agenda Th/F Oct 19/20: essay progress

learning goal: we know what it’s like to _______________

brainstorm ways to complete the statement in today’s learning goal

identify brief passages to use in each of the essay’s three body paragraph (3 per paragraph–i.e., one for each of the paragraph’s eleven parts)

decide which of the basic elements you plan to discuss in the paragraphs (teller’s position, character, setting, plot)

you can use just one throughout the entire essay, if you see story’s using that one in various ways; or you could use some combination of these

since you are comparing three stories against each other, consider using similar elements–a bit like using the same yardstick to measure three pieces of fabric

aim to have one more paragraph at least started, if not finished, by the end of today’s class (deposit that additional paragraph to TURNITIIN when ready; deadline TBA)

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agenda T/W Oct 17/18: compare, discuss, outline

learning goal: how do the second and third-choice stories compare to the one that evokes the most empathy?  Where do they fall short?

group discussions (cf. student discovery paragraph from PDF & Lucille Clifton’s windows and mirrors)

outlines

next steps & timeline

 

agenda F/M Oct 13/16: empathy

learning goal: what is empathy?  which of our stories so far evokes the most empathy? how does it do this with the basic fictional elements of setting, character and plot?

intro to paragraph assignment

time to write

submit writing

Use one, two, or three of the basic elements of fiction in explaining your answer to the question below.

Compose your response in a paragraph that uses the 11-part-paragraph structure.

In each of the three parts of your paragraph, include at least one brief passage from the story.

“The Ultimate Safari” “The Guest” “In a Grove” “A Very Old Man with Enormous Wings”

The question:

Which of our stories evokes the most empathy in readers? How does it do this with one, two, or three of the basic fictional elements: setting, character, teller’s position, plot?

guiding questions for fiction

11-part paragraph

agenda T/Th Oct 10/12: Poetry Day; Neruda, ode, metaphor

learning goal:

review, revise, re-submit PDFs (acknowledge reading partners in footer of revised PDF, before submitting to TURNITIN)

intro to odes, Neruda

membean clarification

 

agenda Th/F Oct 5/6: inherited stories

learning goal: what gifts do we inherit from the four short stories we have read so far–as readers, writers, thinkers, human beings?

For example, which of the four stories evokes the most empathy in its readers?  How does it do this?

check reading journals

individually, and in small groups: Guiding Questions for Fiction

small group presentations

individual writing time

reminder re membean

agenda T/W Oct 3/4: the good around us

learning goal: how can fictional stories encourage us to see the good around us?

 

agenda F/M Sep 29/Oct 2: Colombia

learning goal: how does Gabriel Garcia Marquez’s short story affect your thinking about angels?

read story (TBA)

write response (TBA)

weekly membean expectations* begin for week of Mon Oct 2 – Sun Oct 8

*Typically, a membean week runs monday thru sunday.

As recommended the membean staff, do a series of brief learning sessions over the course of the week.  Let the learning sink in over time, rather than trying to cram at the last minute.  The point of using membean is to build a more robust vocabulary, in order to become a more forceful and flexible writer.  Once you find a weekly rhythm, stay with it.  Exercise discipline.

The corresponding weekly grading scheme looks like this:

• 90% for at least 45 minutes with at least 3 learning sessions on different days, and each session lasting at least 10 minutes (15 minutes works better)
• 100% for 60 minutes or more, with the same expectations as above
• 0% for totals below 45 minutes, regardless of number of sessions or days
• students with significant “dubious minutes” receive 0% for the week (I define when the number of dubious minutes becomes significant)
  • conference required of those receiving 0% for dubious minutes
  • zeroes continue for each week, until conference has occurred
• grade entered as “class preparation”

agenda M/T Sep 25/26: review revised paragraph, membean, refuge poem, etc.

learning goal: On which Quickmark(s) do I need to focus first?  Do I understand the problem and various solutions?

Visit membean.com/enroll  & Enter this code:

(B block 10HB1718) Class Code: H2SQEU3

(D block 10HD1718)  Class Code: H2SQDQQ

(H block 10HH1718)  Class Code: H2SQEEU

15 minutes this week; next week begins regular weekly expectations (TBA)

 

QM Tally Sheet: intro and completion

 

Refuge Poem: “shootin’ the breeze”–a mild refuge poem

camus acceptance speech exercise, if circumstances warrant

 

agenda T/W Sep 19/20: review and refine Camus paragraph

learning goal: Which one of the five criteria from the “Content Writing Rubric” needs the most work in my current draft of the Camus Paragraph?

rushed early draft, confusing deadline for next draft, some struggle with story’s content, challenging nature of assigned question, first “minor grade” assignment, introduction to idea of “11-part paragraph,” etc.

therefore, need time to address these challenges–as whole class and with reading partners

and time to revise, and submit new draft to TURNITIN before next class (Th/F Sep 21/22), and to update acknowledgment-footer to include most recent help from partners and any other sources

agenda F/M Sep 15/18: Poetry Day

learning goal: where do you find examples of the day’s terms in today’s poems by these African and Caribbean authors

 

Senghor, Awoonor, Walcott–Senegal, Ghana, St. Lucia;  

review terms from previous poetry days: alliteration, run-on line, hyperbole, symbol, concrete imagery, metaphor, internal rhyme

read and enjoy today’s poems