Thursday, December 12th, 2013
BackBone
Literarature: Greek Mythology—
Questions, Resonances,
Echoes
· Why is it EVERYWHERE, still, after thousands of years?!
· Motifs
· Archetypes
Note:
I’m putting all our class review
here:
Review from
Yesterday—what do we remember?
1.
Hermes
a.
Messenger god
b.
Winged sandals
c.
Fastest god
d.
Winged helmet
e.
Roman name is Mercury (quicksilver in
elements)
2.
Pan
a.
Besties with Dionysus
b.
Frisky
c.
Don’t mix with Olympians much—go their own way
d.
Half-goat, half-man
e.
Invented the reed-flute when pursuing Syrinx,
who turned herself to reeds to escape
3.
The Furies
a.
Destructive forces
b.
Sisters
c.
Police of the god-world
d.
Blood-dripping eyes
e.
Snake hair
f.
Wings
g.
Lived in hades
h.
Punishers (maintain equilibrium)
4.
Zeus
a.
King of gods
b.
God of sky
c.
Many lovers
d.
Many children
e.
Took thrown from father, Cronus—gave him
throw-up potion, so he threw up all siblings
f.
Olympian god
g.
Punishes people who anger him
h.
Married to Hera
5.
Eros
a.
Cupid is Roman name.
b.
Shot arrows at people to make them fall in
love
c.
Responsible for Apollo chasing after
Daphne/laurel tree
d.
Maybe son of Aphrodite and Ares
e.
Maybe created from Chaos
f.
Maybe created by Iris and Zephyr
g.
Golden wings
Presentation
Order for Round #3J
1.
Helios (Kristine) DONE
2.
Hebes (Erica) DONE
3.
Iris
4.
Aesclepius (Lynnette on Friday)
5.
The Graces (Jio) DONE
6.
The Muses (Bailey) DONE
7.
Pegasus
8.
Satyrs (MK) DONE
9.
Cyclopes (Connor) DONE
10.
Python (CY) DONE
Presentation
Order for Round #4
1.
Amazons (Bailey)
2.
Centaurs
3.
Hecatoncheires
4.
Sirens
5.
Harpies
6.
Hydra
7.
Chimera
8.
Sphynx
9.
Cerebus
10.
Medusa
11.
Minotaur
Welcome to CPR!
Thursday, December 12th, 2013
When
You Come In
1.
Sign in, please.
2.
Do everything under “Homework Due”.
Homework Due
1. Put your name in big letters on the tops of the following ORANGE pages, then put them in the
correct folders on the heater, please. I’ll
have them back to you in a jiffy!
a. Page 2
b. Page 5
2. Regarding your annotations over all
assigned pages: I will take up your ENTIRE novella on Tuesday to
assess your annotations. This will be a major homework grade.
· The House on Mango Street, by Sandra Cisneros
Journal (ten
minutes) 11:26-11:36 (DAILY
GRADE)
1. USE THE WHOLE TIME! You’re almost a college
freshman—you should be able to write on demand, then expand!
2. Review yesterday’s journal over self-definition and identity.
Label: Quick-Write
Topic #2—Esperanza
4. Write for ten minutes about who Esperanza is. (Use
your book as needed, and answer as many of the following questions as you can.)
a. How did she get her name?
b. What
does her name mean?
c. How does she feel about it?
d. Who is
she?
e. Who does she want to be?
5. If you finish early, and you’ve exhausted all possible topics
for the above prompts, make a list of questions you have about the first third
of the novella. (ending @ 11:36-ish)
7. When I call time, pair-share with the partner I give you.
8. Write three sentences at the end of your partner’s journal that
show a connection you made, or a comment you have.
9. Trade papers back, and read each other’s comments.
Partner Journal Response
1. Write
your partner three sentences of specific comments, and aim for academic
language in your writing.
a. At least three 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.
vi. Relate to something
b. Signed by you
c. Trade back with your partner, and read your
comments.
d. Please put this by my candle for turn-in.
Re-reading Quietly On Your Own (ten-ish minutes)
1. Review
your annotations from last night, pages 3-33.
2. Start
filling out page 8 (MOTIFS) and page 11
(STYLE ELEMENTS) in your packet.
Started
at 11:47; ending at 11:57
Ø I handed back QW#2 and let people know what a good job they are
doing in responding to each other in an academic, thoughtful way.
Ø I gave the pre-quiz for the quizlet vocab, so people can see how
they’re doing on that.
Class Discussion and
Trios (15
minutes)
1. Compare your notes
from page 8—borrow from each other, until everyone in the trio has all the
blanks on page 8 filled in.
2. Do the same for
page 11.
3. Let me hear your
best academic discussion.
Start @ 12:37; ending @ 12:52
Quiz then Quiet,
Independent Work Time
1. The rest of the
block is work time for you.
2. If you have a
question over any of the work, please come back to my table.
Reading Reminder—Annotation
1. How Do We
Annotate?
a. Mark metaphors and
similes with a symbol.
b. Ask questions
c. Comment.
d. Make inferences.
e. Motifs (an idea or
object that appears repeatedly)
Start Homework
1. DUE TOMORROW: Quizlet vocab—“for real” quiz
2. DUE MONDAY: Read and annotate Mango, pages 31-64—quiz Monday.
3. DUE MONDAY: Character chart—page 6
CREATIVE WRITING
Fill out this form for your Santa's Helper Letter:
https://docs.google.com/a/washington.k12.ia.us/forms/d/1Fhgn6iYPIsIOtcgR86ndi1Ygj1H6Zh_L-1i1ykfFvvM/viewform
CREATIVE WRITING—
Thursday, December 12th, 2013
When You Come In
1.
Please sign in.
Organization
1.
Open your Santa’s
Helper letter in google.
2.
You should have a rough
draft and one peer conference completed.
Do not work on it now while I’m talking.
I will see that when I look at the revision history—you know that,
right? L
3.
Go to “SHARE”, and
check your sharing settings with me now.
a.
Megan Buitendorp
b.
Kerrie
c.
CAN EDIT!
4.
Copy the link for your
doc.
5.
Go to the form on the block,
and paste it in the correct space.
6.
NOTE: We will have a second peer conference later in
the block!
NEW
WRITING ASSIGNMENT: AUTOBIOGRAPHICAL
POEM
Writing Lesson REVIEW: Making
Strong Titles (purple pages 14-15)
1.
Why
does a strong title matter?
2.
You
know you have a page for help, right?
New Writing Lesson: Line Breaks (Endline and Enjambment) (purple pages 18-19)
1.
Read
and discuss page 19 with me now. Stay
strong!
2.
With
the partner I’m going to give you, read and break the poems on page 18.
3.
Write
two reasons next to the poems that say WHY your broke the lines where you did. (ten-ish minutes) started @ 10:19; ending @ 10:27
4.
When
we come back together, let’s talk as a class:
a.
Why
did you break the lines where you did?
b.
Why
did the writers break the lines where they did? (originals)
c.
What’s
the difference between an end-stopped line, and enjambment?
d.
What
techniques have you been using in the poems you’ve written?
Writing Lesson Review Reminders
1. Avoid clichés.
2. Diction = Word
Choice—ONE WORD CAN MAKE A DIFFERENCE!
3. Use precise, exact,
specific words (not generic terms, or relative terms).
4. Use your Vocabulary
Variety sheet! . One word can put an image in your reader’s
mind.
Writing Assignment: Autobiographical Poem (handout)
1. Models: Kyle
Smothers and Martha Hernandez
2. TYPE AN EXCITING,
DETAILED, AWESOME FIRST DRAFT NOW!
3. At the end of work
time, send your poem to
the printer—no exceptions.
Start time = 10:47; ending at 11:07 (twenty minutes)
Santa’s Helper Letter
· Second Peer
Conference
CPR
AP
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