Friday, May 23, 2014
1. Read today's poem:
"Long Term Suffering" by Richard Eberhardt
Put this poem in the beginning of your folder.
It may mean more to you in the future.
2.. Hand in:
"Reading Log #18"
3. Assignment:
"End-of-Year Self-Assessment" (handout)
Read through your writing in your "folder."
If you have time, also look through your notes in your 3-ring binder.
Follow the instructions on the handout.
Hand in your "Self-Assessment" at the end of class.
Take your folder home.
4. Reminders:
Return all books!
No late work accepted after Tuesday, May 27.
Comelibros
Can't get enough of that literary stuff.
Thursday, May 22, 2014
Wednesday, May 21, 2014
Lesson Plan for Thursday, May 22, 2014
Thursday, May 22, 2014
1. Read today's poem:
"Salute" by James Schuyler
Here's to all of the things I wanted to teach you but never did.
2. In-class assignment:
"Extended-Definition Essay" (handout)
Follow directions on the handout and listen to my instructions and advice to write an "extended-definition" essay in class.
Hand it in at the end of the period.
3. While you are working on the essay, I will be passing out folders and passing back corrected work.
1. Read today's poem:
"Salute" by James Schuyler
Here's to all of the things I wanted to teach you but never did.
2. In-class assignment:
"Extended-Definition Essay" (handout)
Follow directions on the handout and listen to my instructions and advice to write an "extended-definition" essay in class.
Hand it in at the end of the period.
3. While you are working on the essay, I will be passing out folders and passing back corrected work.
Tuesday, May 20, 2014
Lesson Plan for Wednesday, May 21, 2014
Wednesday, May 21, 2014
1. Read today's poems:
Various translations of Basho's frog haiku
2. Lesson and Oral Exercise:
"How's That Again: Clarity of Expression" (handout)
Discuss how certain errors aren't just annoying but actually affect meaning.
Go through the handout as an oral exercise (not for credit).
Determine the unintended meaning in the sentence, then correct it.
3. Confusing words mini-lesson:
What is the difference between "yeah, yea, ye, ya',yay"?
4. Spelling pretest and post-test:
Figure out what all of the words on the pretest have in common.
Then take the post-test. (worth 10 points)
5. SSR for the remainder of the period.
1. Read today's poems:
Various translations of Basho's frog haiku
2. Lesson and Oral Exercise:
"How's That Again: Clarity of Expression" (handout)
Discuss how certain errors aren't just annoying but actually affect meaning.
Go through the handout as an oral exercise (not for credit).
Determine the unintended meaning in the sentence, then correct it.
3. Confusing words mini-lesson:
What is the difference between "yeah, yea, ye, ya',yay"?
4. Spelling pretest and post-test:
Figure out what all of the words on the pretest have in common.
Then take the post-test. (worth 10 points)
5. SSR for the remainder of the period.
Monday, May 19, 2014
Lesson Plan for Tuesday, May 20, 2014
Tuesday, May 20, 2014
1. Read today's poems:
Haiku Masters
Voted as winners in yesterday's "Haiku Hunt" activity
2. Assignment:
"Comparison/Contrast Essay" (handout)
Read the instructions on the handout.
Plan the essay.
Write the essay (first draft is final).
Hand in your essay at the end of class.
3. Do SSR if you finish your essay
While you are working on your essay and/or doing SSR, I will pass out folders and pass back corrected work.
1. Read today's poems:
Haiku Masters
Voted as winners in yesterday's "Haiku Hunt" activity
2. Assignment:
"Comparison/Contrast Essay" (handout)
Read the instructions on the handout.
Plan the essay.
Write the essay (first draft is final).
Hand in your essay at the end of class.
3. Do SSR if you finish your essay
While you are working on your essay and/or doing SSR, I will pass out folders and pass back corrected work.
Friday, May 16, 2014
Lesson Plan for Monday, May 19, 2014
Monday, May 19, 2014
Activity and Assignment (in class)
"Haiku Hunt"
Read the instructions on the handout.
Go outside.
Find something outside to write a haiku about.
Come back inside.
Read your haiku aloud and turn in a draft.
Vote for the "Haiku Master" (best haiku)
Turn in your haiku (worth 10 points)
Activity and Assignment (in class)
"Haiku Hunt"
Read the instructions on the handout.
Go outside.
Find something outside to write a haiku about.
Come back inside.
Read your haiku aloud and turn in a draft.
Vote for the "Haiku Master" (best haiku)
Turn in your haiku (worth 10 points)
Thursday, May 15, 2014
Lesson Plan for Friday, May 16, 2014
Friday, May 16, 2014
1. Hand in:
"Poetry Poker" (typed final copy)
2. Finish " Principal Parts" exercise, then do SSR
3. Hand in:
Reading Log #17
4. Correct "Principal Parts" exercise in class, then hand it in.
5. Today's poems:
A variety of haiku from traditional Japanese poets and modern American poets.
Talk about Monday's "Haiku Hunt" when we will:
Go outside.
Write a haiku from direct observation.
Come back inside.
Read them aloud.
Vote for the class "Haiku Master." (best haiku)
1. Hand in:
"Poetry Poker" (typed final copy)
2. Finish " Principal Parts" exercise, then do SSR
3. Hand in:
Reading Log #17
4. Correct "Principal Parts" exercise in class, then hand it in.
5. Today's poems:
A variety of haiku from traditional Japanese poets and modern American poets.
Talk about Monday's "Haiku Hunt" when we will:
Go outside.
Write a haiku from direct observation.
Come back inside.
Read them aloud.
Vote for the class "Haiku Master." (best haiku)
Wednesday, May 14, 2014
Lesson Plan for Thursday, May 15, 2014
Thursday, May 15, 2014
1. Read and discuss today's poem:
"East Bronx" by David Ignatow
Practice "synthesis": What's the "big idea" behind the details?
2. Advice for revising your "Poetry Poker" poems
Take out your rough draft and I will ask you several revision questions.
Think about what could make your poem better.
Now switch poems with at least two other people and get their feedback.
A typed, edited final copy is due tomorrow.
3. Lesson and Assignment:
"Principal Parts of Irregular Verbs" (handout)
Use Write for College and the dictionary as resources.
Write your answers on a separate piece of paper, not on the handout.
Due at the end of the period.
4. Do SSR when you finish the "Principal Parts" exercise.
1. Read and discuss today's poem:
"East Bronx" by David Ignatow
Practice "synthesis": What's the "big idea" behind the details?
2. Advice for revising your "Poetry Poker" poems
Take out your rough draft and I will ask you several revision questions.
Think about what could make your poem better.
Now switch poems with at least two other people and get their feedback.
A typed, edited final copy is due tomorrow.
3. Lesson and Assignment:
"Principal Parts of Irregular Verbs" (handout)
Use Write for College and the dictionary as resources.
Write your answers on a separate piece of paper, not on the handout.
Due at the end of the period.
4. Do SSR when you finish the "Principal Parts" exercise.
Tuesday, May 13, 2014
Lesson Plan for Wednesday, May 14, 2014
Wednesday, May 14, 2014
1. SAGE: Common Core Assessment (for any who need to finish the test).
2. Lesson:
Creativity (discussion)
Are some people creative and some people not?
Or is creativity a natural function of the human mind?
What is creativity? (See definitions on the overhead by various writers and thinkers)
Do a word association activity as creative pre-reading activity for today's poem.
3. Assignment:
Poetry Poker
I will deal you five random words on 3 x 5 cards.
Follow my instructions (and your own creativity) to make a poem.
Use all five of the words somewhere in your poem.
See examples done by former students (on the overhead).
A rough draft is due tomorrow.
A typed, edited final copy is due Friday.
1. SAGE: Common Core Assessment (for any who need to finish the test).
2. Lesson:
Creativity (discussion)
Are some people creative and some people not?
Or is creativity a natural function of the human mind?
What is creativity? (See definitions on the overhead by various writers and thinkers)
Do a word association activity as creative pre-reading activity for today's poem.
3. Assignment:
Poetry Poker
I will deal you five random words on 3 x 5 cards.
Follow my instructions (and your own creativity) to make a poem.
Use all five of the words somewhere in your poem.
See examples done by former students (on the overhead).
A rough draft is due tomorrow.
A typed, edited final copy is due Friday.
Friday, May 9, 2014
Lesson Plan for Monday and Tuesday, May 12 and 13, 2014
Monday, May 12, 2014 and Tuesday, May 13, 2014
We are in Computer Lab #6 all day on Monday and Tuesday, May 12th and 13th, for the SAGE Assessment (the English/Language Arts test on the 10th grade common core curriculum). Please bring a reading book with you in case you finish early on either day.
We are in Computer Lab #6 all day on Monday and Tuesday, May 12th and 13th, for the SAGE Assessment (the English/Language Arts test on the 10th grade common core curriculum). Please bring a reading book with you in case you finish early on either day.
Thursday, May 8, 2014
Lesson Plan for Friday, May 9, 2014
Friday, May 9, 2014
1. Read today's poem:
"Fet Walks Melody Home" by Gary Hylund
Pre-reading:
Note that the italicized lines are dialogue.
All of the other lines are merely the two characters' thoughts.
The first stanza is from Fet's point of view.
The second stanza is from Melody's point of view.
Background information:
The reference to tanks in Budapest is to a Russian occupation in Hungary in the 60's not unlike what is happening now in the Ukraine.
Application to the "Characterization" writing assignment:
People do not always know or understand what other people are thinking.
2. Hand in:
Reading Log #16
3. Work on your "Characterization" story (due at the end of the period)
4. Do SSR when you finish writing as much as you want to on your story (at least 150 words)
5. Hand in:
"Characterization" story (with the answers to your interview questions stapled underneath).
1. Read today's poem:
"Fet Walks Melody Home" by Gary Hylund
Pre-reading:
Note that the italicized lines are dialogue.
All of the other lines are merely the two characters' thoughts.
The first stanza is from Fet's point of view.
The second stanza is from Melody's point of view.
Background information:
The reference to tanks in Budapest is to a Russian occupation in Hungary in the 60's not unlike what is happening now in the Ukraine.
Application to the "Characterization" writing assignment:
People do not always know or understand what other people are thinking.
2. Hand in:
Reading Log #16
3. Work on your "Characterization" story (due at the end of the period)
4. Do SSR when you finish writing as much as you want to on your story (at least 150 words)
5. Hand in:
"Characterization" story (with the answers to your interview questions stapled underneath).
Wednesday, May 7, 2014
Lesson Plan for Thursday, May 8, 2014
Thursday, May 8, 2014
1. Today's poem:
"Rondeau" by Leigh Hunt
2. Lesson and Activity
Characterization #2 Exercise
Invent a fictional character and then answer the interview questions that I ask as if you were the fictional character.
3. Assignment:
"Characterization"
Using the character you invented for the interview activity, follow the directions on the "Characterization #1" handout and write the beginning of a novel using some of those characterization techniques. Write at least 150 words, but please feel free to write far more.
You will have some class time today and tomorrow to work on your story and it will be due at the end of the period tomorrow (Friday). It can be typed, but it doesn't have to be as long as it is neat and readable.
4. Reminder:
Next Monday and Tuesday we will be in the computer lab taking the second part of the SAGE assessment of the English common core.
1. Today's poem:
"Rondeau" by Leigh Hunt
2. Lesson and Activity
Characterization #2 Exercise
Invent a fictional character and then answer the interview questions that I ask as if you were the fictional character.
3. Assignment:
"Characterization"
Using the character you invented for the interview activity, follow the directions on the "Characterization #1" handout and write the beginning of a novel using some of those characterization techniques. Write at least 150 words, but please feel free to write far more.
You will have some class time today and tomorrow to work on your story and it will be due at the end of the period tomorrow (Friday). It can be typed, but it doesn't have to be as long as it is neat and readable.
4. Reminder:
Next Monday and Tuesday we will be in the computer lab taking the second part of the SAGE assessment of the English common core.
Tuesday, May 6, 2014
Lesson Plan for Wednesday, May 7, 2014
Wednesday, May 7, 1014
Note: This lesson plan applies only to 5th, 6th, and 7th periods because during 1st and 2nd periods all students will be on the field trip to the UVU Computer Science Department. 1st and 2nd periods do not need to make up this lesson.
1. Take out yesterday's handout on "Characterization."
2. Today's poem:
"Sat. A.M." by Jessie Farquhar
Discuss: What kind of person is the narrator? (Make inferences)
2. Shared reading:
"Initiation" by Sylvia Plath on p. 397 in the literature book
Read along as I read aloud. Be prepared (each time I pause) to identify characterization techniques that are mentioned on your handout.
3. If time remains, do SSR.
Note: This lesson plan applies only to 5th, 6th, and 7th periods because during 1st and 2nd periods all students will be on the field trip to the UVU Computer Science Department. 1st and 2nd periods do not need to make up this lesson.
1. Take out yesterday's handout on "Characterization."
2. Today's poem:
"Sat. A.M." by Jessie Farquhar
Discuss: What kind of person is the narrator? (Make inferences)
2. Shared reading:
"Initiation" by Sylvia Plath on p. 397 in the literature book
Read along as I read aloud. Be prepared (each time I pause) to identify characterization techniques that are mentioned on your handout.
3. If time remains, do SSR.
Monday, May 5, 2014
Lesson Plan for Tuesday, May 6, 2014
Tuesday, May 6, 2014
1. Hand in:
"LOTF Synthesis Essay" (worth 20 points)
2. Silent sustained reading
During SSR, I will check in student copies of Lord of the Flies
I will also hand out folders and pass back corrected work.
3. Today's poem:
"What Kind of Guy Was He" by Howard Nemerov
4. Assignment:
"Characterization #1" (handout)
We will discuss this handout and create a character as a class, but you will not actually write your own story until we do the "Characterization #2" activity on Thursday.
Discuss some of the characters in stories we have read in class and how the author used the techniques: Gene and Finny in A Separate Peace, Ralph, Simon, Piggy, Jack, or Roger in Lord of the Flies, Sylvia in A White Heron. For those of you who are in class tomorrow, we will read another story and notice the characterization techniques of the author.
1. Hand in:
"LOTF Synthesis Essay" (worth 20 points)
2. Silent sustained reading
During SSR, I will check in student copies of Lord of the Flies
I will also hand out folders and pass back corrected work.
3. Today's poem:
"What Kind of Guy Was He" by Howard Nemerov
4. Assignment:
"Characterization #1" (handout)
We will discuss this handout and create a character as a class, but you will not actually write your own story until we do the "Characterization #2" activity on Thursday.
Discuss some of the characters in stories we have read in class and how the author used the techniques: Gene and Finny in A Separate Peace, Ralph, Simon, Piggy, Jack, or Roger in Lord of the Flies, Sylvia in A White Heron. For those of you who are in class tomorrow, we will read another story and notice the characterization techniques of the author.
Thursday, May 1, 2014
Lesson Plan for Monday, May 5, 2014
Monday, May 5, 2014
1. Today's poem:
A senryu by Alex Jankiewicz: "lovers' quarrel . . ."
2. Assignment:
"LOTF Synthesis Essay" (see handout)
Due tomorrow, Tues., May 6.
You have the remainder of the class period to work on the essay.
You may also work on it at home.
Typing is appreciated but not required.
It must be neat and readable.
Support your ideas with quotes from the text and in-depth elaboration.
3. If you finish your essay before class is over you may do SSR.
1. Today's poem:
A senryu by Alex Jankiewicz: "lovers' quarrel . . ."
2. Assignment:
"LOTF Synthesis Essay" (see handout)
Due tomorrow, Tues., May 6.
You have the remainder of the class period to work on the essay.
You may also work on it at home.
Typing is appreciated but not required.
It must be neat and readable.
Support your ideas with quotes from the text and in-depth elaboration.
3. If you finish your essay before class is over you may do SSR.
Wednesday, April 30, 2014
Lesson Plan for Thursday, May 1, 2014
Thursday, May 1, 2014
1. Independent Work
Please work on the following:
Read through the "LOTF Synthesis" assignment handout
Finish yesterday's "Vocab: mal/ben" assignment
Plan your "LOTF Synthesis" essay and locate quotes
Do SSR
2. Today's poem:
A haiku by Shiki: "On how to sing . . ."
3. Discussion:
Why does LOTF end the way it does?
What is ironic about the ship seeing their smoke?
What is ironic about being rescued by a warship?
Golding said the whole thing is symbolic until the rescue at the end.
How does the ending shift the focus from the symbolic microcosm to the macrocosm?
What does Ralph's survival mean? What was Golding's purpose in this ending?
What does "rescue" mean?
How might in apply to us in the macrocosm?
Why is Ralph's answer to "Who's boss here?" significant?
4. If there is time, you may continue to work on your "Synthesis" assignment
You will have more time to work on it on Monday.
It is due at the beginning of the period on Tuesday.
1. Independent Work
Please work on the following:
Read through the "LOTF Synthesis" assignment handout
Finish yesterday's "Vocab: mal/ben" assignment
Plan your "LOTF Synthesis" essay and locate quotes
Do SSR
2. Today's poem:
A haiku by Shiki: "On how to sing . . ."
3. Discussion:
Why does LOTF end the way it does?
What is ironic about the ship seeing their smoke?
What is ironic about being rescued by a warship?
Golding said the whole thing is symbolic until the rescue at the end.
How does the ending shift the focus from the symbolic microcosm to the macrocosm?
What does Ralph's survival mean? What was Golding's purpose in this ending?
What does "rescue" mean?
How might in apply to us in the macrocosm?
Why is Ralph's answer to "Who's boss here?" significant?
4. If there is time, you may continue to work on your "Synthesis" assignment
You will have more time to work on it on Monday.
It is due at the beginning of the period on Tuesday.
Tuesday, April 29, 2014
Lesson Plan for Wednesday, April 30, 2014
Wednesday, April 30, 2014
1. Today's poem:
"Summer Haiku" by Leonard Cohen
2. Lesson and Assignment:
"Vocabulary (mal/ben)" (handout)
Use etymology and context to define words.
All words on the exercise use "mal" (bad) or "ben, bon" (good).
Follow the instructions on the handout.
Turn in your assignment at the end of the period.
3. When you finish your vocabulary, work on LOTF or SSR.
1. Today's poem:
"Summer Haiku" by Leonard Cohen
2. Lesson and Assignment:
"Vocabulary (mal/ben)" (handout)
Use etymology and context to define words.
All words on the exercise use "mal" (bad) or "ben, bon" (good).
Follow the instructions on the handout.
Turn in your assignment at the end of the period.
3. When you finish your vocabulary, work on LOTF or SSR.
Monday, April 28, 2014
Lesson Plan for Tuesday, April 29, 2014
Tuesday, April 29, 2014
1. Hand in:
LOTF Chap. 9 & 10 Open Response
2. Read today's poem:
"Mrs. Sadie Grindstaff . . ." by Jonathan Williams
Vocabulary mini-lesson on the word "factotum"
3. Assignment:
LOTF Chap. 11 & 12 Synthesis
Please finish reading LOTF by Thursday, but do not do the "Synthesis" assignment.
I will give you the handout for the assignment on Thursday.
To avoid spoilers in class you must finish reading the book by Thursday.
You will have some class time to work on the writing on Thursday and Monday.
The LOTF Synthesis assignment is due on Tuesday, May 6.
4. Independent Work
Finish reading LOTF.
Do SSR.
5. Discussion of LOTF Chap. 9 & 10
What did Simon do on the mountaintop? (symbolism?)
Why did Simon have to die? (symbolism)
Allusions to Jesus?
Allusions to the myth of Pentheus? (also Dionysus/Bacchus)
Symbolism of Ralph, Piggy's, and Samneric's participation in the death?
1. Hand in:
LOTF Chap. 9 & 10 Open Response
2. Read today's poem:
"Mrs. Sadie Grindstaff . . ." by Jonathan Williams
Vocabulary mini-lesson on the word "factotum"
3. Assignment:
LOTF Chap. 11 & 12 Synthesis
Please finish reading LOTF by Thursday, but do not do the "Synthesis" assignment.
I will give you the handout for the assignment on Thursday.
To avoid spoilers in class you must finish reading the book by Thursday.
You will have some class time to work on the writing on Thursday and Monday.
The LOTF Synthesis assignment is due on Tuesday, May 6.
4. Independent Work
Finish reading LOTF.
Do SSR.
5. Discussion of LOTF Chap. 9 & 10
What did Simon do on the mountaintop? (symbolism?)
Why did Simon have to die? (symbolism)
Allusions to Jesus?
Allusions to the myth of Pentheus? (also Dionysus/Bacchus)
Symbolism of Ralph, Piggy's, and Samneric's participation in the death?
Friday, April 25, 2014
Lesson Plan for Monday, April 28, 2014
Monday, April 28, 2014
1. Reminder:
LOTF Chap. 9 & 10 Open Response
Due tomorrow (Tuesday).
2. Spelling Lesson and Pretest
Words ending with -cle or -cal
How do you know which ending to pick?
3. Spelling Quiz
Words ending with -cle or -cal (handout)
Use your own paper, but follow the directions on the handout.
You may not use your notes.
(Worth 10 points--due today in class)
4. Independent work/SSR
You have the remainder of the time for the following:
LOTF Chap. 9 & 10 Open Response
SSR
1. Reminder:
LOTF Chap. 9 & 10 Open Response
Due tomorrow (Tuesday).
2. Spelling Lesson and Pretest
Words ending with -cle or -cal
How do you know which ending to pick?
3. Spelling Quiz
Words ending with -cle or -cal (handout)
Use your own paper, but follow the directions on the handout.
You may not use your notes.
(Worth 10 points--due today in class)
4. Independent work/SSR
You have the remainder of the time for the following:
LOTF Chap. 9 & 10 Open Response
SSR
Thursday, April 24, 2014
Lesson Plan for Friday, April 25, 2014
Friday, April 25, 2014
1. Hand in:
LOTF Chap. 7 & 8 Make a Connection
2. Assignment:
LOTF Chap. 9 & 10 Open Response
You may respond to these chapters in any way you choose as long as you write at least 150 words, keep to the topic, and use quotes from the text to support your claims or opinions.
3. SSR/Independent Work
Work on one or more of the following:
Study for spelling quiz from yesterday's lesson
LOTF Chap. 9 & 10 assignment
SSR (independent reading)
4. Hand in:
Reading Log #15
5. Spelling Quiz
Words Misspelled Because They Are Mispronounced
6. Read today's poem:
"War" by Dan Roth
7. Discuss LOTF Chap. 7 & 8
Who or what is the "Lord of the Flies"? Why does the book have this title?
What was going on with Simon and the pig's head?
1. Hand in:
LOTF Chap. 7 & 8 Make a Connection
2. Assignment:
LOTF Chap. 9 & 10 Open Response
You may respond to these chapters in any way you choose as long as you write at least 150 words, keep to the topic, and use quotes from the text to support your claims or opinions.
3. SSR/Independent Work
Work on one or more of the following:
Study for spelling quiz from yesterday's lesson
LOTF Chap. 9 & 10 assignment
SSR (independent reading)
4. Hand in:
Reading Log #15
5. Spelling Quiz
Words Misspelled Because They Are Mispronounced
6. Read today's poem:
"War" by Dan Roth
7. Discuss LOTF Chap. 7 & 8
Who or what is the "Lord of the Flies"? Why does the book have this title?
What was going on with Simon and the pig's head?
Wednesday, April 23, 2014
Lesson Plan for Thursday, April 24, 2014
Thursday, April 24, 2014
1. Hand in:
"Subordinating Conjunction Poem"
2. Read today's poem:
"Modifications" by Ron Koertge
Text to text connection:
"Because the rules are the only thing we've got." (Ralph in LOTF, p. 91)
3. Spelling Pretest, Lesson, and Post-test
"Word Misspelled Because They Are Mispronounced"
Here is a list of words that are often misspelled because they mispronounced. To make the pretest (and the post-test) harder (and more fun), I will intentionally mispronounce the words when I give them to you. When we correct the pretest, I will give you the correct spelling and the correct pronunciation. The pretest will have 50 words (there are many more that could be on this list). The post-test will have 10 words selected from the original 50. Hand in the the post-test (worth 10 points).
4. If time remains, work on the LOTF assignment or SSR.
1. Hand in:
"Subordinating Conjunction Poem"
2. Read today's poem:
"Modifications" by Ron Koertge
Text to text connection:
"Because the rules are the only thing we've got." (Ralph in LOTF, p. 91)
3. Spelling Pretest, Lesson, and Post-test
"Word Misspelled Because They Are Mispronounced"
Here is a list of words that are often misspelled because they mispronounced. To make the pretest (and the post-test) harder (and more fun), I will intentionally mispronounce the words when I give them to you. When we correct the pretest, I will give you the correct spelling and the correct pronunciation. The pretest will have 50 words (there are many more that could be on this list). The post-test will have 10 words selected from the original 50. Hand in the the post-test (worth 10 points).
4. If time remains, work on the LOTF assignment or SSR.
Tuesday, April 22, 2014
Lesson Plan for Wednesday, April 23, 2014
Wednesday, April 23, 2014
1. Hand in:
"LOTF Chap. 5 & 6 Word and Explanation"
2. Assignment:
"LOTF Chap. 7 & 8 Make a Connection"'
Write about something that you were reminded of when reading chapters 7 & 8. It could be something or someone in another story (text to text connection), something in your own life (text to self), or something else you know about (text to world). If possible, try to make a connection to something significant in the book rather than something trivial. Explain the connection using specific evidence and quotes from the text. Write at least 150 words. The assignment is due on Friday.
3. Time for independent work (15 minutes) on one or more of the following:
Subordinating Conjunction Poem (due tomorrow)
LOTF Chap. 7 & 8 Make a Connection (due Friday)
SSR from independent reading book
4. Discussion of LOTF Chapters 5 & 6:
What is the beast according to . . .
Samneric?
Ralph?
Jack?
Piggy?
Simon?
William Golding?
5. Read today's poem:
"All There Is to Know About Adolf Eichmann" by Leonard Cohen
Relate the poem to our discussion of the "beast."
1. Hand in:
"LOTF Chap. 5 & 6 Word and Explanation"
2. Assignment:
"LOTF Chap. 7 & 8 Make a Connection"'
Write about something that you were reminded of when reading chapters 7 & 8. It could be something or someone in another story (text to text connection), something in your own life (text to self), or something else you know about (text to world). If possible, try to make a connection to something significant in the book rather than something trivial. Explain the connection using specific evidence and quotes from the text. Write at least 150 words. The assignment is due on Friday.
3. Time for independent work (15 minutes) on one or more of the following:
Subordinating Conjunction Poem (due tomorrow)
LOTF Chap. 7 & 8 Make a Connection (due Friday)
SSR from independent reading book
4. Discussion of LOTF Chapters 5 & 6:
What is the beast according to . . .
Samneric?
Ralph?
Jack?
Piggy?
Simon?
William Golding?
5. Read today's poem:
"All There Is to Know About Adolf Eichmann" by Leonard Cohen
Relate the poem to our discussion of the "beast."
Monday, April 21, 2014
Lesson Plan for Tuesday, April 22, 2014
Tuesday, April 22, 2014
1. SSR/Work on LOTF Chap. 5 & 6 assignment
During SSR, I will pass back reading logs and other corrected assignments.
2. Assignment:
"Subordinating Conjunction Poem" (due Thursday)
Following my instructions in class as well as the directions and models on the handout, write a poem consisting of a series of subordinate clauses concluding with a main clause at the end of the poem. The examples include: "The Fox" by Kenneth Patchen, "when serpents bargain for the right to squirm" by e.e. cummings, "If" by Rudyard Kipling, and an excerpt from "Letter from a Birmingham Jail" by Martin Luther King, Jr. The last example is prose rather than poetry, but it uses the same rhetorical device, and is poetic in its own way.
The assignment is due on Thursday. It does not have to be typed, but it would be nice if you do. It should follow the directions on the handout as well as be neat, well-edited, and well-formatted as a poem (not a prose paragraph). I will select some well-written examples to display on the "Writers at Work" wall.
3. After you finish the poem, you may continue to read Lord of the Flies or your independent reading book. Remember that "LOTF Chap. 5 & 6 Word and Explanation" is due tomorrow (Wednesday).
1. SSR/Work on LOTF Chap. 5 & 6 assignment
During SSR, I will pass back reading logs and other corrected assignments.
2. Assignment:
"Subordinating Conjunction Poem" (due Thursday)
Following my instructions in class as well as the directions and models on the handout, write a poem consisting of a series of subordinate clauses concluding with a main clause at the end of the poem. The examples include: "The Fox" by Kenneth Patchen, "when serpents bargain for the right to squirm" by e.e. cummings, "If" by Rudyard Kipling, and an excerpt from "Letter from a Birmingham Jail" by Martin Luther King, Jr. The last example is prose rather than poetry, but it uses the same rhetorical device, and is poetic in its own way.
The assignment is due on Thursday. It does not have to be typed, but it would be nice if you do. It should follow the directions on the handout as well as be neat, well-edited, and well-formatted as a poem (not a prose paragraph). I will select some well-written examples to display on the "Writers at Work" wall.
3. After you finish the poem, you may continue to read Lord of the Flies or your independent reading book. Remember that "LOTF Chap. 5 & 6 Word and Explanation" is due tomorrow (Wednesday).
Friday, April 18, 2014
Lesson Plan for Monday, April 21, 2014
Monday, April 21, 2014
1. Hand in:
LOTF Chap. 3 & 4 Copy and Comment
2. Assign:
LOTF Chap. 5 & 6 Word and Explanation
Choose a word that captures an important idea or concept in chapter 5 & 6. The word itself doesn't necessarily need to be used in the chapters, but the idea is important to those chapters. Then in at least 150 words of your own explain why you chose this word. Use specific evidence (quotes from the novel) and elaboration to support your opinions and observations.
This assignment is due on Wednesday, April 23.
3. Today's poem:
"Directions to the Armorer" by Elder Olson
4. Discussion and note taking on symbolism of the characters in LOTF:
Copy down the chart and list of characters from the white board and let's figure out what each character might represent as a type of person in our world (the macrocosm), but then remembering that Golding's point in the novel is not about politics, but human nature, let's speculate about what each character might represent as a part of our own "human nature." (Take notes--this will be helpful to you for the assignment at the end of the novel.)
5. Reread the passages about Roger, Jack, and Simon to reaffirm what aspects of human nature they represent.
6. If more time remains, use the copied passages from the "LOTF Chap. 3 & 4 Copy and Comment" assignment for discussion purposes.
1. Hand in:
LOTF Chap. 3 & 4 Copy and Comment
2. Assign:
LOTF Chap. 5 & 6 Word and Explanation
Choose a word that captures an important idea or concept in chapter 5 & 6. The word itself doesn't necessarily need to be used in the chapters, but the idea is important to those chapters. Then in at least 150 words of your own explain why you chose this word. Use specific evidence (quotes from the novel) and elaboration to support your opinions and observations.
This assignment is due on Wednesday, April 23.
3. Today's poem:
"Directions to the Armorer" by Elder Olson
4. Discussion and note taking on symbolism of the characters in LOTF:
Copy down the chart and list of characters from the white board and let's figure out what each character might represent as a type of person in our world (the macrocosm), but then remembering that Golding's point in the novel is not about politics, but human nature, let's speculate about what each character might represent as a part of our own "human nature." (Take notes--this will be helpful to you for the assignment at the end of the novel.)
5. Reread the passages about Roger, Jack, and Simon to reaffirm what aspects of human nature they represent.
6. If more time remains, use the copied passages from the "LOTF Chap. 3 & 4 Copy and Comment" assignment for discussion purposes.
Thursday, April 17, 2014
Lesson Plan for Friday, April 18, 2014
Friday, April 18, 2014
1. Silent sustained reading/time to work on LOTF Chap. 3 & 4 assignment
During SSR, I will be passing back corrected work.
2. Reminder:
LOTF Chap. 3 & 4 Copy and Comment (due Monday)
3. Hand in:
Reading Log #14
Don't forget to count Lord of the Flies on your reading log
4. Today's poem:
"Earth" by John Hall Wheelock
Discuss irony.
Relate the poem to our essential question in Lord of the Flies (Why do things break up? What are the essential defects in human nature that are the causes of societal breakdown?)
5. Discussion of Lord of the Flies, Chapters 1 & 2
Let's talk about your questions from the "Question and Guess" assignment that you turned in yesterday.
1. Silent sustained reading/time to work on LOTF Chap. 3 & 4 assignment
During SSR, I will be passing back corrected work.
2. Reminder:
LOTF Chap. 3 & 4 Copy and Comment (due Monday)
3. Hand in:
Reading Log #14
Don't forget to count Lord of the Flies on your reading log
4. Today's poem:
"Earth" by John Hall Wheelock
Discuss irony.
Relate the poem to our essential question in Lord of the Flies (Why do things break up? What are the essential defects in human nature that are the causes of societal breakdown?)
5. Discussion of Lord of the Flies, Chapters 1 & 2
Let's talk about your questions from the "Question and Guess" assignment that you turned in yesterday.
Wednesday, April 16, 2014
Lesson Plan for Thursday, April 17, 2014
Thursday, April 17, 2014
Go directly to the computer lab today.
1. Hand in:
"LOTF Chap. 1 & 2 Question and Guess"
2. Assignment:
"LOTF Chap. 3 & 4 Copy and Comment" (due Monday, April 21)
Copy a short passage that you find significant--no more than a sentence or two. Then in at least 150 words of your own explain two things about the passage:
context (what is going on in the story in relation to the quote--in other words, the situation)
interpretation (what is significant about this passage--how does it relate to important concepts or meaning in the novel)
2. Since the majority of you did not finish your SAGE Assessment essays, we are back in the computer lab to finish up. As you know, we had computer glitches in a couple of classes, so the extra day would be needed anyway.
3. When you finish the assessment and click "submit" then work on your Lord of the Flies reading and assignment.
Go directly to the computer lab today.
1. Hand in:
"LOTF Chap. 1 & 2 Question and Guess"
2. Assignment:
"LOTF Chap. 3 & 4 Copy and Comment" (due Monday, April 21)
Copy a short passage that you find significant--no more than a sentence or two. Then in at least 150 words of your own explain two things about the passage:
context (what is going on in the story in relation to the quote--in other words, the situation)
interpretation (what is significant about this passage--how does it relate to important concepts or meaning in the novel)
2. Since the majority of you did not finish your SAGE Assessment essays, we are back in the computer lab to finish up. As you know, we had computer glitches in a couple of classes, so the extra day would be needed anyway.
3. When you finish the assessment and click "submit" then work on your Lord of the Flies reading and assignment.
Monday, April 14, 2014
Lesson Plan for Tuesday and Wednesday, April 15 and 16
Tuesday and Wednesday, April 15 and 16
We will be testing all period for both of these days in Computer Lab #6 for the SAGE Writing Assessment (State Common Core Curriculum Assessment in English/Language Arts). Please go directly to the lab.
We will be back in the regular classroom on Thursday. Remember that "Lord of the Flies Chap. 1 & 2 Question and Guess" assignment is due on Thursday.
We will be testing all period for both of these days in Computer Lab #6 for the SAGE Writing Assessment (State Common Core Curriculum Assessment in English/Language Arts). Please go directly to the lab.
We will be back in the regular classroom on Thursday. Remember that "Lord of the Flies Chap. 1 & 2 Question and Guess" assignment is due on Thursday.
Friday, April 11, 2014
Lesson Plan for Monday, April 14, 2014
Monday, April 14, 2014
1. Read today's poem:
"Blessings" by Ronald Wallace
2. Reminders:
The next two days we will be in Computer Lab #6 doing the SAGE Common Core Writing Assessment. Go directly to the lab.
3. Continue reading aloud and discussing Lord of the Flies, chapter 1.
4. Assignment:
LOTF Chap. 1 & 2 "Question and Guess"
Due Thursday, April 17.
1. Read today's poem:
"Blessings" by Ronald Wallace
2. Reminders:
The next two days we will be in Computer Lab #6 doing the SAGE Common Core Writing Assessment. Go directly to the lab.
3. Continue reading aloud and discussing Lord of the Flies, chapter 1.
4. Assignment:
LOTF Chap. 1 & 2 "Question and Guess"
Due Thursday, April 17.
Thursday, April 10, 2014
Lesson Plan for Friday, April 11, 2014
Friday, April 11, 2014
1. Silent sustained reading
During SSR, come up row by row and get a copy of Lord of the Flies, write your name and the book number on the clipboard as it comes around. Also, get out your reading log, fill it out, and have it ready to turn in at the end of SSR. I will also be passing back corrected work while you are reading. Some of you will get your persuasive letter back, but some of you will not. I am still working on them.
2. Hand in:
"Reading Log #13"
3. Lord of the Flies Reading Schedule and Assignments (handout)
I will review the reading schedule and written assignments for LOTF on the handout and answer any of your questions.
4. Notice:
SAGE/Common Core Language Arts Assessment
Next Tuesday and Wednesday we will be in the computer lab doing the writing portion of the SAGE Common Core Assessment. That's why your first LOTF assignment is not due until Thursday of next week.
5. Lord of the Flies/shared reading/essential questions/discussion
What makes things fall apart? What is the essential defect in society?
I will read chapter 1 of LOTF aloud as you read along. We will stop from time to time to discuss what is going on as well as to notice some of the symbolism and allusions that Golding is hinting at. We will continue this on Monday as well, but from that point on you will be reading independently according to the schedule I have given you.
1. Silent sustained reading
During SSR, come up row by row and get a copy of Lord of the Flies, write your name and the book number on the clipboard as it comes around. Also, get out your reading log, fill it out, and have it ready to turn in at the end of SSR. I will also be passing back corrected work while you are reading. Some of you will get your persuasive letter back, but some of you will not. I am still working on them.
2. Hand in:
"Reading Log #13"
3. Lord of the Flies Reading Schedule and Assignments (handout)
I will review the reading schedule and written assignments for LOTF on the handout and answer any of your questions.
4. Notice:
SAGE/Common Core Language Arts Assessment
Next Tuesday and Wednesday we will be in the computer lab doing the writing portion of the SAGE Common Core Assessment. That's why your first LOTF assignment is not due until Thursday of next week.
5. Lord of the Flies/shared reading/essential questions/discussion
What makes things fall apart? What is the essential defect in society?
I will read chapter 1 of LOTF aloud as you read along. We will stop from time to time to discuss what is going on as well as to notice some of the symbolism and allusions that Golding is hinting at. We will continue this on Monday as well, but from that point on you will be reading independently according to the schedule I have given you.
Wednesday, April 9, 2014
Lesson Plan for Thursday, April 10, 2014
Thursday, April 10, 2014
1. Today's poem:
"The Ultimate Party" by Peter Payack
Discuss the meaning of the terms microcosm and macrocosm as they apply to interpreting this poem and as they will apply to interpreting the novel Lord of the Flies.
2. Discussion of yesterday's assignment "My Utopia":
I will share W.H. Auden's vision of Utopia , or Arcadia as he calls his world, and let you decide what you like or don't like about it. Also, for entertainment's sake, from the 1984 Harper's Magazine article I told you about yesterday, I will share the Utopia of the editors of The National Lampoon, and perhaps others.
You will then volunteer to tell a little bit about your "perfect world" and the rest of us will decide whether or not we would want to live there.
As a prelude to starting Lord of the Flies, which we will begin reading tomorrow, we will then discuss what human causes could ruin your Utopian worlds.
3. Hand in:
"My Utopia" (worth 10 points)
4. SSR (as time permits)
1. Today's poem:
"The Ultimate Party" by Peter Payack
Discuss the meaning of the terms microcosm and macrocosm as they apply to interpreting this poem and as they will apply to interpreting the novel Lord of the Flies.
2. Discussion of yesterday's assignment "My Utopia":
I will share W.H. Auden's vision of Utopia , or Arcadia as he calls his world, and let you decide what you like or don't like about it. Also, for entertainment's sake, from the 1984 Harper's Magazine article I told you about yesterday, I will share the Utopia of the editors of The National Lampoon, and perhaps others.
You will then volunteer to tell a little bit about your "perfect world" and the rest of us will decide whether or not we would want to live there.
As a prelude to starting Lord of the Flies, which we will begin reading tomorrow, we will then discuss what human causes could ruin your Utopian worlds.
3. Hand in:
"My Utopia" (worth 10 points)
4. SSR (as time permits)
Tuesday, April 8, 2014
Lesson Plan for Wednesday, April 9, 2014
Wednesday, April 9, 2014
1. Today's poem:
"Star Guides" by William Stafford
2. Discuss:
Thomas More and the origin of the term "Utopia."
3. Assignment:
My Utopia
Using the categories I give you from W.H. Auden's utopia which he calls "Arcadia," create your own "perfect world, perfect place, or perfect society." Your vision can be imaginative, but try to keep it within the realm of possibility--pigs can't fly, for example. Also, don't contradict yourself. Don't say something in one category that doesn't make sense in connection with the other categories. For example, if you are going to have modern appliances, you've got to have access to resources to create power.
After using Auden's categories to create your world, I will ask you one question about what could lead to this world's demise or downfall. I want you to limit this to human causes within the society itself, not to natural disaster, or external attack. Explain (elaborate) how this could happen and how you might try to prevent it from happening.
The assignment is due tomorrow (Thursday).
4. SSR (if time remains)
1. Today's poem:
"Star Guides" by William Stafford
2. Discuss:
Thomas More and the origin of the term "Utopia."
3. Assignment:
My Utopia
Using the categories I give you from W.H. Auden's utopia which he calls "Arcadia," create your own "perfect world, perfect place, or perfect society." Your vision can be imaginative, but try to keep it within the realm of possibility--pigs can't fly, for example. Also, don't contradict yourself. Don't say something in one category that doesn't make sense in connection with the other categories. For example, if you are going to have modern appliances, you've got to have access to resources to create power.
After using Auden's categories to create your world, I will ask you one question about what could lead to this world's demise or downfall. I want you to limit this to human causes within the society itself, not to natural disaster, or external attack. Explain (elaborate) how this could happen and how you might try to prevent it from happening.
The assignment is due tomorrow (Thursday).
4. SSR (if time remains)
Monday, April 7, 2014
Lesson Plan for Tuesday, April 8, 2014
Tuesday, April 8, 2014
1. Hand in:
"A White Heron" Character Essay (worth 20 points)
2. Discussion on "A White Heron"
Note: since we will be discussing the question for which you wrote the essay, those who have not written their essay will need to go out into the hallway for the first part of the discussion.
Also discuss whether the story should be considered an environmentalist story, a bildungsroman, or a feminist story. How? Why?
What is the significance of Sylvia's name? What does it mean?
Let's reread the ending of the story and note the point of view and the author's use of "apostrophe" (having nothing to do with the punctuation mark).
3. Today's poem:
"Apostrophe to Man" by Edna St. Vincent Millay
Draw the comparison between the use of apostrophe in the story and Ms. Millay's use of apostrophe. How is "apostrophe" a type of personification?
4. Assignment:
"My Utopia"
Follow my outline (actually W.H. Auden's outline) to create your own Utopia.
This assignment is in preparation for reading Lord of the Flies, which we will begin soon.
We will start the assigment today and continue it tomorrow.
It will be due on Thursday.
1. Hand in:
"A White Heron" Character Essay (worth 20 points)
2. Discussion on "A White Heron"
Note: since we will be discussing the question for which you wrote the essay, those who have not written their essay will need to go out into the hallway for the first part of the discussion.
Also discuss whether the story should be considered an environmentalist story, a bildungsroman, or a feminist story. How? Why?
What is the significance of Sylvia's name? What does it mean?
Let's reread the ending of the story and note the point of view and the author's use of "apostrophe" (having nothing to do with the punctuation mark).
3. Today's poem:
"Apostrophe to Man" by Edna St. Vincent Millay
Draw the comparison between the use of apostrophe in the story and Ms. Millay's use of apostrophe. How is "apostrophe" a type of personification?
4. Assignment:
"My Utopia"
Follow my outline (actually W.H. Auden's outline) to create your own Utopia.
This assignment is in preparation for reading Lord of the Flies, which we will begin soon.
We will start the assigment today and continue it tomorrow.
It will be due on Thursday.
Friday, April 4, 2014
Lesson Plan for Monday, April 7, 2014
Monday, April 7, 2014
1. Read today's poem:
"Kids" by William Stafford
2. Continue to work on the essay on "A White Heron" that was assigned to you on Friday (see the handout for instructions). It is due tomorrow. Finish at home what you can't finish in class.
3. Silent sustained reading (when you finish your essay)
1. Read today's poem:
"Kids" by William Stafford
2. Continue to work on the essay on "A White Heron" that was assigned to you on Friday (see the handout for instructions). It is due tomorrow. Finish at home what you can't finish in class.
3. Silent sustained reading (when you finish your essay)
Thursday, April 3, 2014
Lesson Plan for Friday, April 4, 2014
Friday, April 4, 2014
1. Hand in:
"Persuasive Letter" (final copy with scoring guide attached)
2. Hand in:
"Reading Log #12"
3. Today's poem:
"An Argument Against the Empirical Method" by William Stafford
4. Assignment:
"Essay on Character Motivation in 'A White Heron'"
Read the story "A White Heron" by Sarah Orne Jewett, p. 822.
Follow the instructions on the handout for writing your essay.
The essay is due on Tuesday, April 8.
1. Hand in:
"Persuasive Letter" (final copy with scoring guide attached)
2. Hand in:
"Reading Log #12"
3. Today's poem:
"An Argument Against the Empirical Method" by William Stafford
4. Assignment:
"Essay on Character Motivation in 'A White Heron'"
Read the story "A White Heron" by Sarah Orne Jewett, p. 822.
Follow the instructions on the handout for writing your essay.
The essay is due on Tuesday, April 8.
Wednesday, April 2, 2014
Lesson Plan for Thursday, April 3, 2014
Thursday, April 3, 2014
1. Today's poem:
"The Tortoise" by Cid Corman
2. SAGE Writing Assessment Training
Sample Essay
Read sample text set, prompt, essay, and scoring guide
Discuss how to understand a prompt and create a thesis statement.
3. Reminder:
"Persuasive Letter" (final copy and scoring guide)
Due tomorrow, Friday, Apr. 4
Extra credit letters do not need to be turned in at the same time.
Extra credit letters need to be in a stamped, addressed envelope.
4. SSR
Remember that "Reading Log #12" is due tomorrow.
1. Today's poem:
"The Tortoise" by Cid Corman
2. SAGE Writing Assessment Training
Sample Essay
Read sample text set, prompt, essay, and scoring guide
Discuss how to understand a prompt and create a thesis statement.
3. Reminder:
"Persuasive Letter" (final copy and scoring guide)
Due tomorrow, Friday, Apr. 4
Extra credit letters do not need to be turned in at the same time.
Extra credit letters need to be in a stamped, addressed envelope.
4. SSR
Remember that "Reading Log #12" is due tomorrow.
Tuesday, April 1, 2014
Lesson Plan for Wednesday, April 2, 2014
Wednesday, April 2, 2014
1. Reminder:
"Persuasive Letter" (final copy with scoring guide)
Due Friday, April 4.
Note: Those of you who intend to mail a copy of your letter for extra credit will, at some point, need to make a clean printout of your letter. Obviously, you will not mail the copy on which I write my comments and grade. To receive extra credit, you will need to turn in your extra copy in a stamped, addressed envelope. Letters intended for staff, administration, or faculty at UCAS will not need a stamp. Extra-credit letters may be turned in at any time. They need not be turned in at the same time as the assignment itself. You may want to wait until your assignment has been graded in order to make improvements in your letter before mailing it.
2. Training for the end-of-year SAGE test in English for the Common Core:
We will spend the period today in Computer Lab #6 to become familiar with how to log in and take the SAGE test.
1. Reminder:
"Persuasive Letter" (final copy with scoring guide)
Due Friday, April 4.
Note: Those of you who intend to mail a copy of your letter for extra credit will, at some point, need to make a clean printout of your letter. Obviously, you will not mail the copy on which I write my comments and grade. To receive extra credit, you will need to turn in your extra copy in a stamped, addressed envelope. Letters intended for staff, administration, or faculty at UCAS will not need a stamp. Extra-credit letters may be turned in at any time. They need not be turned in at the same time as the assignment itself. You may want to wait until your assignment has been graded in order to make improvements in your letter before mailing it.
2. Training for the end-of-year SAGE test in English for the Common Core:
We will spend the period today in Computer Lab #6 to become familiar with how to log in and take the SAGE test.
Monday, March 31, 2014
Lesson Plan for Tuesday, April 1, 2014
Tuesday, April 1, 2014
1. Today's poem:
"Amputation" by Gary Miranda
2. Editing practice:
In your small group, edit the business letter on the whiteboard.
Format it correctly and correct all errors.
Each person in the group should make his/her own copy on scratch paper.
All group members should agree on the changes.
I will randomly choose a paper from your group.
If you have edited it correctly, you will each win a candy.
3. Response groups:
Before getting response from your group, let's review the scoring guide.
I will check preparation for a completed rough draft.
Each of you take a turn reading your letter aloud (without comment).
Then pass your letters to other group members.
Read other people's letters critically (from the P.O.V. of the intended audience)
Point out weaknesses in the argument.
Also edit for usage, mechanics, clarity, and brevity.
1. Today's poem:
"Amputation" by Gary Miranda
2. Editing practice:
In your small group, edit the business letter on the whiteboard.
Format it correctly and correct all errors.
Each person in the group should make his/her own copy on scratch paper.
All group members should agree on the changes.
I will randomly choose a paper from your group.
If you have edited it correctly, you will each win a candy.
3. Response groups:
Before getting response from your group, let's review the scoring guide.
I will check preparation for a completed rough draft.
Each of you take a turn reading your letter aloud (without comment).
Then pass your letters to other group members.
Read other people's letters critically (from the P.O.V. of the intended audience)
Point out weaknesses in the argument.
Also edit for usage, mechanics, clarity, and brevity.
Friday, March 28, 2014
Lesson Plan for Monday, March 31, 2014
Monday, March 31, 2014
1. Read today's poem:
"Quadrille" by Carlos Drummond de Andrade
2. Lesson on Correct Letter Format
Look at the model format for a formal letter on p. 130-132 Write for College.
Explain differences in personal letter format (no headings, for example).
3. Allow time for students to continue working on the rough draft of their "Persuasive Letter."
4. Students who are finished with their rough draft should do SSR.
1. Read today's poem:
"Quadrille" by Carlos Drummond de Andrade
2. Lesson on Correct Letter Format
Look at the model format for a formal letter on p. 130-132 Write for College.
Explain differences in personal letter format (no headings, for example).
3. Allow time for students to continue working on the rough draft of their "Persuasive Letter."
4. Students who are finished with their rough draft should do SSR.
Thursday, March 27, 2014
Lesson Plan for Friday, March 28, 2014
Friday, March 28, 2014
1. Read today's poem:
"Love" by Lola Haskins
Analyze the comparison--how the "dress" is like and unlike "love."
2. Hand in:
"Reading Log #11"
3. Read sample argumentative essay:
"Evening the Odds" by David DeHaan in Write for College, p. 233
3. Independent Working Time
You have the remainder of the period to work on the rough draft of your persuasive letter.
1. Read today's poem:
"Love" by Lola Haskins
Analyze the comparison--how the "dress" is like and unlike "love."
2. Hand in:
"Reading Log #11"
3. Read sample argumentative essay:
"Evening the Odds" by David DeHaan in Write for College, p. 233
3. Independent Working Time
You have the remainder of the period to work on the rough draft of your persuasive letter.
Wednesday, March 26, 2014
Lesson Plan for Thursday, March 27, 2014
Thursday, March 27, 2014
1. Finish the persuasive letter prewriting activity that we started yesterday.
2. Suggestions for Organizing Your Persuasive Essay (handout)
Read and discuss the handout.
Discuss ways to organize the body paragraphs.
3. Persuasive Letter--Scoring Guide (handout)
Read and discuss the handout.
4. Assignment:
"Persuasive Letter" (rough draft) is due on Tuesday, April 1st.
"Persuasive Letter" (final copy) is due on Friday, April 4th.
5. You have part of the class time today, tomorrow, and Monday to work on your rough draft.
1. Finish the persuasive letter prewriting activity that we started yesterday.
2. Suggestions for Organizing Your Persuasive Essay (handout)
Read and discuss the handout.
Discuss ways to organize the body paragraphs.
3. Persuasive Letter--Scoring Guide (handout)
Read and discuss the handout.
4. Assignment:
"Persuasive Letter" (rough draft) is due on Tuesday, April 1st.
"Persuasive Letter" (final copy) is due on Friday, April 4th.
5. You have part of the class time today, tomorrow, and Monday to work on your rough draft.
Tuesday, March 25, 2014
Lesson Plan for Wednesday, March 26, 2014
Wednesday, March 26, 2014
1. Silent sustained reading
During SSR, I will pass back the 3 x 5 cards with your persuasive letter topics. If your card says "See me" at the top, that means that I have questions about your topic and/or intended audience. If so, talk to me, then turn the card over and write down your revised topic and/or audience in a way that resolves my questions, then turn the card in again in order to get credit for having your topic approved.
2. Today's poem
"Sir, Say No More" by Trumbull Stickney
3. Prewriting for your Persuasive Letter
There are 10 prewriting steps that I want you to respond to in writing before you begin drafting your persuasive letter. Please be thorough in thinking through the prewriting before you begin drafting your letter. This will take us more than one day, so do not start drafting your letter until we finish.
1. Silent sustained reading
During SSR, I will pass back the 3 x 5 cards with your persuasive letter topics. If your card says "See me" at the top, that means that I have questions about your topic and/or intended audience. If so, talk to me, then turn the card over and write down your revised topic and/or audience in a way that resolves my questions, then turn the card in again in order to get credit for having your topic approved.
2. Today's poem
"Sir, Say No More" by Trumbull Stickney
3. Prewriting for your Persuasive Letter
There are 10 prewriting steps that I want you to respond to in writing before you begin drafting your persuasive letter. Please be thorough in thinking through the prewriting before you begin drafting your letter. This will take us more than one day, so do not start drafting your letter until we finish.
Monday, March 24, 2014
Lesson Plan for Tuesday, March 25, 2014
Tuesday, March 25, 2014
1. Persuasive letter topic:
On the lined side of the 3 x 5 card that I provide you, write down your name, your class period, your topic for your persuasive letter (in the form of a yes/no question beginning with the word "should"), and your intended audience (the person to whom you are writing the letter).
2. Silent sustained reading
After completing the information on the 3 x 5 card, do SSR.
3. Hand in:
Persuasive Letter Topic (on 3 x 5 card)
4. Today's poem:
"The Glass and the Bowl" by Louise Erdich
5. Shared reading:
Another model of a persuasive letter.
Read, analyze, and discuss the persuasive techniques of this writer.
6. If time allows, begin the prewriting steps of the persuasive letter.
There will be 10 steps. Please label each step and respond in writing to the information that I request. This will take more than one day. Be thorough. The more carefully you think the issue through, the better job you will do on the letter.
1. Persuasive letter topic:
On the lined side of the 3 x 5 card that I provide you, write down your name, your class period, your topic for your persuasive letter (in the form of a yes/no question beginning with the word "should"), and your intended audience (the person to whom you are writing the letter).
2. Silent sustained reading
After completing the information on the 3 x 5 card, do SSR.
3. Hand in:
Persuasive Letter Topic (on 3 x 5 card)
4. Today's poem:
"The Glass and the Bowl" by Louise Erdich
5. Shared reading:
Another model of a persuasive letter.
Read, analyze, and discuss the persuasive techniques of this writer.
6. If time allows, begin the prewriting steps of the persuasive letter.
There will be 10 steps. Please label each step and respond in writing to the information that I request. This will take more than one day. Be thorough. The more carefully you think the issue through, the better job you will do on the letter.
Friday, March 21, 2014
Lesson Plan for Monday, March 24, 2014
Monday, March 24, 2014
1. Hand in:
"Socratic Dialogue" (worth 30 points)
2. Today's poem:
"The Container" by Cid Corman (handout)
Discuss how many "containers" are mentioned in the poem.
3. Tomorrow we will begin prewriting on a "Persuasive Letter."
Look through the suggested topics that I gave you for the "Socratic Dialogue,"choose one, and determine a particular person whose mind you would like to change on this issue. Focusing on a particular person as the audience for this letter will be an important aspect of the assignment. Pick an issue that you are highly motivated to write about. Know your topic and audience by tomorrow.
4. Examples of a "Persuasive Letter":
Let's read two examples of persuasive letters and carefully analyze how the writers use elements of ethos, pathos, logos; Toulmin's Argument; and De Bono's "Six Thinking Hats" to build their arguments.
5. If time remains, do SSR.
1. Hand in:
"Socratic Dialogue" (worth 30 points)
2. Today's poem:
"The Container" by Cid Corman (handout)
Discuss how many "containers" are mentioned in the poem.
3. Tomorrow we will begin prewriting on a "Persuasive Letter."
Look through the suggested topics that I gave you for the "Socratic Dialogue,"choose one, and determine a particular person whose mind you would like to change on this issue. Focusing on a particular person as the audience for this letter will be an important aspect of the assignment. Pick an issue that you are highly motivated to write about. Know your topic and audience by tomorrow.
4. Examples of a "Persuasive Letter":
Let's read two examples of persuasive letters and carefully analyze how the writers use elements of ethos, pathos, logos; Toulmin's Argument; and De Bono's "Six Thinking Hats" to build their arguments.
5. If time remains, do SSR.
Thursday, March 20, 2014
Lesson Plan for Friday, March 21, 2014
Friday, March 21, 2014
1. Today's poem:
"The captive caterpillar/set free/crawls in circles" a haiku by Melanie McLay
Brief discussion: symbolism
2. Hand in:
Reading Log #10 (on your "new" green log sheet)
3. Independent time for writing your "Socratic Dialogue" (due Monday)
1. Today's poem:
"The captive caterpillar/set free/crawls in circles" a haiku by Melanie McLay
Brief discussion: symbolism
2. Hand in:
Reading Log #10 (on your "new" green log sheet)
3. Independent time for writing your "Socratic Dialogue" (due Monday)
Wednesday, March 19, 2014
Lesson Plan for Thursday, March 20, 2014
Thursday, March 20, 2014
1. Today's poem
"toy soldiers/no wives/or children" a senryu by Dorothy McLaughlin
2. Lesson
Explain and discuss Edward De Bono's model of "Six Thinking Hats" by using it to discuss the advantages and disadvantages and possible creative revisions of a current school policy (such as the "no hat" policy).
3. Assignment:
Socratic Dialogue (handout)
Follow the instructions on the handout to write a "Socratic Dialogue."
Be thorough in your thinking by using the elements in De Bono's "Six Thinking Hats" as well as the elements in "Toulmin's Argument."
The grading criteria is on the handout.
Be prepared to write multiple pages.
Due on Monday.
"Possible Topics for Argument/Persuasive Writing" (handout)
Use the suggested topic list to think up a topic for your "Socratic Dialogue."
Your topic does not have to come from the suggested list.
1. Today's poem
"toy soldiers/no wives/or children" a senryu by Dorothy McLaughlin
2. Lesson
Explain and discuss Edward De Bono's model of "Six Thinking Hats" by using it to discuss the advantages and disadvantages and possible creative revisions of a current school policy (such as the "no hat" policy).
3. Assignment:
Socratic Dialogue (handout)
Follow the instructions on the handout to write a "Socratic Dialogue."
Be thorough in your thinking by using the elements in De Bono's "Six Thinking Hats" as well as the elements in "Toulmin's Argument."
The grading criteria is on the handout.
Be prepared to write multiple pages.
Due on Monday.
"Possible Topics for Argument/Persuasive Writing" (handout)
Use the suggested topic list to think up a topic for your "Socratic Dialogue."
Your topic does not have to come from the suggested list.
Tuesday, March 18, 2014
Lesson Plan for Wednesday, March 19, 2014
Wednesday, March 19, 2014
1. Silent sustained reading
During SSR, I will pass back corrected work.
2. Correct and hand in:
"The Right Word" assignment
3. Lesson:
Introduce Edward De Bono's "Six Thinking Hats" and compare and contrast to the elements of Toulmin's Argument. Note how De Bono's model is a way to find a solution to a problem or argument, not a way to win a debate. A good thinker must wear all five hats and honestly and thoroughly analyze the issue from all sides and possibilities.
If time allows, take an issue like the school hat policy and analyze it using the "Six Thinking Hats." If time does not allow, we will do this tomorrow.
1. Silent sustained reading
During SSR, I will pass back corrected work.
2. Correct and hand in:
"The Right Word" assignment
3. Lesson:
Introduce Edward De Bono's "Six Thinking Hats" and compare and contrast to the elements of Toulmin's Argument. Note how De Bono's model is a way to find a solution to a problem or argument, not a way to win a debate. A good thinker must wear all five hats and honestly and thoroughly analyze the issue from all sides and possibilities.
If time allows, take an issue like the school hat policy and analyze it using the "Six Thinking Hats." If time does not allow, we will do this tomorrow.
Monday, March 17, 2014
Lesson Plan for Tuesday, March 18, 2014
Tuesday, March 18, 2014
1. Read today's poem:
"Counting on Flowers" by John Ciardi
Discussion: What is the double meaning in the phrase "counting on"?
(literally "counting" the petals and "counting on" or depending upon the hope of love)
2. Lesson:
Homophones and Confusing Word Pairs
Tell students: Because you have used a word processing program with a spell check on your major papers, you sometimes have a false confidence that no spelling errors remain. The result, however, is that your spell-check/grammar-check may have prompted you to select the wrong word. In some cases, this is actually worse than a mere misspelling because having the wrong word may totally change your intended meaning.
"Words that Sound Alike or Are Confused with Each Other" (handout)
Let's review this handout (read it aloud and discuss). Then, put it in your binder for a reference when you work on the assignment I will give you. Please note that there are many words of this type and this handout does not show all of them. On the assignment, you may need to use a dictionary to look up ones not on the handout.
Another area of confusion is whether to write certain expressions as one word or two words. Let's discuss the difference between all ready/already, alright/all right, all together/altogether, awhile/a while, anyone/any one, anyway/any way, maybe/may be.
3. Assignment:
"The Right Word" (handout)
You may do the exercise on the handout by circling the correct choice in each set of parentheses. Please notice that there is more than one item in each sentence. You must get every item in that sentence right to get credit for that sentence. Do not make wild guesses. Remember that some of your previous habits may be wrong and based on misconceptions. Use the handout or a dictionary when you are uncertain. It may be best to use a pencil, if you have one, so that corrections can be more easily made if you make a mistake.
We will correct this tomorrow in class.
4. If you finish early, do silent sustained reading until the bell.
1. Read today's poem:
"Counting on Flowers" by John Ciardi
Discussion: What is the double meaning in the phrase "counting on"?
(literally "counting" the petals and "counting on" or depending upon the hope of love)
2. Lesson:
Homophones and Confusing Word Pairs
Tell students: Because you have used a word processing program with a spell check on your major papers, you sometimes have a false confidence that no spelling errors remain. The result, however, is that your spell-check/grammar-check may have prompted you to select the wrong word. In some cases, this is actually worse than a mere misspelling because having the wrong word may totally change your intended meaning.
"Words that Sound Alike or Are Confused with Each Other" (handout)
Let's review this handout (read it aloud and discuss). Then, put it in your binder for a reference when you work on the assignment I will give you. Please note that there are many words of this type and this handout does not show all of them. On the assignment, you may need to use a dictionary to look up ones not on the handout.
Another area of confusion is whether to write certain expressions as one word or two words. Let's discuss the difference between all ready/already, alright/all right, all together/altogether, awhile/a while, anyone/any one, anyway/any way, maybe/may be.
3. Assignment:
"The Right Word" (handout)
You may do the exercise on the handout by circling the correct choice in each set of parentheses. Please notice that there is more than one item in each sentence. You must get every item in that sentence right to get credit for that sentence. Do not make wild guesses. Remember that some of your previous habits may be wrong and based on misconceptions. Use the handout or a dictionary when you are uncertain. It may be best to use a pencil, if you have one, so that corrections can be more easily made if you make a mistake.
We will correct this tomorrow in class.
4. If you finish early, do silent sustained reading until the bell.
Friday, March 7, 2014
Lesson Plan for Monday, March 17, 2014
Monday, March 17, 2014
1. Silent sustained reading
During SSR I will pass out folders and pass back corrected work.
2. New seating chart
Take your folder with you to your new seat
3. Today's poem:
"Landscape: 1" by bpNichol
4. Show youtube video of logical fallacies in Beatles' songs
5. Correct "Recognizing Logical Fallacies" and hand it in.
1. Silent sustained reading
During SSR I will pass out folders and pass back corrected work.
2. New seating chart
Take your folder with you to your new seat
3. Today's poem:
"Landscape: 1" by bpNichol
4. Show youtube video of logical fallacies in Beatles' songs
5. Correct "Recognizing Logical Fallacies" and hand it in.
Thursday, March 6, 2014
Lesson Plan for Friday, March 7, 2014
Friday, March 7, 2014
1. Hand out:
New Reading Log
Log # 10--due Fri., Mar. 21
2. Hand in:
Reading Log #9
(on old log sheet)
3. Answer any questions about:
"Recognizing Logical Fallacies" assignment
Due on Monday, March 17
4. Independent reading activity:
"Test Drive"
Choose one of the three books on your desk.
Read it for 5 minutes.
Then pass the three books to the person behind you.
Repeat the process until the final bell.
The purpose is to introduce you to books you might not otherwise pick up.
Please write down titles and authors of any books that caught your interest and that you might want to read in the future.
1. Hand out:
New Reading Log
Log # 10--due Fri., Mar. 21
2. Hand in:
Reading Log #9
(on old log sheet)
3. Answer any questions about:
"Recognizing Logical Fallacies" assignment
Due on Monday, March 17
4. Independent reading activity:
"Test Drive"
Choose one of the three books on your desk.
Read it for 5 minutes.
Then pass the three books to the person behind you.
Repeat the process until the final bell.
The purpose is to introduce you to books you might not otherwise pick up.
Please write down titles and authors of any books that caught your interest and that you might want to read in the future.
Wednesday, March 5, 2014
Lesson Plan for Thursday, March 6, 2014
Thursday, March 6, 2014
1. Silent sustained reading (10 minutes)
2. Today's poem
A haiku by Basho "a bee/staggers out/of the peony"
Translated by Robert Hass
3. Watch video clips demonstrating logical fallacies
4. "Logical Fallacies" (handout)
Continue taking notes (definitions and examples)
5. Websites where you can find more fallacies explained (with examples):
en.wikipedia.org/wiki/List_of_Fallacies
www.fallacyfiles.org
www.nizkor.org/features/fallacies
6. Assignment:
"Recognizing Logical Fallacies" (handout)
Follow the instructions on the handout.
Part I: Choose 5 of the 15 fallacies to analyze.
Copy down the statement before explaining the fallacy.
Note that Part II of the assignment is worth as much as Part I.
Part II: Find a fallacy "in the wild." Catch someone committing a logical fallacy.
Write down what was said and why it is unfair, illogical, or misleading.
The assignment is due on Monday, March 17.
That gives you a week to find a fallacy (don't forget!).
1. Silent sustained reading (10 minutes)
2. Today's poem
A haiku by Basho "a bee/staggers out/of the peony"
Translated by Robert Hass
3. Watch video clips demonstrating logical fallacies
4. "Logical Fallacies" (handout)
Continue taking notes (definitions and examples)
5. Websites where you can find more fallacies explained (with examples):
en.wikipedia.org/wiki/List_of_Fallacies
www.fallacyfiles.org
www.nizkor.org/features/fallacies
6. Assignment:
"Recognizing Logical Fallacies" (handout)
Follow the instructions on the handout.
Part I: Choose 5 of the 15 fallacies to analyze.
Copy down the statement before explaining the fallacy.
Note that Part II of the assignment is worth as much as Part I.
Part II: Find a fallacy "in the wild." Catch someone committing a logical fallacy.
Write down what was said and why it is unfair, illogical, or misleading.
The assignment is due on Monday, March 17.
That gives you a week to find a fallacy (don't forget!).
Monday, March 3, 2014
Lesson Plan for Tuesday, March 4 and Wednesday, March 5, 2014
Tuesday and Wednesday, March 4th and 5th, 2014
There will be no regular classes held on Tuesday, March 4th due to the PLAN test which will last all morning. 10th grade students, then go to lunch and advisory. From 2:00 to 5:00 in the afternoon will be parent/teacher conferences. Students are welcome to attend with their parents.
We will meet for English classes on Wednesday, March 5th. However, the counselors will be in the classroom giving you information and directions for next year's registration.
There will be no regular classes held on Tuesday, March 4th due to the PLAN test which will last all morning. 10th grade students, then go to lunch and advisory. From 2:00 to 5:00 in the afternoon will be parent/teacher conferences. Students are welcome to attend with their parents.
We will meet for English classes on Wednesday, March 5th. However, the counselors will be in the classroom giving you information and directions for next year's registration.
Friday, February 28, 2014
Lesson Plan for Monday, March 3, 2014
Monday, March 3, 2014
1. Silent sustained reading
During SSR, I will pass back corrected work.
2. Read today's poem:
"Kisses" by Rudaki
Note that often the best similes are between things that are very dissimilar except in the aspect that the writer wants to emphasize. The oddness of the comparison is what is striking and pleasing.
3. Continue the lesson and discussion on logical fallacies
"Logical Fallacies" (handout)
Take notes on the handout.
On Thursday I will give you an assignment on fallacies.
4. Note:
Tomorrow is the PLAN assessment and parent/teacher conferences.
Wednesday, the counselors will come to this class to talk about registration.
1. Silent sustained reading
During SSR, I will pass back corrected work.
2. Read today's poem:
"Kisses" by Rudaki
Note that often the best similes are between things that are very dissimilar except in the aspect that the writer wants to emphasize. The oddness of the comparison is what is striking and pleasing.
3. Continue the lesson and discussion on logical fallacies
"Logical Fallacies" (handout)
Take notes on the handout.
On Thursday I will give you an assignment on fallacies.
4. Note:
Tomorrow is the PLAN assessment and parent/teacher conferences.
Wednesday, the counselors will come to this class to talk about registration.
Thursday, February 27, 2014
Lesson Plan for Friday, February 28, 2014
Friday, February 28, 2014
1. Read today's poem on your own:
A senryu by Johannes Bjerg
2. Correct and hand in:
"Syllogism Exercise"
3. Hand in:
Reading Log #8
4. Uncle Lindy Storytime
"Love Is a Fallacy"
by Max Shulman
5. Copy the logical fallacies on the board into your notes
1. Read today's poem on your own:
A senryu by Johannes Bjerg
2. Correct and hand in:
"Syllogism Exercise"
3. Hand in:
Reading Log #8
4. Uncle Lindy Storytime
"Love Is a Fallacy"
by Max Shulman
5. Copy the logical fallacies on the board into your notes
Wednesday, February 26, 2014
Lesson Plan for Thursday, February 27, 2014
Thursday, February 27, 2014
1. Spelling Quiz
i before e?
This is the post-test from the lesson we had on Tuesday.
2. Lesson (take notes)
"Developing an Argument"
Understand the following terms
Argument--a formal defense of a claim/opinion (see Toulmin's model on the board)
Logos = logical appeal
Ethos = ethical appeal (character, credibility, reliability)
Pathos = emotional appeal
Logic = reasoning
Inductive reasoning = drawing a general conclusion from specific evidence
Deductive reasoning = drawing a specific conclusion from general principles, truths,or assumptions
Syllogism = the classical model for deductive reasoning
Conditional Syllogism = If . . ., then . . .
Disjunctive Syllogism = It's either this . . . or that . . .
Categorical Syllogism = All A are B; C is A; therefore, C is B.
3. Assignment:
"Syllogism Exercise"
Follow the instructions on the handout.
You can write your answers on the handout.
Due tomorrow, Friday.
1. Spelling Quiz
i before e?
This is the post-test from the lesson we had on Tuesday.
2. Lesson (take notes)
"Developing an Argument"
Understand the following terms
Argument--a formal defense of a claim/opinion (see Toulmin's model on the board)
Logos = logical appeal
Ethos = ethical appeal (character, credibility, reliability)
Pathos = emotional appeal
Logic = reasoning
Inductive reasoning = drawing a general conclusion from specific evidence
Deductive reasoning = drawing a specific conclusion from general principles, truths,or assumptions
Syllogism = the classical model for deductive reasoning
Conditional Syllogism = If . . ., then . . .
Disjunctive Syllogism = It's either this . . . or that . . .
Categorical Syllogism = All A are B; C is A; therefore, C is B.
3. Assignment:
"Syllogism Exercise"
Follow the instructions on the handout.
You can write your answers on the handout.
Due tomorrow, Friday.
Tuesday, February 25, 2014
Lesson Plan for Wednesday, February 26, 2014
Wednesday, February 26, 2014
1. Merchant of Venice Thematic Response (see handout)
You have all period to write your response.
Follow the instructions on the handout.
Label your paper in these four sections:
-Quote
-Context
- Interpretation
-Personal Response
2. If you finish early, do SSR.
1. Merchant of Venice Thematic Response (see handout)
You have all period to write your response.
Follow the instructions on the handout.
Label your paper in these four sections:
-Quote
-Context
- Interpretation
-Personal Response
2. If you finish early, do SSR.
Monday, February 24, 2014
Lesson Plan for Tuesday, February 25, 2014
Tuesday, February 25, 2014
1. Spelling pretest
i before e
We will correct the pretest in class (see handout for rule and exceptions)
The post-test will be on Thursday so that you can study the handout.
2. Today's poem:
"Plays" by Walter Savage Landor
3. Finish:
Drama/Poetry Performances and Presentations
4. Find your quote and prepare for tomorrow's "MV Thematic Response"
See your handout for the complete instructions.
On your handout, write down the page, act, scene, and character where your quote is found.
Plan for what you will write for each section of the in-class assignment.
You may jot down page numbers and scene references for other quotes you plan to use in part 3 of your assignment.
5. Do SSR if time remains.
1. Spelling pretest
i before e
We will correct the pretest in class (see handout for rule and exceptions)
The post-test will be on Thursday so that you can study the handout.
2. Today's poem:
"Plays" by Walter Savage Landor
3. Finish:
Drama/Poetry Performances and Presentations
4. Find your quote and prepare for tomorrow's "MV Thematic Response"
See your handout for the complete instructions.
On your handout, write down the page, act, scene, and character where your quote is found.
Plan for what you will write for each section of the in-class assignment.
You may jot down page numbers and scene references for other quotes you plan to use in part 3 of your assignment.
5. Do SSR if time remains.
Friday, February 21, 2014
Lesson Plan for Monday, February 24, 2014
Monday, February 24, 2014
1. Read today's poem:
"Rain" by Jane Stembridge
2. Hand back:
Reading logs and other corrected work
3. Drama/Poetry Performances and Presentations
Continue student performances and presentations that we did not have time for on Friday.
This assignment is worth 20 points.
Tomorrow is the last day for late presentations.
4. Reminder:
Merchant of Venice Thematic Response (Wednesday--in class)
You should have a handout with instructions for this in-class assignment.
1. Read today's poem:
"Rain" by Jane Stembridge
2. Hand back:
Reading logs and other corrected work
3. Drama/Poetry Performances and Presentations
Continue student performances and presentations that we did not have time for on Friday.
This assignment is worth 20 points.
Tomorrow is the last day for late presentations.
4. Reminder:
Merchant of Venice Thematic Response (Wednesday--in class)
You should have a handout with instructions for this in-class assignment.
Thursday, February 20, 2014
Lesson Plan for Friday, February 21, 2014
Friday, February 21, 2014
1. Today's poem:
"Silence" by Eugen Gomringer
2. Hand in:
"Reading Log #7"
3. Drama/Poetry Presentations
We will start with volunteers to present/perform/pass off your drama or poetry presentation.
When no one is volunteering, I will randomly call names from the roll.
If you do not do your presentation when called, you will be marked "unprepared," which is the same as a late assignment.
Please be aware that we will complete these presentations on Monday. Because all presentations must be done in class, it will not be possible to have the usual full-week extension for late work. We will be moving on to other things.
1. Today's poem:
"Silence" by Eugen Gomringer
2. Hand in:
"Reading Log #7"
3. Drama/Poetry Presentations
We will start with volunteers to present/perform/pass off your drama or poetry presentation.
When no one is volunteering, I will randomly call names from the roll.
If you do not do your presentation when called, you will be marked "unprepared," which is the same as a late assignment.
Please be aware that we will complete these presentations on Monday. Because all presentations must be done in class, it will not be possible to have the usual full-week extension for late work. We will be moving on to other things.
Friday, February 14, 2014
Lesson Plan for Tuesday, February 18 through Thursday, February 20, 2014
Tuesday, Wednesday, and Thursday
February 18th through February 20th, 2014
We will be watching the full-length video of The Merchant of Venice for the entire class period on all three of these days.
Upcoming assignments to prepare for:
Poetry/Drama Performance Project--Friday, Feb. 21
Merchant of Venice Thematic Response (in-class "test")--Wednesday, Feb. 26.
February 18th through February 20th, 2014
We will be watching the full-length video of The Merchant of Venice for the entire class period on all three of these days.
Upcoming assignments to prepare for:
Poetry/Drama Performance Project--Friday, Feb. 21
Merchant of Venice Thematic Response (in-class "test")--Wednesday, Feb. 26.
Thursday, February 13, 2014
Lesson Plan for Friday, February 14, 2014
Friday, February 14, 2014
1. Today's poem:
"Joy Sonnet in a Random Universe" by Helen Chasin
2. Hand in:
"MV Act IV and V Summary"
There are three total scenes--two in Act IV and one in Act V.
3. Silent sustained reading (15 minutes):
During SSR, I will pass out folders and pass back corrected work.
4. Hand in:
Reading Log #6
5. Review the "Merchant of Venice Thematic Response" requirements which we will do as an in-class essay after we finish watching the video next week.
6. As time remains, show the following video clips:
Movie trailer for the Al Pacino Merchant of Venice
Prince of Aragon scene from Trevor Nunn Merchant of Venice
Al Pacino's Shylock speech
David Tennant and Catherine Tate "Sonnet 130" sketch
1. Today's poem:
"Joy Sonnet in a Random Universe" by Helen Chasin
2. Hand in:
"MV Act IV and V Summary"
There are three total scenes--two in Act IV and one in Act V.
3. Silent sustained reading (15 minutes):
During SSR, I will pass out folders and pass back corrected work.
4. Hand in:
Reading Log #6
5. Review the "Merchant of Venice Thematic Response" requirements which we will do as an in-class essay after we finish watching the video next week.
6. As time remains, show the following video clips:
Movie trailer for the Al Pacino Merchant of Venice
Prince of Aragon scene from Trevor Nunn Merchant of Venice
Al Pacino's Shylock speech
David Tennant and Catherine Tate "Sonnet 130" sketch
Wednesday, February 12, 2014
Lesson Plan for Thursday, February 13, 2014
Thursday, February 13, 2014
1. Today's poem:
"Thumb" by Philip Dacey
Apply this quote to today's poem: "A poet is a person who looks at the same thing as everybody else but sees something different."
2. Choose parts and finish reading:
The Merchant of Venice
Most classes are in Act IV end of scene 1 or beginning of scene 2.
All classes should finish the whole play today.
3. Due tomorrow, Friday, Feb. 14:
Reading Log #6
"MV Act IV and V Summary"
There are three total scenes.
Make sure all scenes are labeled by act and scene.
4. If time remains after students have written their scene summaries, they should do SSR.
1. Today's poem:
"Thumb" by Philip Dacey
Apply this quote to today's poem: "A poet is a person who looks at the same thing as everybody else but sees something different."
2. Choose parts and finish reading:
The Merchant of Venice
Most classes are in Act IV end of scene 1 or beginning of scene 2.
All classes should finish the whole play today.
3. Due tomorrow, Friday, Feb. 14:
Reading Log #6
"MV Act IV and V Summary"
There are three total scenes.
Make sure all scenes are labeled by act and scene.
4. If time remains after students have written their scene summaries, they should do SSR.
Tuesday, February 11, 2014
Lesson Plan for Wednesday, February 12, 2014
Wednesday, February 12, 2014
1. Hand in:
"MV Act III Summary"
This act has five scenes.
Make sure all scenes are labeled and in order.
2. Today's poem:
Today's poem is a senryu by a high school student.
It was an honorable mention in an online senryu contest.
"first date/I pretend/to be cold"
It is said that senryu and haiku "suggest" meanings.
Discuss more than one possible interpretation.
3. Choose parts and read:
The Merchant of Venice
All classes are somewhere in Act IV scene 1.
Read as far as time allows.
Summarize scenes as we complete them.
We will combine the summaries of Act IV and Act V into a single assignment.
It will be due on Friday.
1. Hand in:
"MV Act III Summary"
This act has five scenes.
Make sure all scenes are labeled and in order.
2. Today's poem:
Today's poem is a senryu by a high school student.
It was an honorable mention in an online senryu contest.
"first date/I pretend/to be cold"
It is said that senryu and haiku "suggest" meanings.
Discuss more than one possible interpretation.
3. Choose parts and read:
The Merchant of Venice
All classes are somewhere in Act IV scene 1.
Read as far as time allows.
Summarize scenes as we complete them.
We will combine the summaries of Act IV and Act V into a single assignment.
It will be due on Friday.
Monday, February 10, 2014
Lesson Plan for Tuesday, February 11, 2014
Tuesday, February 11, 2014
1. Read today's poem:
"Never Again Would Birds' Song Be the Same"
by Robert Frost (note English sonnet form)
2. Choose parts and read:
The Merchant of Venice
All classes will start on Act III scene 4 today.
Read as far as time allows.
Summarize scenes as we complete them.
3. Assignment:
"MV Act III Summary" (5 scenes)
Due tomorrow, Wednesday, February 12.
1. Read today's poem:
"Never Again Would Birds' Song Be the Same"
by Robert Frost (note English sonnet form)
2. Choose parts and read:
The Merchant of Venice
All classes will start on Act III scene 4 today.
Read as far as time allows.
Summarize scenes as we complete them.
3. Assignment:
"MV Act III Summary" (5 scenes)
Due tomorrow, Wednesday, February 12.
Friday, February 7, 2014
Lesson Plan for Monday, February 10, 2014
Monday, February 10, 2014
1. Silent sustained reading
During SSR, I will pass out folders and pass back corrected work.
2. Today's poem:
"Sonnet 130" by William Shakespeare
This is another of Shakespeare's most famous sonnets.
Sometimes misinterpreted as a put-down of the girl, but not so.
3. Choose parts and continue reading:
The Merchant of Venice
Most classes are in Act III, scene 2.
Summarize as we finish each scene.
If we finish the whole act, the Act III summary is due tomorrow.
1. Silent sustained reading
During SSR, I will pass out folders and pass back corrected work.
2. Today's poem:
"Sonnet 130" by William Shakespeare
This is another of Shakespeare's most famous sonnets.
Sometimes misinterpreted as a put-down of the girl, but not so.
3. Choose parts and continue reading:
The Merchant of Venice
Most classes are in Act III, scene 2.
Summarize as we finish each scene.
If we finish the whole act, the Act III summary is due tomorrow.
Thursday, February 6, 2014
Lesson Plan for Friday, February 7, 2014
Friday, February 7, 2014
1. Hand in:
"MV Act II Summary"
This summary should include 9 scenes.
Each scene should be separately labeled.
2. Hand in:
"Reading Log #5"
3. Read today's poem:
"Things Shouldn't Be So Hard" by Kay Ryan
Note the double meaning of the word "hard."
Puns are typically meant to be funny, but not always.
Here are some funny examples (share with class).
Discuss the pun on "dam/damn" in The Merchant of Venice (Act III scene 1).
Look for more examples of puns as we read.
4. Hand out:
"Thematic Response to The Merchant of Venice" (handout)
This will be the in-class "test" at the conclusion of the play.
I am giving it to you now, so that you can be thinking about the topic and quote you will choose.
5. Choose parts and continue reading:
The Merchant of Venice
Most classes are somewhere in Act III scene 1
1. Hand in:
"MV Act II Summary"
This summary should include 9 scenes.
Each scene should be separately labeled.
2. Hand in:
"Reading Log #5"
3. Read today's poem:
"Things Shouldn't Be So Hard" by Kay Ryan
Note the double meaning of the word "hard."
Puns are typically meant to be funny, but not always.
Here are some funny examples (share with class).
Discuss the pun on "dam/damn" in The Merchant of Venice (Act III scene 1).
Look for more examples of puns as we read.
4. Hand out:
"Thematic Response to The Merchant of Venice" (handout)
This will be the in-class "test" at the conclusion of the play.
I am giving it to you now, so that you can be thinking about the topic and quote you will choose.
5. Choose parts and continue reading:
The Merchant of Venice
Most classes are somewhere in Act III scene 1
Wednesday, February 5, 2014
Lesson Plan for Thursday, February 6, 2014
Thursday, February 6, 2014
1. Silent sustained reading
During SSR, I will hand out folders and pass back corrected work.
2. Read today's poem:
"The tiger stalking in the night . . ." by Edward Newman Horn
Analyze the poem's form (iambic tetrameter) then discuss irony.
3. Brief lesson (take notes):
Three types of irony
Situational irony
(Antonio borrows money from Shylock whom he despises for loaning money)
Verbal irony
(Launcelot mangles an old proverb and Bassanio replies, "Well spoken!")
Dramatic irony
(Shylock has a dream of losing moneybags--we in the audience know what he doesn't know-- that Jessica is about to steal his money)
4. Choose parts and read:
The Merchant of Venice
Act II, scenes 8 and 9
(read further if time allows)
5. Assignment:
"MV Act II Summary" due tomorrow, Fri., Feb. 7.
1. Silent sustained reading
During SSR, I will hand out folders and pass back corrected work.
2. Read today's poem:
"The tiger stalking in the night . . ." by Edward Newman Horn
Analyze the poem's form (iambic tetrameter) then discuss irony.
3. Brief lesson (take notes):
Three types of irony
Situational irony
(Antonio borrows money from Shylock whom he despises for loaning money)
Verbal irony
(Launcelot mangles an old proverb and Bassanio replies, "Well spoken!")
Dramatic irony
(Shylock has a dream of losing moneybags--we in the audience know what he doesn't know-- that Jessica is about to steal his money)
4. Choose parts and read:
The Merchant of Venice
Act II, scenes 8 and 9
(read further if time allows)
5. Assignment:
"MV Act II Summary" due tomorrow, Fri., Feb. 7.
Tuesday, February 4, 2014
Lesson Plan for Wednesday, February 5, 2014
Wednesday, February 5, 2014
1. Read aloud today's poem:
"Fair and Unfair" by Robert Francis
2. Pass microphone down each aisle.
Take out your "Epigram in Iambic Pentameter."
If you would like to read your poem aloud, please do.
3. Hand in:
"Epigram in Iambic Pentameter" (typed, edited copy)
4. Choose parts and read aloud from The Merchant of Venice
All classes should start today on Act II, scene 6.
Read to the end of scene 7.
5. Write summaries of scenes 6 and 7, and then do SSR.
1. Read aloud today's poem:
"Fair and Unfair" by Robert Francis
2. Pass microphone down each aisle.
Take out your "Epigram in Iambic Pentameter."
If you would like to read your poem aloud, please do.
3. Hand in:
"Epigram in Iambic Pentameter" (typed, edited copy)
4. Choose parts and read aloud from The Merchant of Venice
All classes should start today on Act II, scene 6.
Read to the end of scene 7.
5. Write summaries of scenes 6 and 7, and then do SSR.
Monday, February 3, 2014
Lesson Plan for Tuesday, February 4, 2014
Tuesday, February 4, 2014
1. Read today's poem:
"On a Volunteer Singer" by Samuel Taylor Coleridge
2. Assignment:
"Epigram in Iambic Pentameter" (due tomorrow)
Write a short poem (2, 4, or 6 lines) in iambic pentameter.
Must be arranged in iambic pentameter lines.
Must scan in perfect iambic pentameter.
Must use rhyme.
Should be typed, well-edited, and error free.
3. Continue reading The Merchant of Venice
Most classes are in Act II scene 2, 3, or 4.
We will read to the end of scene 5 and then you will have the rest of the time to work on your "Epigram" and/or to do SSR.
1. Read today's poem:
"On a Volunteer Singer" by Samuel Taylor Coleridge
2. Assignment:
"Epigram in Iambic Pentameter" (due tomorrow)
Write a short poem (2, 4, or 6 lines) in iambic pentameter.
Must be arranged in iambic pentameter lines.
Must scan in perfect iambic pentameter.
Must use rhyme.
Should be typed, well-edited, and error free.
3. Continue reading The Merchant of Venice
Most classes are in Act II scene 2, 3, or 4.
We will read to the end of scene 5 and then you will have the rest of the time to work on your "Epigram" and/or to do SSR.
Friday, January 31, 2014
Lesson Plan for Monday, February 3, 2014
Monday, February 3, 2014
1. Silent sustained reading (SSR)
Before beginning SSR, please get your "MV Act I Summary" out and ready to turn in.
I will also pass out folders and pass back reading logs and other corrected work.
2. Today's poem:
"Juliet" by Hilaire Belloc
This is another example of a short rhymed poem in iambic pentameter.
Tomorrow will be your last example, and then I will ask you to write one.
That poem will be due on Wednesday.
3. Choose parts and read aloud:
The Merchant of Venice
Most classes are somewhere in Act II, scene 1 or 2.
Don't forget to write scene summaries after each scene.
This act has 9 scenes, so it will take us a few days to finish.
1. Silent sustained reading (SSR)
Before beginning SSR, please get your "MV Act I Summary" out and ready to turn in.
I will also pass out folders and pass back reading logs and other corrected work.
2. Today's poem:
"Juliet" by Hilaire Belloc
This is another example of a short rhymed poem in iambic pentameter.
Tomorrow will be your last example, and then I will ask you to write one.
That poem will be due on Wednesday.
3. Choose parts and read aloud:
The Merchant of Venice
Most classes are somewhere in Act II, scene 1 or 2.
Don't forget to write scene summaries after each scene.
This act has 9 scenes, so it will take us a few days to finish.
Thursday, January 30, 2014
Lesson Plan for Friday, January 31, 2014
Friday, January 31,
2014
1.
Read
today’s poem:
“Epitaph” (Here Dead Lie We) by
A.E. Housman
This poem is another example of a short poem in iambic pentameter such as
I will ask you to write next week.
2.
Hand in:
Reading Log #4
Don’t
forget to include The Merchant of Venice
on your log.
3.
Choose
parts and continue reading The Merchant
of Venice
Most classes are somewhere in Act I scene 2.
4.
Assignment:
“MV
Act I Summary” is due on Monday, February 3.
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