Monday, October 28, 2013

Monday, October 28th, 2013--First Day of Term Two

AP English—Monday, October 28th, 2013

When You Come In
1.      Pick up a Professor Foster chapter, “How’d He Do That?”
2.     Sign in. Tell Ms. Willis she is the best teacher ever.
3.     Get the yellow sticky note with your name on it.
4.     Stand awkwardly by the windows until the tardy bell rings.

Reading and Annotation Assignment
Ø  Professor Foster’s “How’d He Do That?”

Annotation Discussion and Notes

·      A Raisin in the Sun                                                 (English 10)
·      “The Devil and Daniel Webster”                       (American Lit)

1.      Listen for these, and you will hear them! 
2.     Make annotations when you find them—these are connections between what the writer is saying, and something you’ve read or heard before.
3.     Nabokov
a.     “Good Readers, Good Writers”—review your annotations, so that you remember what Nabokov’s arguments are.  Why?  Because you’re going to hear RESONANCES of Nabokov in Professor Foster’s essay.
b.    I will be looking for at least THREE connections between something Nabokov says and something Professor Foster says.
4.     Fiction Vocabulary—we need the vocabulary to talk about the literature.
1.      Incredulous
2.     Anguish
3.     Arbitrary
4.     Inherent
5.     Predisposition
6.    Archetypes
Started @ 2:16; ending at 3:00?

Where We’re Heading
Ø  Parody and Satire                                               Animal Farm
Ø  Greek Mythology                                     Various Myths
Ø  Tragedy                                                    Oedipus Rex
Ø  Romantic Literature                                Frankenstein

1.      Find out the difference between “parody” and “satire”. 
2.     Find three famous examples of parodies.
3.     Find three famous examples of satires.
a.     Post them in the google form do on the blog, by 1:30PM Tuesday, so I can review them before class.
4.     Study the vocab for the quiz Thursday.

Google Form Response--due by 1:30PM Tuesday for homework credit:

Welcome to CPR!

Monday, October 28th, 2013

When You Come In
1.      Please initial next to your name on the clipboard.
2.     Please find your seat—with your sticky note in pink on it.

Materials for Class
Ø  Small three-ring binder
Ø  Writing implement
Ø  Computer every day, fully charged

Big Picture
Ø  Based on the title of this class, what skills do you think we’re going to be working on this term?  J
1.      Reading closely
2.     Annotating
3.     Annotating
4.     Annotating
5.     Vocabulary-Building
6.    Note-Taking
7.     Academic Discussion
8.    Thinking—I put this last, but really, let’s not forget to think—deal?

Journal Entry
Ø  Date:               10/28/13
Ø  Title:                Whitman Reading Quote
Ø  Your Name:   

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.

“The process of reading is not a half-sleep,
 but, in highest sense, an exercise, a gymnast’s struggle;
that the reader is to do something for himself,
must be on the alert,
must himself or herself construct indeed the poem,
metaphysical essay—
the text furnishing the hints,
the clue,
the start or frame-work.”                    --Walt Whitman

Started:                       11:34                
Ending About:            11:44-ish                     

Connect:         What reading is to me.
Comment:      Agree or disagree, do what degree
Clarify:              Say something you didn’t understand.  Try to unpack it.  Say why you                                     didn’t understand.

Journal Response Explanation
1.      Share with the partner I’ve assigned you.  I’ll rotate, so you get to everyone in class eventually.
2.     After we trade journals, read, and discuss, write a note to the writer.
3.     At least THREE detailed sentences about any of the items below.
a.     A good point he/she made
b.    Something you learned from his/her journal
c.     a connection you made between something he/she said, and something you thought
d.    a question you have
e.     something you’re confused about
f.      anything else you want to discuss
4.     Signed by you
5.     After you read your comments from your partner, turn them in by my candle, please.
6.     Grab your computer!  J


Note-Taking Assignment #1 (due today by end of class)
1.      Explore as many websites suggested by your classmates as possible in the time I give you (but at least five).  (Add a site to our list, if you have one!)
2.     Bookmark at least three websites you can use the rest of the term as resources. 
3.     In your school google account g-mail, send me the following:

a.     the short names (or cut and paste the links) for your three choices of most helpful note-taking website
b.    Below each link, write me a complete sentence for why you think that website is going to be useful to you in college note-taking.

Note-Taking Assignment #2 (due Wednesday)
Contact THREE current college students.    
Ask them the following questions, and report their answers to us in class:
  1. How do they take notes?
  2. What are their professors' expectations for students preparing for class each day?
  3. How much reading is required for classes?
  4. What is one thing your friends wish they knew then they started college?
*   *   *   *

Welcome to Creative Writing!
October 28th, 2013

When You Come In
1.      Please initial next to your name on the clipboard.
2.     Find your desk with your name sticky note on it in neon green.  Sit there.  Don’t move the nametags—please and thank you!
3.     Get out a blank piece of paper.

Ø  Sign in every day when you arrive.
Ø  Check the big screen to see what you should have ready when class starts.

Materials to Bring to Class Every Day
1.      small three-ring binder for class.
2.     Writing implement
3.     Computer, fully charged

Free Write #1
1.      Write for the full ten minutes, without stopping.
2.     Talk about any topic of your choosing.
a.     Now, let’s say you have NO idea what to write about, and your mind is a complete blank—what can you do?
b.    Let’s look Writing Resistance Topics.
c.     We’re going to whip around the room, and you read one aloud when it’s your turn.
3.     Who will read this Free Write #1?
4.     How will I grade this?
5.     Start Time =          10:14
6.    End Time =           10:24
7.     To Turn It In
a.     Circle (or rectangle, or parallelogram) the following
                                      i.     “Free Write #1
                                    ii.     Date
                                   iii.     Your Name—do you have all three?
8.    Pass them over to Josh and Gerrit.

Ø  ...the cornerstone of this class.
1.      We’re going to create a writing community in this class, and here’s what you have to do to make that happen:
a.     Be trustworthy.
b.    Read people’s work with respect.
c.     Listen to people’s ideas with respect.
d.    Keep what you hear in this class, in this class—don’t betray someone’s trust.
e.     Turn in only work you yourself have created.  
f.      Read people’s work the way you want yours to be read—thoroughly, thoughtfully, and honestly.
g.     Put yourself on a five-second delay.  Instead of blurting something out, wait, count to five, and ask yourself, “Is this respectful?”  If not, don’t say it.
h.    Be respectful. 
                                      i.     If you are rude to another person, you’ll be out of class for a day. 
                                    ii.     If it happens a second time, you will most likely be out of class for good. 
                                   iii.     Bottom line—if you’re disrespectful to each other, this class doesn’t work.  And this is a required class for graduation—so it has to work.

Portfolio:  Begin with the end in mind!
Started 10:33
Ending 10:38
Ø  I introduced the idea of the Final Portfolio:
o   A collection of your ten best works from the term
o   A project design that represents you as a person
o   Due the last day of the term, for viewing by class
o   Ten/Fifteen percent of your term grade

Writing Experiment #1
Ghosts, Monsters and Bullies (poem)

What did you fear when you were young?
Ø  Spiders?                                                                  
Ø  The dark?
Ø  Zombies?
Ø  The vacuum?
Ø  Clowns?

Tell me one thing you remember fearing when you were young:
Ø  Clowns           3
Ø  Spiders           4
Ø  My mom
Ø  My basement 3
Ø  Michael Myers
Ø  Snakes            3
Ø  The dark         2
Ø  Chucky
Ø  Starving
Ø  kidnapper

1.      Write a poem about one of your childhood fears.
2.     Type a poem that tells a story about a time you were afraid as a child.
3.     Name it “WE#1--Childhood Fear Poem”
4.     Use MLA format for heading.
5.     Try to get at least twenty lines.

Other Info
6.    This poem will be read by ONE other person in this room.
7.     Work Time = scant 20 minutes
8.    Starting @
*   *   *   *

Here's a model:


I lay in bed
Grip the covers tight
I stare at the closet
Waiting for the door to open
He will come out
Snatch me away
So I will never see my family again
He hides in the shadows, the dark and the night
Waiting to frighten me.
I ease off to sleep
The closet door moves
Out he comes
Fang teeth, furry body, sharp claws
I scream
Mom runs down to comfort me
Telling me it’s just a dream
The closet door closes
But mom can’t see
He will be back tomorrow night
Back to scare me.

Kodey S.

I have many more models on my desktop.

Reminder:  The only acceptable places to be on your computer today are as follows:
1.      The blog
2.     The sites/links on the blog
3.     An online dictionary or synonym finder
4.     Google drive
5.     Pandora
Ø  If LAN School tells me you are any place else, you lose half-credit on your daily assignment, which cannot be made up.

Homework = None

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