Be sure to submit the “I used to think” paragraph to TURNITIN by the end of the day you started this writing in class. Thank you.
learning goal: in what particular way did my thinking about The Book Thief change after listening to classmates’ comments?
homework from last week:
Bring to class three passages marked in your copy of The Book Thief (BT).
Be ready to explain (in speech or writing) why you marked these passages.
small groups: 1-1-2 exercise
individual: IUTT-BNIT paragraph (typed)
submit paragraph to TURNITIN
learning goal: what subjects and themes emerge from the opening chapter in the novel? how do the basic elements of fiction contribute to these?
reading time, as time allows
hmwrk reminder: read “Winter” and “Spring” chapters this week, which includes the weekend
learning goal: what do the various physical locations look like? where are which features in relation to each other?
draw one or more of the physical locations, with as much detail as you like–e.g., Stephen’s grandparents’ house in Tarumi, the village of Yamaguchi, the area around and including the grandparents’ house, or another physical location of your choice
enter some content (of your own choosing) on one of the squares inside the SG booklet with reading schedule
leave a thoughtful, original comment to one of the posts about The Samurai’s Garden, found at readingcolors
learning goal: which of the three main characters demands my strongest attention so far? why this person–what is it about him or her that resounds in me to this extent?
read for 50 minutes; afterwards, open your laptop and reply directly to my email–by answering my question(s)
learning goal: how can I develop an idea, instead of repeating it? what strategies help me solve this problem?
next and final stage of writing begun last class–details and due date TBA*
due to TRNTN by start of next class
on prescribed template–with acknowledgments as needed
at least two paragraphs
assessed with Content Writing Rubric
learning goal: over the course of the whole play, what significant changes of conscience occur in Macbeth or Lady Macbeth?
exercise TBA (it will depend on complete copies of your notes templates and conscience meters)*
by the end of class, you will submit a typed, one-page response* to the exercise, along with your two sets of paper
*Macbeth exercise 13,18 Apr 2017
♦ circle 2 separate conscience meters from anywhere in the play
meters that together represent a significant shift in Macbeth’s or Lady Macbeth’s conscience; these meters might represent lines that are close together or lines that are far apart
♦ circle 1 scene-set of side notes
that helps explain the shift represented by your two circled meters; this scene-set of side notes can come from anywhere in the play, not necessarily from the lines represented by either of your circled meters
♦ in a one-page piece of writing**, describe and explain the shift in conscience of Lady Macbeth or Macbeth; do this writing on the prescribed template
**double-space, 1” margins, 12 pt. font;
no need for MLA heading—the template’s heading already includes your name
I will collect them during this Th/Tue class.
Please come to class with these two sets completed. As stated earlier on this blog, please clearly acknowledge any help you received for either set.
learning goal: what are the strongest lines of poetry in the play? what gives these lines special strength?
submit hard copies of your Macbeth reading notes, and your conscience meters; before handing them in, clearly label all sheets (I suggest stapling the collections as one packet
class exercise TBA
learning goal: what can ambiguous statements from a character reveal about that person’s core?
exercise-series based on this question: TBA