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.
Comelibros
Can't get enough of that literary stuff.
Friday, January 31, 2014
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.
Wednesday, January 29, 2014
Lesson Plan for Thursday, January 30, 2014
Thursday, January 30, 2014
1. Read today's poem:
"Antiquary" by John Donne
Note that this poem is another example of a short "epigram" in iambic pentameter such as the one you will be writing in a few days.
2. Assign parts and read aloud:
The Merchant of Venice, Act I, scenes 1 and 2
We will read as far as we can in Act I as time allows.
3. Assignment:
"MV Act I Scene Summaries"
As we finish each scene in The Merchant of Venice, I want you to summarize the scene mentioning all of the characters by name and what occurred. Your summaries will be brief but should not leave out essential elements of the action or plot. I will help you in class review the essential parts of each scene (by asking pointed questions), especially as we start the play.
The summaries of the scenes for each act will be due the day after we finish that act in class. The play has five acts and each act has multiple scenes. So all of the scenes summaries for Act I will be turned in at the same time. Then we will do the same for Act II, etc.
1. Read today's poem:
"Antiquary" by John Donne
Note that this poem is another example of a short "epigram" in iambic pentameter such as the one you will be writing in a few days.
2. Assign parts and read aloud:
The Merchant of Venice, Act I, scenes 1 and 2
We will read as far as we can in Act I as time allows.
3. Assignment:
"MV Act I Scene Summaries"
As we finish each scene in The Merchant of Venice, I want you to summarize the scene mentioning all of the characters by name and what occurred. Your summaries will be brief but should not leave out essential elements of the action or plot. I will help you in class review the essential parts of each scene (by asking pointed questions), especially as we start the play.
The summaries of the scenes for each act will be due the day after we finish that act in class. The play has five acts and each act has multiple scenes. So all of the scenes summaries for Act I will be turned in at the same time. Then we will do the same for Act II, etc.
Tuesday, January 28, 2014
Lesson Plan for Wednesday, January 29, 2014
Wednesday, January 29, 2014
1. Silent sustained reading
During SSR, I will pass out folders and pass back corrected work.
2. Today's poems:
Today's poems are limericks so that I can introduce you to rhythms (meter) other than iambic. Limericks are typically anapestic. Here is a handout that shows the typical rhythm patterns used in English poetry. When we look at the rhythm of a poem we refer to its "scansion." If the rhythm is consistent we say that the poem "scans." If not, we say it doesn't "scan."
In a few days I will assign you to write a short poem in iambic pentameter. You want to make sure it "scans."
Read the handout with me for examples of various types of poetic meter.
3. Tomorrow we will start reading The Merchant of Venice by William Shakespeare. We will do the reading in class. Today I want you to put an annotated list of characters in your notes as I write and explain their relationships on the board. As we read the play, you will be writing short summaries of each scene, so it is important for you to know who the characters are and their connections with each other. This discussion of the main characters will also provide a good introduction to help you understand the plot of the play.
1. Silent sustained reading
During SSR, I will pass out folders and pass back corrected work.
2. Today's poems:
Today's poems are limericks so that I can introduce you to rhythms (meter) other than iambic. Limericks are typically anapestic. Here is a handout that shows the typical rhythm patterns used in English poetry. When we look at the rhythm of a poem we refer to its "scansion." If the rhythm is consistent we say that the poem "scans." If not, we say it doesn't "scan."
In a few days I will assign you to write a short poem in iambic pentameter. You want to make sure it "scans."
Read the handout with me for examples of various types of poetic meter.
3. Tomorrow we will start reading The Merchant of Venice by William Shakespeare. We will do the reading in class. Today I want you to put an annotated list of characters in your notes as I write and explain their relationships on the board. As we read the play, you will be writing short summaries of each scene, so it is important for you to know who the characters are and their connections with each other. This discussion of the main characters will also provide a good introduction to help you understand the plot of the play.
Monday, January 27, 2014
Lesson Plan for Tuesday, January 28, 2014
Tuesday, January 28, 2014
1. Small group dramatic reading:
Choose parts and read this excerpt from The Taming of the Shrew by William Shakespeare (on handout). Today's reading, like yesterday's will involve a humorous battle of the sexes. So be sure your group has at least one boy and one girl. The two main parts are Kate (a.k.a. Katherine or Katherina) and Petruchio. The third member of your group will take all the minor parts: Baptista, Gremio, and Tranio.
Here is the premise of the play. The wealthy Baptista has two daughters: the beautiful Bianca and the beautiful, but hot-tempered (shrewish) Katherine. Bianca has two impatient wooers, Lucentio and Hortensio. However, Baptista will not allow his youngest daughter Bianca to marry until the oldest daughter Katherine is wed. Katherine, of course, has no interest in getting married. However, Hortensio convinces his friend Petruchio to court and marry Katherine. At first, Petruchio is primarily looking for the financial reward of marrying Katherine since Baptista is wealthy and will offer a substantial dowry. Furthermore, Petruchio is not scared off by Katherine's temper because he has a plan to "tame" her.
Modern critics like to discuss the "sexism" inherent in the play, particularly from Petruchio's point of view, but Kate is such an interesting and powerful character herself, that after the two "bullies" fall in love with each other, it's not clear who has tamed whom. The humorous irony at the end of the play is that the wives who were calm and compliant at the beginning of their marriages have turned "shrewish," and Kate and Petruchio, who battled mightily at first, have now negotiated their own peace.
2. Today's poem:
"Upon the Death of Sir Albert Morton's Wife" by Sir Henry Wotton
Wotton is a contemporary of Shakespeare though it is uncertain whether they knew each other at all. Wotton was a popular politician in the House of Lords.
In a few days we will be writing a short poem like this (2 to 4 lines) in "iambic pentameter," so note the rhyme and rhythm.
3. In the time that remains we will either do some "Shakespeare Trivia" with candy for the groups than can come up with the correct answer, or we will do SSR.
1. Small group dramatic reading:
Choose parts and read this excerpt from The Taming of the Shrew by William Shakespeare (on handout). Today's reading, like yesterday's will involve a humorous battle of the sexes. So be sure your group has at least one boy and one girl. The two main parts are Kate (a.k.a. Katherine or Katherina) and Petruchio. The third member of your group will take all the minor parts: Baptista, Gremio, and Tranio.
Here is the premise of the play. The wealthy Baptista has two daughters: the beautiful Bianca and the beautiful, but hot-tempered (shrewish) Katherine. Bianca has two impatient wooers, Lucentio and Hortensio. However, Baptista will not allow his youngest daughter Bianca to marry until the oldest daughter Katherine is wed. Katherine, of course, has no interest in getting married. However, Hortensio convinces his friend Petruchio to court and marry Katherine. At first, Petruchio is primarily looking for the financial reward of marrying Katherine since Baptista is wealthy and will offer a substantial dowry. Furthermore, Petruchio is not scared off by Katherine's temper because he has a plan to "tame" her.
Modern critics like to discuss the "sexism" inherent in the play, particularly from Petruchio's point of view, but Kate is such an interesting and powerful character herself, that after the two "bullies" fall in love with each other, it's not clear who has tamed whom. The humorous irony at the end of the play is that the wives who were calm and compliant at the beginning of their marriages have turned "shrewish," and Kate and Petruchio, who battled mightily at first, have now negotiated their own peace.
2. Today's poem:
"Upon the Death of Sir Albert Morton's Wife" by Sir Henry Wotton
Wotton is a contemporary of Shakespeare though it is uncertain whether they knew each other at all. Wotton was a popular politician in the House of Lords.
In a few days we will be writing a short poem like this (2 to 4 lines) in "iambic pentameter," so note the rhyme and rhythm.
3. In the time that remains we will either do some "Shakespeare Trivia" with candy for the groups than can come up with the correct answer, or we will do SSR.
Friday, January 24, 2014
Lesson Plan for Monday, January 27, 2014
Monday, January 27, 2014
1. Read today's poem:
"Karma" by Edwin Arlington Robinson
Discuss meaning and note Italian sonnet form.
2. Brief lesson:
How to read poetry or drama "dramatically," with the right level of "drama."
Determine the tone of the speaker (practice intonation).
Slow down. Don't rush the lines (vary speed to fit tone and meaning).
Dramatic pauses, timing, and silence is part of dialogue, too.
Punch certain words (determine which words need the emphasis.)
Notice punctuation as clues for how the line should be read.
Pay attention to stage notes (if there are any) for how the lines should be read.
3. Choose parts in your group (there are three parts) and then read aloud:
"The Bear" by Anton Chekhov
Note that this is a "farce"in one act.
Characters and situations are meant to be exaggerated to the point of silliness.
However, you'll note that the emotions build gradually.
The noise level will rise in the room as you read, but it shouldn't start off that way.
4. If time remains, we'll do some more Shakespeare trivia questions.
1. Read today's poem:
"Karma" by Edwin Arlington Robinson
Discuss meaning and note Italian sonnet form.
2. Brief lesson:
How to read poetry or drama "dramatically," with the right level of "drama."
Determine the tone of the speaker (practice intonation).
Slow down. Don't rush the lines (vary speed to fit tone and meaning).
Dramatic pauses, timing, and silence is part of dialogue, too.
Punch certain words (determine which words need the emphasis.)
Notice punctuation as clues for how the line should be read.
Pay attention to stage notes (if there are any) for how the lines should be read.
3. Choose parts in your group (there are three parts) and then read aloud:
"The Bear" by Anton Chekhov
Note that this is a "farce"in one act.
Characters and situations are meant to be exaggerated to the point of silliness.
However, you'll note that the emotions build gradually.
The noise level will rise in the room as you read, but it shouldn't start off that way.
4. If time remains, we'll do some more Shakespeare trivia questions.
Thursday, January 23, 2014
Lesson Plan for Friday, January 24, 2014
Friday, January 24, 2014
1. Read today's poem:
"The Aeronaut to His Lady" by Frank Sidgwick
Discussion: Is this a sonnet? Why or why not?
2. Hand in:
Reading Log #3
3. Spelling Lesson and Quiz
Distinguishing between write, wright, rite, and right
4. Silent sustained reading
1. Read today's poem:
"The Aeronaut to His Lady" by Frank Sidgwick
Discussion: Is this a sonnet? Why or why not?
2. Hand in:
Reading Log #3
3. Spelling Lesson and Quiz
Distinguishing between write, wright, rite, and right
4. Silent sustained reading
Wednesday, January 22, 2014
Lesson Plan for Thursday, January 23, 2014
Thursday, January 23, 2014
1. Silent sustained reading
During SSR, I will pass out folders and pass back corrected work.
2. Today's poems:
"Sonnet 18" by William Shakespeare, p. 234 in The Language of Literature
"Sonnet 30" by Edna St. Vincent Millay, p. 235 in The Language of Literature
3. Show YouTube videos for Sonnet 18
David Gilmour's musical rendition of "Sonnet 18"
A high school student's musical rendition of "Sonnet 18"
4. Assignment and Handout:
"Shakespeare/Drama/Poetry Performance Project" (handout)
Read and discuss the options and requirements.
The exact due date is TBA, but will not be before February 17.
5. If time remains, do a few Shakespeare Trivia Questions for candy.
1. Silent sustained reading
During SSR, I will pass out folders and pass back corrected work.
2. Today's poems:
"Sonnet 18" by William Shakespeare, p. 234 in The Language of Literature
"Sonnet 30" by Edna St. Vincent Millay, p. 235 in The Language of Literature
3. Show YouTube videos for Sonnet 18
David Gilmour's musical rendition of "Sonnet 18"
A high school student's musical rendition of "Sonnet 18"
4. Assignment and Handout:
"Shakespeare/Drama/Poetry Performance Project" (handout)
Read and discuss the options and requirements.
The exact due date is TBA, but will not be before February 17.
5. If time remains, do a few Shakespeare Trivia Questions for candy.
Tuesday, January 21, 2014
Lesson Plan for Wednesday, January 22, 2014
Wednesday, January 22, 2014
1. Silent sustained reading (about 15 minutes)
2. Read today's poem:
"Sonnet 29" by William Shakespeare
Discuss and take notes on English (Shakespearean) sonnet form and Italian (Petrarchan) sonnet form. Note the number of lines, the rhythm (scansion), and the rhyme schemes.
Play "YouTube" videos of these two performers who have put sonnet #29 to music. David Gilmore (formerly of Pink Floyd) and Rufus Wainwright (known for his cover of Leonard Cohen's "Hallelujah).
3. Reward yesterday's "Shakespeare Trivia" winners with a candy and continue with a few more Shakespeare trivia questions (fun facts). Add to your "What I Learned About Shakespeare" notes.
4. Hand in:
"What I Know About Shakespeare"
1. Silent sustained reading (about 15 minutes)
2. Read today's poem:
"Sonnet 29" by William Shakespeare
Discuss and take notes on English (Shakespearean) sonnet form and Italian (Petrarchan) sonnet form. Note the number of lines, the rhythm (scansion), and the rhyme schemes.
Play "YouTube" videos of these two performers who have put sonnet #29 to music. David Gilmore (formerly of Pink Floyd) and Rufus Wainwright (known for his cover of Leonard Cohen's "Hallelujah).
3. Reward yesterday's "Shakespeare Trivia" winners with a candy and continue with a few more Shakespeare trivia questions (fun facts). Add to your "What I Learned About Shakespeare" notes.
4. Hand in:
"What I Know About Shakespeare"
Friday, January 17, 2014
Lesson Plan for Tuesday, January 21, 2014
Tuesday, January 21,
2014
1. Assignment:
“What I Know About Shakespeare”
On a piece of loose-leaf paper, write on the topic “Everything I Know About
Shakespeare.” When you run out of things
to say, write on the topic “Everything I Think I Know About Shakespeare,”
things you think you learned somewhere, but you wouldn’t bet money on it. When you run out of things you think you
know, switch to the topic: “Everything I Don’t Know About Shakespeare.” Keep writing until you have at least 150
words. Then, do SSR while you wait for
the rest of the class to finish.
On the back of your paper, write down this heading: “What I Learned About Shakespeare.” As we
play a game in class, I will ask the Shakespeare
“trivia” questions. During the game, write down everything you hear that you
didn’t already mention on the other side of your paper.
2.
“Stratford Squares” Game
We will play a variation of the old “Hollywood Squares” game that used to
be a TV game show, but all of our questions will be related to
Shakespeare. The winning team will get a
small treat. Of more importance,
however, is that you take notes on the new information.
The
“What I Know About Shakespeare” assignment is due tomorrow and should include
the notes of what you learned as well as what you already knew.
Thursday, January 16, 2014
Lesson Plan for Friday, January 17, 2014
Friday, January 17, 2014
1. Who/Whom Exercise (followed by Silent Sustained Reading)
Before you start SSR, please get out your reading log and the final copy of your personal essay and have both ready to turn in at the end of SSR. Remember to staple your grading criteria sheet on top of your essay. Write your name and class period on the grading criteria sheet.
Look in your notes and review how to know when to use "who" and when to use "whom." On a separate piece of paper do the exercise on the handout. Write the word only. Do not write on the handout.
I will also hand back corrected work to put in your folders during SSR.
2. Hand in:
"Reading Log #2"
"Personal Essay" final copy with grading sheet attached
3. Read today's poem:
A student honorable mention from an online senryu contest:
"first date/her dog/likes me"
Haiku and senryu, it is said, "suggest" meaning. What are the possible ways of taking today's senryu?
4. Correct the "Who/Whom" exercise and hand it in.
1. Who/Whom Exercise (followed by Silent Sustained Reading)
Before you start SSR, please get out your reading log and the final copy of your personal essay and have both ready to turn in at the end of SSR. Remember to staple your grading criteria sheet on top of your essay. Write your name and class period on the grading criteria sheet.
Look in your notes and review how to know when to use "who" and when to use "whom." On a separate piece of paper do the exercise on the handout. Write the word only. Do not write on the handout.
I will also hand back corrected work to put in your folders during SSR.
2. Hand in:
"Reading Log #2"
"Personal Essay" final copy with grading sheet attached
3. Read today's poem:
A student honorable mention from an online senryu contest:
"first date/her dog/likes me"
Haiku and senryu, it is said, "suggest" meaning. What are the possible ways of taking today's senryu?
4. Correct the "Who/Whom" exercise and hand it in.
Wednesday, January 15, 2014
Lesson Plan for Thursday, January 16, 2014
Thursday, January 16, 2014
1. Read today's poem:
"Being Boring" by Wendy Cope (examine the "newview")
2. Assignment:
"Pronoun Case"
After I teach you how pronoun case works and what pitfalls to avoid, work together with your group to complete the exercise. You may write on the handout. Circle the correct items. Be aware that some sentences have more than one item.
Turn in the exercise when you finish.
3. Response Groups for Personal Essay:
Based on the expectations in the grading criteria and on your own concerns, get feedback on your rough draft of your personal essay. You may want to use the PQP format for oral response (praise, question, polish).
4. Reminder:
"Personal Essay" (typed, edited, final copy is due tomorrow--Friday)
1. Read today's poem:
"Being Boring" by Wendy Cope (examine the "newview")
2. Assignment:
"Pronoun Case"
After I teach you how pronoun case works and what pitfalls to avoid, work together with your group to complete the exercise. You may write on the handout. Circle the correct items. Be aware that some sentences have more than one item.
Turn in the exercise when you finish.
3. Response Groups for Personal Essay:
Based on the expectations in the grading criteria and on your own concerns, get feedback on your rough draft of your personal essay. You may want to use the PQP format for oral response (praise, question, polish).
4. Reminder:
"Personal Essay" (typed, edited, final copy is due tomorrow--Friday)
Tuesday, January 14, 2014
Lesson Plan for Wednesday, January 15, 2014
Wednesday, January 15, 2014
1. Read and discuss today's poem:
"Listen/014" by Miller Williams
2. Read another professional example of a personal essay:
"100 Percent" by Lesley Quinn
Read this essay silently before continuing to work on your own rough draft.
3. Work on the rough draft of your personal essay
4. If you finish your rough draft before class is over, do SSR for the rest of the period.
1. Read and discuss today's poem:
"Listen/014" by Miller Williams
2. Read another professional example of a personal essay:
"100 Percent" by Lesley Quinn
Read this essay silently before continuing to work on your own rough draft.
3. Work on the rough draft of your personal essay
4. If you finish your rough draft before class is over, do SSR for the rest of the period.
Monday, January 13, 2014
Lesson Plan for Tuesday, January 14, 2014
Tuesday, January 14, 2014
1. Today's poem:
"Seconds" by Richard Brautigan (discuss the newview)
2. Continue reading the examples of personal essays that weren't read yesterday:
"My Chinese Family of Four" (handout)
"A Day on Wheels" (Write for College, p.155)
"Growing Up Game" (handout)
"Through the One-Way Mirror" (The Language of Literature, p. 171)
"100 Percent" (handout)
3. Personal Essay prewriting
Write down your topic in the form of a "newview" thesis statement:
Some people think ____"oldview"________, but _____"newview"______.
What specific examples can you think of from your experiences and observations to support your point? What thoughts and commentary will you include to explain and reflect on your examples?
Try out two or three attention-catching opening sentences; then, choose one and start writing your first draft.
4. Start drafting your "Personal Essay"
A rough draft is due on Thursday,
A final copy is due on Friday.
As you write, I will circulate around the room to check on the topic and plan for your essay.
1. Today's poem:
"Seconds" by Richard Brautigan (discuss the newview)
2. Continue reading the examples of personal essays that weren't read yesterday:
"My Chinese Family of Four" (handout)
"A Day on Wheels" (Write for College, p.155)
"Growing Up Game" (handout)
"Through the One-Way Mirror" (The Language of Literature, p. 171)
"100 Percent" (handout)
3. Personal Essay prewriting
Write down your topic in the form of a "newview" thesis statement:
Some people think ____"oldview"________, but _____"newview"______.
What specific examples can you think of from your experiences and observations to support your point? What thoughts and commentary will you include to explain and reflect on your examples?
Try out two or three attention-catching opening sentences; then, choose one and start writing your first draft.
4. Start drafting your "Personal Essay"
A rough draft is due on Thursday,
A final copy is due on Friday.
As you write, I will circulate around the room to check on the topic and plan for your essay.
Friday, January 10, 2014
Lesson Plan for Monday, January 13, 2014
Monday, January 13, 2014
1. Silent sustained reading
During SSR, I will pass our folders and pass back reading logs and other corrected work. Students in 7th period should try to finish "On the Rainy River" by Tim O'Brien, p. 627 in the literature book.
2. Read today's poem and discuss the "newview": "Spilled Milk" by John Haines
3. Assignment:
"Personal Essay"
A rough draft is due on Thursday and your final copy on Friday.
Have a topic by tomorrow.
4. Handouts:
Suggested Topics for Your Personal Essay
Instructions and Grading Criteria for Your Personal Essay
5. Read and discuss the following examples of personal essays as time allows (tomorrow we will continue reading the ones we don't get to today):
"The Pity of Brotherly Love" (handout)
"A Day on Wheels" (Write for College, p. 155)
"My Chinese Family of Four" (handout)
"Growing Up Game" (handout)
"100 Percent" (handout)
1. Silent sustained reading
During SSR, I will pass our folders and pass back reading logs and other corrected work. Students in 7th period should try to finish "On the Rainy River" by Tim O'Brien, p. 627 in the literature book.
2. Read today's poem and discuss the "newview": "Spilled Milk" by John Haines
3. Assignment:
"Personal Essay"
A rough draft is due on Thursday and your final copy on Friday.
Have a topic by tomorrow.
4. Handouts:
Suggested Topics for Your Personal Essay
Instructions and Grading Criteria for Your Personal Essay
5. Read and discuss the following examples of personal essays as time allows (tomorrow we will continue reading the ones we don't get to today):
"The Pity of Brotherly Love" (handout)
"A Day on Wheels" (Write for College, p. 155)
"My Chinese Family of Four" (handout)
"Growing Up Game" (handout)
"100 Percent" (handout)
Thursday, January 9, 2014
Lesson Plan for Friday, January 10, 2014
Friday, January 10, 2014
1. Finish reading "On the Rainy River" by Tim O'Brien, p. 627.
2. In your notebook, complete the following "newview" statement and be prepared to explain:
Many people think the cowardice is ______oldview________, but Tim O'Brien suggests that cowardice may be ______newview_______________.
3. When you finish the story, do SSR while we wait for the rest of the class to finish.
4. Hand in "Reading Log #1"
5. Discuss the story.
6. Read today's poem: "It's Always Too Late" by Cid Corman. Discuss that this is a reversal "newview" of the "oldview" that it is "never too late to learn." Discuss in what ways both of these views could be true.
7. Let's try a "newview" of this familiar maxim: "Experience is the best teacher."
8. If time remains, read the personal essay: "The Pity of Brotherly Love" by Andrew Krull (a MyTurn essay from Newsweek magazine). What "oldviews" does Krull switch to "newviews"? How does he use irony to turn even his own thesis into a "newview"?
1. Finish reading "On the Rainy River" by Tim O'Brien, p. 627.
2. In your notebook, complete the following "newview" statement and be prepared to explain:
Many people think the cowardice is ______oldview________, but Tim O'Brien suggests that cowardice may be ______newview_______________.
3. When you finish the story, do SSR while we wait for the rest of the class to finish.
4. Hand in "Reading Log #1"
5. Discuss the story.
6. Read today's poem: "It's Always Too Late" by Cid Corman. Discuss that this is a reversal "newview" of the "oldview" that it is "never too late to learn." Discuss in what ways both of these views could be true.
7. Let's try a "newview" of this familiar maxim: "Experience is the best teacher."
8. If time remains, read the personal essay: "The Pity of Brotherly Love" by Andrew Krull (a MyTurn essay from Newsweek magazine). What "oldviews" does Krull switch to "newviews"? How does he use irony to turn even his own thesis into a "newview"?
Wednesday, January 8, 2014
Lesson Plan for Thursday, January 9, 2014
Thursday, January 9, 2014
1. Hand in "Poet's Toolkit Poem" (typed, edited, final copy)
2. Today's poem:
The sentence on the whiteboard is the complete poem: "The Red Wheelbarrow" by William Carlos Williams. However, it is not in the format in which he wrote it. I would like you to copy the words onto a piece of scratch paper, but to format it into lines and stanzas the way you think it was originally published. (A candy treat to anyone who gets it right. Hints: it has both lines and stanzas and the word "wheelbarrow" in the title is broken into two words in the poem: "wheel barrow.")
3. Lesson (take notes):
Creating a Newview
Teacher/writer William Drew coined the word "newview" to refer to the essential purpose of any piece of writing. There is little point in writing anything that is intended for an audience unless you are telling the reader something that he/she does not already think. Your job as a writer is to change the reader's "oldview" to a "newview," to offer the reader a new way of thinking about something.
Types (categories) of "oldviews":
Values, expectations, reasoning, language
Ways of changing any of the above into a "newview":
Reverse, Add, Subtract, Substitute, Rearrange
You may use this template as a way of formulating the "oldview" to "newview" switch:
Many people assume _________"oldview"______, but, really,___"newview"__________.
Example:
Many people assume that every UCAS student is a stereotypical nerd, but, in reality, UCAS has just about every kind of student that you would find in any high school with maybe just a little bit of nerdiness mixed in.
4. Assignment:
Read: "On the Rainy River" by Tim O'Brien, p. 627.
Use the template above to express how O'Brien creates a "newview" of cowardice. Write the sentence out in your notebook and be prepared to share your answer in class.
Also, while you are reading, I will pass back your "Dialogue" assignment, note your mistakes and try to figure out what you did wrong by noticing how the dialogue is punctuated, paragraphed, and capitalized in the Tim O'Brien story.
1. Hand in "Poet's Toolkit Poem" (typed, edited, final copy)
2. Today's poem:
The sentence on the whiteboard is the complete poem: "The Red Wheelbarrow" by William Carlos Williams. However, it is not in the format in which he wrote it. I would like you to copy the words onto a piece of scratch paper, but to format it into lines and stanzas the way you think it was originally published. (A candy treat to anyone who gets it right. Hints: it has both lines and stanzas and the word "wheelbarrow" in the title is broken into two words in the poem: "wheel barrow.")
3. Lesson (take notes):
Creating a Newview
Teacher/writer William Drew coined the word "newview" to refer to the essential purpose of any piece of writing. There is little point in writing anything that is intended for an audience unless you are telling the reader something that he/she does not already think. Your job as a writer is to change the reader's "oldview" to a "newview," to offer the reader a new way of thinking about something.
Types (categories) of "oldviews":
Values, expectations, reasoning, language
Ways of changing any of the above into a "newview":
Reverse, Add, Subtract, Substitute, Rearrange
You may use this template as a way of formulating the "oldview" to "newview" switch:
Many people assume _________"oldview"______, but, really,___"newview"__________.
Example:
Many people assume that every UCAS student is a stereotypical nerd, but, in reality, UCAS has just about every kind of student that you would find in any high school with maybe just a little bit of nerdiness mixed in.
4. Assignment:
Read: "On the Rainy River" by Tim O'Brien, p. 627.
Use the template above to express how O'Brien creates a "newview" of cowardice. Write the sentence out in your notebook and be prepared to share your answer in class.
Also, while you are reading, I will pass back your "Dialogue" assignment, note your mistakes and try to figure out what you did wrong by noticing how the dialogue is punctuated, paragraphed, and capitalized in the Tim O'Brien story.
Tuesday, January 7, 2014
Lesson Plan for Wednesday, January 8, 2014
Wednesday, January 8, 2014
Check for
preparation:
Poet’s Toolbox Poem (rough
draft)
Read today’s
poem:
“Catch” by Robert Francis
Have students identify some of
the poetic “tools” that Francis is using.
Review the
elements of the poet’s toolbox (on whiteboard)
How effective is your poem in
achieving its central focus or purpose?
Share your
rough draft with at least two other students and get their oral feedback.
Follow the PQP formula for
feedback
P=Praise (tell
them what you liked about it—be specific)
Q=Question (ask
the writer why they did certain things or what they intended)
P=Polish (give a
piece of advice—something they could do to “polish it up”)
Take time to
do revisions to your rough draft (do a whole new 2nd draft if your
poem is short)
Assignment:
Poet’s Toolbox Poem (typed,
edited, final copy—due tomorrow)
Silent,
sustained reading for the remainder of the period
Lesson Plan for Tuesday, January 7, 2014
Tuesday, January 7,
2014
1.
Hand in:
“Dialogue” (worth 10 points)
2.
Lesson:
What makes a poem a poem?
Read today’s poem:
“Absolutes” by Gustave Keyser
Have students take notes on the techniques poets use under the following
categories:
Structure (how the poem looks on the page as
compared to prose)
Sound (the various techniques usually involving some sort of
repetition—e.g. rhyme, rhythm, alliteration, assonance, consonance, whole words
or phrases, onomatopoeia etc.)
Sense (how the poem makes meaning—specific, concrete, sensory
images; figurative language, newness of expression, newness of idea)
3.
Assignment:
“Poet’s Toolkit” Poem
Think of a word or topic that your poem will be about. Pick a person, scene, event, object of
concept that you have strong feelings about (you can love it or hate it, but
you should have strong feelings). Jot down ideas during the prewriting exercise
in class. From your notes try to develop
a central idea of concept and using words, phrases and ideas from your
prewriting, make a poem. I recommend
that you avoid rhyme. Feel no particular
obligation to use everything in your prewriting nor to stick to just the words
and ideas in your prewriting.
Rough draft is due tomorrow.
Typed,
edited final copy is due Thursday.
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