at 3:20.
How do
we get our brains to look at literature—and life in general—in new and
illuminating ways?
Ø “Popular Mechanics”
wordle
Ø “Cat in the Rain”
Conversation
o
Listen to the conversation—pure conversation—between the wife
and George (Mary Kate and Jio).
o
Does it alter your thinking about the text in any way?
Journal
Iceberg
Quote (p. 24) 2:11-2:21
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.
Journal
Entry Explanation
1.
Share
with a NEW person today. Write your
partner TWO specific comments, and aim for academic language in your writing.
a.
At
least two detailed sentences
i. Agree.
ii. Tell him/her if the journal made you
think of a new idea/or something you hadn’t considered.
iii. Add on to an idea he/she says.
iv. Compliment their vocabulary—diction!
v. Disagree, respectfully. J
b.
Signed by you
Critical
Approaches
For the critical approach (plate
necklace) I give you and your partner, do the following:
Ø One of you must be
wearing the plate at all times! This is
a must!
1.
Research
your approach from the website links on today’s blog, so you know what the
approach is.
2.
If
you find an approach that sounds more fascinating than the one you have, let me
know, and I’ll consider switching you.
3.
Once
you think you know what your approach is, explain it to your partner.
4.
Now
pull out “Popular Mechanics”, and view that story through this critical
approach.
5.
What’s
important?
6.
Repeat
this process with “Cat in the Rain”.
7.
Take
enough notes in your journal (or annotate your texts) so you can present to the
class verbally.
Goals:
1.
Learn
about the variety of critical approaches.
2.
Use
at least one approach on two of the stories we’ve read thus far.
Ø Vocab Pre-Quiz (end of block)
Turn in
journals—again—to the back table. J
Homework
Ø Study for the real vocab quiz
(tomorrow).
Ø Free Rice—12,000 grains by MONDAY
Critical Approaches Defined Links
- http://home.olemiss.edu/~egjbp/spring97/litcrit.html
- http://www.cla.purdue.edu/blackmon/engl360k/critical.html
- http://www.ci.maryville.tn.us/mhs/studyskills/compguide/applitcrit.htm
- http://bcs.bedfordstmartins.com/virtualit/poetry/critical.html
- http://hutchinson-page.wikispaces.com/LITERARY+CRITICISM+-++Definition+and+Schools+of+Thought
Welcome to Creative Writing!
Ø
Thursday,
September 6th, 2013
When You Come In
1.
Please
initial next to your name on the clipboard.
2.
12,000
grains due on free rice on Monday, 9/9/2013
Writing
Experiment #4--Earliest Memory (Continue and Finish)
How
to Turn Your Paragraph Into a Poem (Ten minutes)
1.
Remember
my paragraph? Now look at how I turned
it into a poem.
2.
Here’s
how I turned my earliest memory story into a poem.
3.
What
do you notice?
Rescue
Two babies
Up to their belly buttons
In the immense jet black tub
The girl steps out
Sees her brother, peachy-white
She sees the silver handle
Turns the knob
All the way
Towards the wall
Steam rises off the water
Drifting up to the white ceiling
Baby brother turning pink
Waving skinny little arms
Screaming
Mom runs in
His savior
Creating
Your Poem
1.
Writing
Lesson: Vocab Variety = Diction--Before you do the same, get out
your red Vocabulary Variety sheet, and let’s look at some choices here.
2.
Note: Leave everything on the page. I want to see your paragraph(s), your
questions and answers, and finally your poem.
All three are part of the grade.
After Lunch:
- I explained all of the above, but when we went to type, we had not internet; we will pick this back up tomorrow.
- Portfolio
- We watched twenty more minutes of the slideshow, and people claimed to be getting ideas! :-)
After Lunch:
Writing
Lessons Questions
Ø
Writing
Lesson #1 was how and why to avoid clichés.
Ø
Writing
Lesson #2 is how and why to use precise adjectives to create imagery in your
writing.
What’s the connection between the two?
Writing
Lesson #2: Choosing Precise Adjectives
(p. 14)
1. Revise the sentences
here to create a precise image in each sentence.
2. Trade for two smileys
and initials.
3. Trade THREE TIMES.
4. Share your STRONGEST
answer when your number comes up.
* * * *
CPR
Mythology Beast Powerpoint Presentation
I included the following information
about my god/goddess/hero/myth:
Slide #1: __________Name of beast; strong image to show who/what it is
Slide #2: __________Three most vital details to know about
this beast
Slide #3: __________Two connections/relationships with other
Greek myth figures
Slide #4: __________Two reasons they are important to know
about in mythology study
Slide #5: __________Two modern-day connections
Slide #6: __________Powerful image
Slide #7: __________Powerful image
Due:
Classtime Friday, 9/6/2013 at which time you will wow us with your
knowledge! J
Presenter:________________________________________________________ ____________/7
Model
and Turn-In Procedure
2.
Use
google presentation, and SHARE it with me (“Kerrie Willis”) on google drive.
3.
If
you absolutely cannot do this, use powerpoint, and e-mail it to me.
Homework
Ø Myth Beast Slideshow
Ø Study your fifteen other vocab cards for a quiz tomorrow.
Ø Play freerice, if you have time. (12,000 grains due by Monday)
Howdy, College-Prep
Reading!
Thursday,
September 5th
When
You Come In
1.
Sign in.
2.
Pick up extra Vocab War sheets, if needed.
3.
12,000 grains of free rice are due
Monday
4.
…tight time schedule today.
8:10-8:25 Vocabulary
1.
Take
a vocab pre-quiz over fifteen words.
2.
The
next pre-quiz will be tomorrow.
3.
The
“for-real” quiz will be Monday, over all thirty words.
8:25 Vocabulary, Part II
1.
Get
the word list, “100 Words All High School Graduates Should Know”.
2.
These
words are eligible for Vocab War.
3.
What
about words we learn in class—new to us—but aren’t on an orange list?
4.
Those
count, too!
5.
Meet
with your Vocab War groups now, and use the red form for discussion and for
reporting.
8:45
Backbone Literature: Greek
Mythology
Big
Idea
Ø
Listen
today for resonances, echoes, patterns:
o
Beauty
o
Balance
o
Revenge
o
Jealousy
o
Incest
o
What
other motifs (repeated themes) are we hearing?
o
Sex
o
Trickery/deceit
o
Defiance
o
Severe
punishment
o
Sons
overthrowing fathers
o
Prophecy
o
Kidnapping
o
Swallowing
problems
8:45 Barbie
Presentations (continued)
1.
Tell
a brief story (one minute) about his/her god/goddess, then present the myth
Barbie.
2.
We
listen the first time through the presentation, then take notes as we went back
through the key points.
3.
Here
are the offspring we’re hearing about today:
a.
Aphrodite
b.
Hephaestus
c.
Hermes
9:05 Importance of Beasts and Creatures
a.
Represented
evil in conflicts between good and bad
b.
Gave
mortals the chance to slay them and become heroes
c.
Offered
so many answers and explanations for disasters such as shipwrecks and volcanoes
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