17 Tuesday Oct 2017
Posted in submission, agenda, discussion, direct instruction, short stories
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
13 Friday Oct 2017
Posted in agenda, assessment, direct instruction, short stories
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?
03 Tuesday Oct 2017
Posted in agenda, direct instruction, discussion, listening, presentation
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
25 Monday Sep 2017
Posted in agenda, direct instruction, feedback, vocabulary
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
13 Wednesday Sep 2017
Posted in agenda, direct instruction, short stories, submission
learning goal: how does a particular detail in Camus’s “The Guest” affect your thinking about the overall story?
review gordimer model–with Content Writing Rubric
review 11-part paragraph structure (notice 11 part, not 11 sentence)
start writing camus paragraph (using focus view), finish reading story (if needed)
submit current writing to TRNTN by end of class (Camus paragraph.class start)–unless your reading time means you have not yet started writing (D block excepted)
before next class, submit complete paragraph to TRNTN (Camus paragraph.complete) Be very sure to acknowledge any help you receive from another person or source. That’s what the acknowledgment footer is for.
07 Thursday Sep 2017
Posted in agenda, assessment, direct instruction, reading, short stories
learning goal: how do yo know what you know about either Daru or the Arab in Camus’s short story “The Guest”?
map warm-up
whole group reading and discussion of first two pages
individual reading of rest of story (with brief notes added while reading)
follow-up paragraph TBA
04 Monday Sep 2017
Posted in agenda, direct instruction, poetry
learning goals: symbol, concrete imagery, metaphor, internal rhyme, alliteration
for those who want: time to share their new poems (due to TRNTN by start of this class)
Show Canvas Page entitled “Poetry Day,” and its links to updated google docs
read, study and discuss the day’s poems (mark examples of the day’s poetic tools in the these poems)
25 Friday Aug 2017
Posted in agenda, assessment, direct instruction, submission
learning goal: what is the Qmark Tally Sheet? where should I keep it?
review Poetry Day terms and assignment*
distribute Qmark Tally and Descriptor sheets
explain today’s in-class writing
begin writing (200-400 words)
submit writing to “Heaney quote” writing to TURNITIN (H block by midnight Monday, Aug 28)
*animal poem of at least fifteen lines, tethered to either Milosz’s or Horace’s view of poetry (see ars poetica section of Poetry Day 1 hand-outs); due to TURNITIN before Poetry Day #2 (Tue/Wed Sep 5/6))
23 Wednesday Aug 2017
Posted in agenda, direct instruction, listening, poetry
learning goal: what various effects can run-on lines produce in a poem?
distribute day’s sheets
fill in table of contents for today: Milosz, Horace, Rilke; ars poetica, alliteration, run-on line, hyperbole
Liesel-Animal warm-up: five-line poem
share warm-up poems with others
complete ars poetica section
Observe and consider today’s poems–use OCC sheet
share observations considerations
hear and begin thinking about original-poem assignment (due to TURNITIN before next Poetry Day)
17 Wednesday May 2017
Posted in agenda, direct instruction, discussion, Macbeth, The Kite Runner
learning goal: what overlaps (large or small) exist between Shakespeare’s play and Hosseini’s novel? what insights emerge from this comparison–insights about either work, about literature in general, or about life and the human condition?
exercises TBA–based on elements of fiction, and this trio of story-aspects (conflict, resolution, revelation)
with a side order of poetry and poet’s tools
