Thursday, September 5, 2013

Thursday, September 5th, 2013


Welcome, AP English Peeps!  J
·      Thursday, September 5th, 2013

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?

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.
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


Ø Study for the real vocab quiz (tomorrow).
Ø Free Rice—12,000 grains by MONDAY

Critical Approaches Defined Links

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?


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
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.

  • 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.

*   *   *   *

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.


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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