By the time you come to class Tuesday, please have finished reading the novel. Thank you.
learning goal: find at least one way to tweak the existing draft of your ghazal, and be ready to explain the value of this tweak to the couplet or to the whole poem
composing/polishing time (20′)
swap draft with willing partner
volunteer readers of their own or a partner’s draft
intro of CORE instrument
submit draft to TURNITIN; begin work on CORE response
By the middle of Poetry Friday, please have a complete draft of your original ghazal.
I may ask you to submit it to TURNITIN. Please be ready for that possibility. Thank you. I’m excited to read the first runs of these poems.
Rather than grade these drafts, I will ask you to write a guided reflection on the process and product of this exercise. The grade will be based on the clarity, specificity and development of this reflection.
learning goal: identify one artistic choice you have made in your original poem so far, and (in your mind) link this choice to Mr. Brown’s demonstration of possible choices (Jan 23)
ghazal-composition time (40′)
As needed, consult Agha Shahid Ali’s “Basic Points about the Ghazal” in your Poetry Friday folder
reading time (40′); at end of class, return “love sheet” with start and stop pages, and 1-2 sentence comment on Hossseini quotation
learning goal: with which character have I felt the strongest empathy? Why this character?
KR email instructions–supplied and returned
with time remaining, read on towards next Tuesday’s goal of finishing the novel
Given the expectation that you have finished reading the novel by the time you walk into next Tuesday’s class (Feb 3), I recommend you push to read at least to 320 by this Friday. That will give you time to complete the story on time.
learning goal: be able to distinguish between main verbs and other verb forms in a single sentence
demo of marked page
mark your own assigned page
list main verbs in middle column of supplied table
on neighbor’s table, add the subject for each main verb
talk with each other, when discrepancies arise
if time, show three student art pieces to illustrate principles of fiction
demonstration of some choices regarding REFRAIN, RHYME, OPENING COUPLET, COUPLET-PEARLS, SIGNATURE COUPLET
suggested topics: (1) from The Kite Runner–e.g., Baba’s longing for Afghanistan, Amir’s longing for the friendship with Hassan, Hassan’s longing for Amir; (2) personal experience
time to begin composing your own ghazal (complete poem due at end of next Poetry Friday class)
Period G 8:00 am-8:45 am
Period F 8:50 am-9:35 am
Period E 9:40 am-10:25 am
Period D 10:30 am-11:15 am
Period C 11:20 am -12:00
Lunch 12:00 pm-12:35 pm
Period A 12:35 pm-1:15 pm
Period B 1:15 pm-1:55 pm
AS Pep Rally 2:00 pm-2:40 pm
KITE RUNNER READING GOAL: p. 242 by start of class Mon Jan 26
learning goal: what influence do other story elements have on the novel’s themes
show several membean screenshots to represent adult discussion about re-calibrating grade policies
use “pivotal words” sheet to guide reading for the first part of class
in second part, discuss pivotal words in small groups (with extra guidance)