Outline
Notes
1. Three out of
eleven people worked on this for homework (as of my check at 8:30 this
morning). Your homework assignment was
to work on this outline outside of class.
Consider why preparing for class is important.
a. Consider this—the
sloppier the copy is I look at, the rougher the draft, the skimpier the
thinking, the less helpful comments I can make.
b. What were the
three things I put on the board at 3:10 yesterday?
c. What were the
things I put on most people’s unrevised outlines this morning?
d. So, was that a
waste of time?
2. You’ve created a
double-load for yourself. You have to do
last night’s work and today’s work all in a twenty-four hour period.
3. The flow of your
soon-to-be essay should be evident from your outline.
a. If I can’t follow
it, you’re not ready to write. You don’t
have it tightly organized enough yet.
b. If you can’t
explain what you want to say clearly, you don’t understand it well enough yet.
General Paper Reminders
4.
When
you quote a person, you use his or her last name, not his or her first
name.
5.
Pull
out your They Say/I Say template master list.
You will need them to skillfully frame your evidence for this essay.
Tasks Today
1.
Print
a paper copy of the reflection you typed yesterday. Do not go get it.
2.
Copy
that reflection, and paste it at the end of our running shared document, “Your
Last Name—AP Comments”.
3.
Sam,
Lynnette and Jio, you did not fill out the rubric for the essay yesterday, so
get your papers off the circle table, and do that now, then hand them back to
me.
4.
If
I didn’t conference with you yesterday, read my outline comments carefully. Think about them for at least five
minutes. Write your name on the white
board when you are ready to conference, and I will talk to you in order. Do not wait on me to start revising your
outline. Go on to #5 until I call you
back.
5.
If
I conferenced with you yesterday: revise
your outline, corrected all the issues you and I know they currently have. Your outline should be clear enough when you’re
done you can hear the paper writing itself in your head. Now you’re ready to write/type.
6.
Create
a rough draft with all the following:
a.
Clear
thesis statement
b.
Five
(at least) body paragraphs
c.
Evidence
correctly cited
d.
Quotes
skillfully framed
e.
Transitions
created
f.
Clear
thesis restatement
7.
Share
it with me by the start of class tomorrow.
8.
Study
for the quiz tomorrow.
CREATIVE WRITING
Creative Writing
Tuesday, October 15th,
2013
Focus
for Next Eight Days
1.
Showing,
Not Just Telling
2.
Revision
3.
Writing
Buddies—Thursday the 17th—please be here!
4.
Portfolio
When
You Come In
1.
Grab
your manila folder off the circle table.
2.
Revision
Question: Do we have TWO poems that we
haven’t already revised?
3.
If
not, everyone needs to make a change on his/her pink sheet now! J
Writing Lesson #11—Paragraphing for Sense
(Twenty Minutes)
1. Beginning a New Paragraph—blue page 16. Let’s read it aloud together.
2. Now practice what you just learned: put paragraphs into the excerpt from John
Green on page 16. Use the paragraph
symbol to show where there should be a paragraph.
3.
If you finish before I call time, please read the directions for the
Musical Memory Journal on page 17.
Thanks!
4.
Compare your answers with a partner I give you, making changes you
feel are correct.
5.
When you and your partner finish your discussion, come get the
John Green’s paragraphs from me. Discuss
the following:
a.
How are yours similar? Why?
b.
How are yours different?
Why?
6. If you finish early, talk about possible songs you might
use for page 17.
7.
We will discuss our similarities and differences momentarily.
8. Put your name at the top of page 16, then put it by my candle now.
Writing Assignment: Musical Memory (p. 17)
(Forty Minutes)
1. Read the requirements at the top of the page.
2. Make this change: your
length requirement is 400 words, miminum.
3.
Read THREE of the Musical Memory Models in google drive—begin
with the end in mind:
4.
E-mail me which three memoirs your read, and write me a sentence
about your understanding of this assignment (what you think you’re supposed to
do).
5. Think about your song and your memory.
6. Start typing! You will
have to push to get this done in class.
7. You have thirty minutes to type, then print.
8. Print your copy when you finish, but don’t go get it.
9.
If you finish
early: start revising piece #1
(directions on pink sheet).
10. Where you can be on your computer (legally):
a.
Google drive
b.
Dictionary/snynonym finder
c.
Blog
d.
Grooveshark or pandora
Writing Assignment: Musical Memory (p. 17)
(Forty Minutes)
1. Read the requirements at the top of the page.
2. Make this change: your
length requirement is 400 words, miminum.
3.
Read THREE of the Musical Memory Models in google drive—begin
with the end in mind:
4.
E-mail me which three memoirs your read, and write me a sentence
about your understanding of this assignment (what you think you’re supposed to
do).
5. Think about your song and your memory.
6. Start typing! You will
have to push to get this done in class.
7. You have thirty minutes to type, then print.
8. Print your copy when you finish, but don’t go get it.
9.
If you finish
early: start revising piece #1
(directions on pink sheet).
10. Where you can be on your computer (legally):
a.
Google drive
b.
Dictionary/snynonym finder
c.
Blog
d.
Grooveshark or pandora
CPR
Tuesday, October 15th,
2013
Thoughtful Reflection
Day/Independent Work Period
Mr.
Collins’ Comments on Swift Annotations
Ø
Long
spans of underlining
o
We’ve
talked about this extensively, and at week eight, we are underlining? With no annotation?
Ø
Limited
marginal comments
o
Your
margins should be filled—that is WHY I give you SPACE in the readings to fill
up. That is WHY I give you paper copies,
so that you can annotate.
Ø
Annotation
is the most important thing I teach in this class, because it is tied to
EVERYTHING ELSE we need to COMPREHEND.
It will be vital to your college reading.
Ø
Satire—do
we understand this piece is a satire? Do
we understand why Swift wrote it? Did
you read the Shmoop information?
Annotation
1.
Read
your sheet, “How We Annotate”
2.
Review
the following expectations for all annotations this term:
a.
Annotations
look AT LEAST as detailed as the models I showed you on the big screen; margins
are filled with comments.
b.
Annotations
show you looked up and defined all words you did not know.
c.
Annotations
show you looked up and noted all allusions (references the writer makes he/she
assumes the reader is familiar with).
3.
Get
out the following pieces, and put them in this order:
a.
“How
to Mark a Book”
b.
Foster
“It’s All Greek to Me”
c.
Foster
“If It’s Square, It’s a Sonnet”
d.
“Fire
and Ice”
e.
“To
the Virgins, to Make Much of Time”
f.
Swift’s
“A Modest Proposal”
4.
Open
up your CPR Comments doc in google, and write thoughtful responses—clearly labeled—to
all of the following.
CPR
Reflection, 10/15/2013
Ø
This
class is about reading and thinking.
Today, I’d like you to re-read, think, and write. The term is ending, and we have only one unit
left—a close reading of a short novel. I’d
like you to reflect on that before we shift gears. I’m looking for evidence that you are
re-reading, thinking and writing today.
Annotation
1.
Re-read
your annotations on all the pieces above. How did annotating help you make
meaning out of something you read?
Select ONE ANNOTATION from ONE PIECE, and talk about how you made
meaning. This should be ONE organized
paragraph.
2.
Now
select the piece that is most poorly annotated.
Explain in detail (using evidence from your annotations to support your
points) what you did, then explain what you would do differently in order to
make the annotation meaningful, thorough, and thoughtful. This should be one or two detailed, organized
paragraphs.
Vocabulary
1.
Review
and update your Vocab War Grid.
2.
Fill
out a Vocab Team Meeting sheet, even though you are not meeting as a team
today.
3.
Vocab
War is due next Wednesday, and will be a substantial portion of your term
grade.
4.
Write
a paragraph about your greatest accomplishment during Vocab War this term.
5.
Writer
another paragraph about what you will do in the next week to improve your Vocab
War usage (and final grade).
Iowa Core
1.
Select
ONE of the CORE skills below, and write one to two paragraphs SHOWING HOW you
have proven your mastery and learning of this task
Iowa
CORE
Ø
The
five skills below are pulled from Iowa CORE, and they guide teachers as to what
twelth-graders across the United States should be able to do in order to be
prepared for college and career.
Ø
These
are skills I’ve tried to teach you in CPR.
Ø
These
are skills that, in large part, rely on your thoughtful annotations.
Ø
So,
this is your last reading class in high school.
Have you mastered the following?
1.
Cite
strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
2.
Employ
the full range of research-based comprehension strategies, including making
connections, determining importance, questioning, visualizing, making
inferences, summarizing, and monitoring for comprehension.
3.
Determine
the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word
choices on meaning and tone, including words with multiple meanings or language
that is particularly fresh, engaging, or beautiful. (Include Shakespeare as
well as other authors.)
4.
Analyze
a case in which grasping a point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm,
irony, or understatement).
5.
Demonstrate
knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational
works of American literature, including how two or more texts from the same
period treat similar themes or topics.
When
you finish, study your words on quizlet—quiz tomorrow.
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