Get a poem packet from Mrs. Gilbert
Read all poems
Respond to the first poem, plus four others of your choose in your journal. Respond to one personally, one based on style, one critically about the world, etc.
Create 3-4 rough poems of your own (also in your journal) on a variety of topics/forms.
Begin rough draft of writing assignment (schedule time ASAP with Mrs. G. to make it up)
By: Mario B.
Monday, January 31, 2005
Friday, January 28, 2005
Freaky Friday -- open mic time, quiz
Today we took a little time to write in our journals (free choice on topic; optional prompt: "This is what I want you to see...") and then we had some "open mic" time where students could read pieces of writing from the week for feedback or just applause.
We finished the block with the quiz over procedures, policies, rules and names.
Homework:
Read for 15 minutes some poetry, fiction or non-fiction and then write for 10 minutes about the reading you completed
AND
Write for 20 minutes where you either describe something happening a.k.a. narrative writting (You can write fiction, non-fiction, or poetry)
We finished the block with the quiz over procedures, policies, rules and names.
Homework:
Read for 15 minutes some poetry, fiction or non-fiction and then write for 10 minutes about the reading you completed
AND
Write for 20 minutes where you either describe something happening a.k.a. narrative writting (You can write fiction, non-fiction, or poetry)
Thursday, January 27, 2005
Metaphors & Procedures, Children's Lit. & Journals
Today we reviewed class procedures and policies by comparing them to objects we brought from home. There will be a quiz on procedures and policies and the names of other students in class tomorrow.
We also read a variety of children's literature and practiced writing about the literature in different ways in our journals: personal reactions, stylistic analysis (using the definitions we put in our journals yesterday), and critical comparison to real life.
Homework: Choose a story, book of poetry, etc. to read for fifteen minutes tonight. Then journal about it for ten minutes. Refer back to the scoring guide passed out in class today.
We also read a variety of children's literature and practiced writing about the literature in different ways in our journals: personal reactions, stylistic analysis (using the definitions we put in our journals yesterday), and critical comparison to real life.
Homework: Choose a story, book of poetry, etc. to read for fifteen minutes tonight. Then journal about it for ten minutes. Refer back to the scoring guide passed out in class today.
Wednesday, January 26, 2005
Potatoes, tasty language, and metaphors
Today we wrote for approximately 30 minutes (in short 10-minute bursts) in our journal. We started with potatos as our inspiration, but could ultimately write about whatever we want. This is one of the first purposes of our journal: to serve as a writer's notebook where we can experiment with the topics, forms, techniques of our choice.
After writing, we shared the examples of "tasty" language that we brought in today (and Mrs. Gilbert checked them off for points). We then compiled a list of what makes a piece of language "tasty" -- You should copy these notes from a classmate because we will be using them in the future. They include the definitions of imagery, figurative language, metaphor, simile, personification, repetition, and diction (as well as some other stuff).
We also read some more interviews.
Finally, the homework has two parts: First, find an object to bring to class that can metaphorically represent one of the class procedures (students were each assigned a particular procedure). Second, try writing 10-15 similes or metaphors in your journal -- they can be silly or serious but don't be boring or cliched.
After writing, we shared the examples of "tasty" language that we brought in today (and Mrs. Gilbert checked them off for points). We then compiled a list of what makes a piece of language "tasty" -- You should copy these notes from a classmate because we will be using them in the future. They include the definitions of imagery, figurative language, metaphor, simile, personification, repetition, and diction (as well as some other stuff).
We also read some more interviews.
Finally, the homework has two parts: First, find an object to bring to class that can metaphorically represent one of the class procedures (students were each assigned a particular procedure). Second, try writing 10-15 similes or metaphors in your journal -- they can be silly or serious but don't be boring or cliched.
Tuesday, January 25, 2005
Rules, respect & "tasty" language
Today we read many of our interviews and began learning each other's names. We also discussed the results of the class survey and, in groups, listed the respectful behaviors we would like to see from one another during class time (and which behaviors we don't want to see!). We also discussed a variety of class-related issues about grading, procedures, books to be read, papers to be written, etc.
We turned in our partner interviews, the grading sheet (with reflection questions) and the syllabus-parent-signature sheet.
As homework, each student should find a variety of examples of "tasty" language -- memorable excerpts from songs, poems, books, movies, etc. that showcase words or phrases that are vivid, that create some sparks when rubbed against one another. A "variety" of examples should be somewhere between 5-20 examples.
We turned in our partner interviews, the grading sheet (with reflection questions) and the syllabus-parent-signature sheet.
As homework, each student should find a variety of examples of "tasty" language -- memorable excerpts from songs, poems, books, movies, etc. that showcase words or phrases that are vivid, that create some sparks when rubbed against one another. A "variety" of examples should be somewhere between 5-20 examples.
Monday, January 24, 2005
Welcome to Advanced Sophomore English!
This blog is where we'll be posting the record of each day's activities and assignments. You'll learn more about being "blogger-for-a-day" later this week.
Don't forget to read the syllabus over with your parents tonight and get their signature on it. Also don't forget to do a final draft of your fascinating, compelling, exciting partner interview.
Don't forget to read the syllabus over with your parents tonight and get their signature on it. Also don't forget to do a final draft of your fascinating, compelling, exciting partner interview.
Subscribe to:
Posts (Atom)