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

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

 

10H.03Oct17

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weekly MEMBEAN expectations start Mon Oct 2

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 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

assignment reminder: refuge poem (Wed/Thu Sep 27/28)

Remember that your original refuge poem is due to TURNITIN before the next poetry day begins.

_____________________

As you compose your poem, consider this paragraph from Eavan Boland’s introduction to her book, After Every War: Twentieth Century Women Poets:

The problem with human catastrophe is that it can be remembered all too well.  But it is much harder to re-imagine it.  What brings it from the domain of fact to the realm of feeling is often just a detail.   A cup, a shoe, an open window, a village roof with missing slates.  Once we see it, we recognize it.  That could have been me, we suddenly think.  I could have been there.  That moment of private truth, simply because it cuts history down to size, has a rare value. (3)

Although you are not necessarily writing about catastrophe, this passage suggests ways to bring alive the speaker or characters of your poem.  Notice how much value Boland sees in “just a detail.”

Enjoy your writing.  Start early enough that you have time to play with lines, ideas, and details.  Give the poem time to simmer on the stove, rather than flash-frying it at the last minute.