Monday, December 16, 2013

Tuesday, December 17th, 2013

When You Come In

Click on this link, and JOIN my class, "Creative Writing Second Block":

When You Come In
·      Please sign in.

Writing Lesson:  Showing, Not Just Telling
1.      Difference between “literal” and “figurative language” (purple p. 2)
A)    Definitions
2.     Least Vivid to Most Vivid (purple p. 2 )--Place the sentences in order form least vivid description to most vivid description.
A)    Our barelegged mammas dance down the steps and join us in the rain.
B)    Our barelegged mammas come down the steps and join us in the rain.
C)    Our barelegged mammas dance down the steps and join us in the fresh, clean rain.
D)   Our barelegged mammas come down the steps and join us in the fresh, clean rain.
3.     Diction Sandra Cisneros (p. 2)
4.     Vocabulary Variety—pink sheet reminder

Please put your name at the top of page 2, and lay it by my candle.

Poetry Revision:  Autobiographical Poem
1.      Go get your FIRST DRAFT off the circle table.  Write FIRST DRAFT in big letters across the top.
2.     We are revising today to a second, almost-final draft.
3.     I’m going to go over the requirements for today’s revision time now.
4.    When I hand out the revision directions and models, you should this page as a checklist for your revising today. 
5.     You’ll make AT LEAST ten changes, and probably many more:
a.     Add words, details and lines
b.     Subtract words or lines that aren’t strengthening the poem
c.     Switch words and lines around
d.    Take one word out and substitute another, stronger word.
6.    Print your revised copy, and when it gets back from the library, write “SECOND DRAFT” on the top of it, and staple it on top of the first.
7.     Turn it in at my candle.

When You Finish Revising
1.      In place of free rice, you’re going to quizlet. 


Welcome to CPR! 
Tuesday, December 17th, 2013

When You Come In
1.      Turn in your quiz by my candle.
2.     Regarding your annotations over all assigned pages:  I will take up your ENTIRE novella on Friday to assess your annotations.  This will be a major homework grade.

Before Lunch = Mango Street Close Reading and Discussion
After Lunch = Vocab and Organization and Plan for Tomorrow

Close Reading
Re-read “Sally”, starting on page 81.
1.     What does the text say?
2.    What do you infer? 
3.    Write an “I”, then write your inference next to what the text says.

TEXT STATEMENT                                                                    MY INFERENCE
·      “He remembers his sisters and is sad.”                      
Ø  I would guess that his sister shamed the family in some way—perhaps by dancing.

·      “Her father says to be this beautiful is trouble.”
Ø  Because she’s beautiful, she might cause problems with guys later on.

“Who taught you to paint your eyes like Cleopatra?”
“…but I want to buy shoes just like yours, like your black ones made out of suede, just like those”
“You look at your feet and walk fast to the house you can’t come out from.”
“There is no one to lend you her hairbrush.”
“He remembers his sisters and is sad.”
Started @ 11:25

“What Sally Said” (pages 92-3)

 “The Monkey Garden” (pages 94-98)
Highlight (Yes, highlight!) any concrete detail you can visualize as I read this chapter aloud.

Homework for Tomorrow
1.      Read and annotate “Red Clowns”.
2.     Get out page 15, and REREAD “Red Clowns.”
3.     Fill in page 15 on your SECOND time through the chapter.
4.     Read and annotate the rest of the novel.  (Finish reading and annotating the novel.)
5.     Complete page 7.

Reading Reminder—Annotation
Ø  Please annotate the following items as you read, in addition to your own brainy comments.
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)

Vocabulary Note—Fiction Terms
·      There are new terms on quizlet—fiction terms.
·      Here’s a handout, if you’d rather have the words on paper.
·      Final vocab quiz = after break, but I want you studying them this week, so you can use the vocabulary as we talk about Mango Street!

·      Make a plan for tomorrow with me now; I will put it on the board.
·      Papers back, and folder organization.
·      Go over quiz #1.

1:05--Vocab Time Online

·      Vocab Work This Week Instead of Free Rice
·      plus handout; let’s look at the ones you already know!

Motifs We See So Far (two-thirds through book)
1.         Danger/threat from older men
2.       Death
3.       Shyness
4.      Shame
5.       Names
6.      Growing up
7.       New experiences
8.      Friendship
9.      Poverty
10. Sisters
11.    Family
12.  Esperanza’s name
13.  Family differences
14. Neighborhood
15.  House
16. Lack of confidence
17.  Nicknames

18. neighbors



Tuesday, December 17th, 2013

When You Come In
Ø Pick up the THREE handouts on the sign-in  table:  cream, coral, and yellowish.  Thanks!
Ø Sit over on this side of the room, by my desk.  Thanks!

General Announcements
1.      Bless your heart, Mary Kate!  You formatted the Greek Myth info!  J
2.     And, Jio, bless your heart for making a Myth Wordles folder as well!  J
3.     I will not be here tomorrow, so I am flipping today’s plans with tomorrows—you will view the wordles tomorrow at the beginning of class.
4.     Here’s a viewing sheet!  Keep it until tomorrow, and use it as you listen and view the presentations.
5.     You MUST be ready to SHOW your wordle tomorrow on the big screen.  I’m only allowing thirty-five minutes for this, which means everyone gets about three minutes to present.  Stay on track, and keep things moving!  J

New and Last Unit:  Frankenstein!
1.      Big Picture (page 1)
2.     Writing Style:  The 128-Word Sentence (pages 2-3)
3.     How would we do this?  Here is how our class sentence turned out:

       I serenely snuggled next to the slowly diminishing embers, warmly wrapped up like a burrito with extra cheese in my lavender fleece Snuggie, but my rambunctious brown rat Rufus—who’d been missing half his tail due to a dog-bite incident—distracted me from the novel—the edged worn, ragged and coffee-stained from my early morning French vanilla cappuccino, purchased from the gas station down the street--I had recently been assigned by a teacher whose cruelty knew no bounds; the suicidal-look man on the cover—his black trench coat billowing behind him, his fierce walking stick gripped tightly in his hand, as he looked out over the crashing gray sea, to the faraway lighthouse—flashing with the last glimmers of hope in an effort to save him from himself.

4.    Reading Assignment
a.     Meet Mary Shelley (page 5)
b.    Introducing the Novel (pages 6-7)
c.     Background ( p. 10)
                                      i.     Read and annotate.
                                    ii.     Write questions.
                                   iii.     Mark potentially important points.
                                   iv.     Started 2:30
7.     Frame Story (p. 4)—get three tabs and mark the three parts of the novel now.  Thank you!
a.     Page 1  (Walton)
b.    Page 14  (Victor Frankenstein)
c.     Page 70  (The Creature)
8.    Class discussion over reading assignments (pages 9-11)
a.     One annotation per person
b.    I will check this for a daily grade Thursday or Friday

Let’s Start Reading
1.     Vocabulary assignment (pink)
2.     Listen as I read the first few pages.
3.     Flag any vocab words you see.
4.    Stop me anytime with questions.
5.     We read pages one through four.

Ø  Read and annotate pages 5-14 (Walton’s frame).
Ø  Your wordle should already be in the class folder, ready to be viewed first thing tomorrow.

Ø  For Friday:  two 128-word sentences

No comments: