SPECIAL NOTE: YOU ARE ELIGIBLE TO REVISE A SECOND ASSIGNMENT ONLY AFTER HAVING COMPLETED THE FIRST REVISION. A REVISION IS COMPLETE, ONCE YOU HAVE RETURNED THE ANNOTATED RUBRIC.
review, revise, re-submit PDFs (acknowledge reading partners in footer of revised PDF, before submitting to TURNITIN)
intro to odes, Neruda
learning goal: On which Quickmark(s) do I need to focus first? Do I understand the problem and various solutions?
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(B block 10HB1718) Class Code:
(D block 10HD1718) Class Code:
(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
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
learning goal: how important to the overall effect is the character of the narrator?
Quickmark Tally Sheet: In the column labelled “Heaney quote 8/27” put a hash mark in the appropriate row each time a quick mark appears on the text of this assignment
- • study story with guide questions about character of narrator
- write notes on Q sheet–at least one note for each of the questions
- • talk with others about character of narrator
- what one or two adjectives from your group describe the narrator?
- what is importance of this particular teller-character to story’s overall effect?
- how does this person’s telling the story affect the meaning you make from Nadine Gordimer’s story?
hmwrk: work on your animal poem, which is due to TRNTN before next Poetry Day
learning goal: what approaches work best for final proofreading of a formal letter? why these?
feedback for Mr. Brown’s letter
feedback from Mr. Brown on your draft #3: collective and individual
collective: remove header/footer, quotations (citing, giving context, etc.), headings, addressing envelopes
individual: see TRNTN
revise, print, and hand to classmate for hard-copy proofreading
if necessary, print new clean copy
if planning to send, fold letter into addressed envelope–leaving envelope unsealed
learning goal: how do I start a poem?
revise & submit to TRNTN (Hosseini letter draft #3.mechanics)–if not submitted in class, do so before end of the day
Wm. C. Wms. exercise (submit)
poem work try starts for your own poem
learning goal: how well does my letter attend to basic questions for writing in general, and for letter-writing in particular?
what am I writing, for whom? what is its central purpose? how can I best shape the writing for its audience and purpose?
what are basic principles of effective formal-letter writing?
time for feedback
time for revising, and re-submitting
learning goal: what several changes to my current poem draft will sharpen the imagery and tighten the overall poem?
time to work on the poem assignment for next Poetry Day (Wed Oct 26): ten tanka or calendar poem
if you want, bring printed copy to Mr. Brown for feedback
learning goal: what do these three Quickmarks have in common: “Active Voice,” “Adj Spec,” and “There is”?
warm-up: reactions to data about chosen masterpieces (10′)
Qmark instruction (15′) see learning goal
revision time (40′) for “SS assessment” about a masterpiece
submission time (5′) submit revision to TURNITIN (SS assessment | Revision 1)
due by midnight of day revisions start in class (Thu or Fri)