agenda Th/F May 17/18: Poetry Day Review

How many of the year’s poetic terms–listed in your Poetry Folder’s Table of Contents–can you identify and explain from these two poems?

Emily Dickinson’s “After a great pain”

James Wright’s “A Blessing”

 

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agenda T/W May 15/16: review second-semester major works

Eyal Press email

review strengths and insights of 3 paragraphs sent to Eyal Press ; mark one sentence that you see as particularly strong or insightful

exercise with supplied topic (refuge)–small group design and present response outline

predict SG question, based on one of the critical thinking skills above smart and white boards in 410

 

 

agenda 11/14 May 18: read and email

learning goal: how does one of the basic elements of fiction enrich your reading of the novel, The Samurai’s Garden?

Press paragraphs sent; link to exam quote bank

time to read

during last 15′-20′, respond to email re basic elements of fiction

agenda W/Th May 9/10: read

learning goal: what is one notable observation about my focal character, from my reading today? what thoughts and/or feelings do I have in response to this observation?

Honors Day schedule: B 9:35-10:35; D 11:55-12:55  Thu May 10: H 1:50-3:00

Time to read

By end of class, in one quadrant of your SG bookmark, show some notes about your focal character (each of the interior quadrants represents one of the seasons that begin with “Winter” and end with the second “Autumn” chapter).

as just one example of note-taking, here are my notes from the first “Autumn” chapter:

fear and attraction 7 unknown

disrupting calm 14 16 27 etc.

being alone, feeling alone 30

like a samurai 30

richness and mystery 31

life not just from within 43

a big storm 51 mother’s letter

Sachin comes down from mtn 54 (forty years)

courage 57

 

 

 

agenda M/T May 7/8: Poetry Day–walls and games

learning goal: how do you explain the human impulse to express experiences and emotions–for example the drive to create poetry?

Table of Contents: Borling; haiku

off-the-wall poetry: example and experiment (John Borling)

the haiku-who-am-I poetry game; play with a classmate

agenda Th/F May 3/4: read & write

learning goal: Stephen, Matsu, Sachi–on which one of these characters do you find yourself focusing most?  Why do you think this person draws you in more than the other two?

introduction to the day (5′)

reading time (45′)

writing time (20′): an email to bill.brown@hies.org (subject: focal character); in body of email write 5-10-sentence response to question in today’s learning goal; send email by the end of class; begin your email by identifying how far you have read–i.e., what page number

 

agenda T/W May 1/2: start new novel

learning goal: What happens to painting when the viewer sees it in various lights?  What happens to a novel when the same kind of thing happens?

introduction to novel and the bookmark pamphlet

time to read towards this week’s goal–i.e., “Autumn”

agenda F/M Apr 27/30: death of Macbeth

learning goal: How much or how little does the following description fit Macbeth: “Overcoming his queasiness, the soldier ends up submitting to the order, and is then haunted by the thought that he’s colluded in a crime” (E. Press, Beautiful Souls, 7).

15′ group discussion (give each a chance to talk)

start paragraph (specifics TBA, with email; due to TRNTN before next class begins)

start novel (see reading schedule)

 

due F/M Apr 27/30: finish reading play

After finishing the play, take notes in response to the question based on the sentence from Eyal Press’s book, Beautiful Souls. (see this week’s W/Th agenda)

agenda M/T Apr 23/4: Lady Macbeth

learning goal: what is a chiastic story structure? how much does Shakespeare’s play Macbeth fit this structure?

preview/questions about upcoming Poetry Day assignments; review feedback on last original poem)

5.1 moving the needle on Lady Macbeth’s conscience meter

film interpretation of 5.1

moving on to next scenes 5.2 ff.