12/23 period B, no homework over break

Agenda 

No Red Ink clauses and phrases

Sestina lesson

Hand in your group's sestina before leaving class

Happy Holidays!
Happy New Year!

12/23 C and D, no homework over break

Agenda

Pronoun Reference exercise 3 on Chomp chomp

Sestina lesson

Hand in your group's sestina by the end of class

12/22 G and H, due 1/5/14

Agenda

1.  Sentence editing
2.  Highlighting analysis of Huck Finn chapters 4-6
3.   Common reading and sharing of chapter 7

HW:  read Huck Finn chapters 7-9 on subtext
highlight and comment superstition, prejudice, class, and interpretation (or reading)

E period hw due January 5, 2015

Agenda

1. Phrases and clauses quiz
2. tpcastt "The Fifth Sense" (471) Blue book OR
3. tpcastt "A Narrow Fellow in the Grass" (475) Blue book

HW)   tpcastt analysis of  "What I Can't Tell You"

12/19 period C and D, due 12/23

 Agenda

1. chomp chomp pronoun reference exercise 2
2. share response to tpcastt packet for “The Journey” by Mary Oliver
3. tpcastt analysis for "Barbara Ann's Cruelty" (350) in the orange text

HW) tpcastt analysis for your Poetry Out Loud poem

12/19 B period, hw due 12/23

Agenda

1. Phrases and clauses quiz
2. tpcastt "The Fifth Sense" (471) Blue book
3. tpcastt "A Narrow Fellow in the Grass" (475) Blue book

HW)   tpcastt analysis of  "What I Can't Tell You"

12/18 periods G and H, hw due 12/22

Guidance Presentation

HW)  Read Huck Finn chapters 4-5-6 on subtext or guttenburg, notes on family, youth independence, human rights

12/18 E period HW, due 12/22

1. no red ink clauses and phrases
2. breaking down tpcastt
3. whole class applying tpcastt Tenement Room Chicago (452) blue
4. small groups tpcastt Richard Wilbur “The Writer” (458) blue

HW)  select a poem from Poetry out Loud to apply a tpcastt analysis 
prepare for phrases and clauses quiz

12/17 periods C and D, hw due 12/19

Agenda

1. chomp chomp pronoun reference exercise 1
2. breaking down tpcastt
3. whole class
   applying tcpastt “Barbara Ann’s Cruelty” (350) orange text
4.  small group tpcastt “The Shooting of John Dillinger” (353)

HW)  tpcastt packet for “The Journey” by Mary Oliver

B period 12/17, hw due 12/19

Agenda

1. no red ink clauses and phrases
2. breaking down tpcastt
3. whole class applying tpcastt Tenement Room Chicago (452) blue
4. small groups tpcastt Richard Wilbur “The Writer” (458) blue

HW)  select a poem from Poetry out Loud to apply a tpcastt analysis

12/16 periods G and H, due 12/18

Agenda

1. prep for poetry out loud presentations
2. poetry out loud presentations
3. direct instruction for tpcastt process of analysis
4. pre-reading work for Huckleberry Finn
5. download Huck Finn to ipad on subtext

Hw) Read Huck Finn chapters 1-2-3 on subtext, notes on superstition, class, prejudice and irony

IF YOU CAN'T DOWNLOAD THE BOOK FOR FREE, JUST GET THE FREE PREVIEW.  TRY DIFFERENT VERSIONS OR TRY SIGNING IN TO SUBTEXT AS A TEACHER TO SEE WHAT WORKS

12/16 period E, hw due 12/18

Agenda

 

1. prep for poetry out loud presentations
2. poetry out loud presentations
3. direct instruction for tpcastt process of analysis
4. sophomore blue book:  “Out, out” by Robert Frost (441) 

HW :  packet analysis for "Fifteen" by William Stafford

12/15 periods C and D, hw due 12/17

Agenda

prep for poetry out loud presentations

poetry out loud presentations

direct instruction for tpcastt process of analysis

text book poems

freshmen orange text book:  “The Way It Is” by Gloria Oden (363)

HW:  packet analysis of Mary Oliver's "A Summer's Day"

12/15 period B hw, due 12/17

Agenda

prep for poetry out loud presentations
poetry out loud presentations
direct instruction for tpcastt process of analysis
sophomore blue book:  “Out, out” by Robert Frost (441) 

HW :  packet analysis for "Fifteen" by William Stafford

12/15 period B homework due 12/17 poetry analysis of "Fifteen" by William Stafford

Fifteen 
William Stafford 

        South of the Bridge on Seventeenth
        I found back of the willows one summer
        day a motorcycle with engine running
        as it lay on its side, ticking over
5      slowly in the high grass. I was fifteen.

        I admired all that pulsing gleam, the
        shiny flanks, the demure headlights
        fringed where it lay; I led it gently
        to the road and stood with that
10    companion, ready and friendly. I was fifteen.

        We could find the end of a road, meet
        the sky on out Seventeenth. I thought about
        hills, and patting the handle got back a
        confident opinion. On the bridge we indulged
15    a forward feeling, a tremble. I was fifteen.

        Thinking, back farther in the grass I found
        the owner, just coming to, where he had flipped
        over the rail. He had blood on his hand, was pale—
        I helped him walk to his machine. He ran his hand
20    over it, called me a good man, roared away.

        I stood there, fifteen.

"Summer Day" poem for analysis by periods C and D homework, due 12/17

The Summer Day by Mary Oliver

Who made the world?
Who made the swan, and the black bear?
Who made the grasshopper?
This grasshopper, I mean--
the one who has flung herself out of the grass,
the one who is eating sugar out of my hand,
who is moving her jaws back and forth instead of up and down--
who is gazing around with her enormous and complicated eyes.
Now she lifts her pale forearms and thoroughly washes her face.
Now she snaps her wings open, and floats away.
I don't know exactly what a prayer is.
I do know how to pay attention, how to fall down
into the grass, how to kneel in the grass,
how to be idle and blessed, how to stroll through the fields,
which is what I have been doing all day.
Tell me, what else should I have done?
Doesn't everything die at last, and too soon?
Tell me, what is it you plan to do
With your one wild and precious life?

G and H 12/12, due 12/16

1.  Paired assessment of Watership Down essay


2.  Rewrite your poem by hand several times. Each time, try to write more and more of it from memory.

3.   Develop a list of bad habits that take away from a performance, such as inaudible volume, speaking too quickly, monotone, fidgeting, overacting, etc.




4.    Then develop a list of elements of a successful recitation, such as sufficient volume, an appropriate speed with the proper pauses, voice inflection, evidence of understanding, etc.

5.      Play portions of the audio and the videos as further examples.

6.   Share and examine the poetry out loud rubric
Hw) 
A)   Rehearse, rehearse, rehearse  for Poetry Out Loud
Read your poem aloud before going to sleep at night, and repeat it when you wake up.
Carry around a copy of your poem. You’ll find several moments throughout the day to reread or recite it.
Practice your poem by saying it to family and friends. 

B)  Prepare for Misplaced modifier quiz

12/12 E period, hw due 12/16

1.Capitalization quiz

2.  Rewrite your poem by hand several times. Each time, try to write more and more of it from memory.

3.   Develop a list of bad habits that take away from a performance, such as inaudible volume, speaking too quickly, monotone, fidgeting, overacting, etc.




4.    Then develop a list of elements of a successful recitation, such as sufficient volume, an appropriate speed with the proper pauses, voice inflection, evidence of understanding, etc.
5.      Play portions of the audio and the videos as further examples.

6.   Share and examine the poetry out loud rubric
Hw)  Rehearse, rehearse, rehearse 
Read your poem aloud before going to sleep at night, and repeat it when you wake up.
Carry around a copy of your poem. You’ll find several moments throughout the day to reread or recite it.
Practice your poem by saying it to family and friends.

12/11 periods C and D, due 12/15

• Rewrite your poem by hand several times. Each time, try to write more and more of it from memory.
• Read your poem aloud before going to sleep at night, and repeat it when you wake up.
• Carry around a copy of your poem. You’ll find several moments throughout the day to reread or recite it.
• Practice your poem by saying it to family and friends.
•       
Practice and model recitation skills in the classroom.
• With the class, develop a list of bad habits that take away from a performance, such as inaudible volume, speaking too quickly, monotone, fidgeting, overacting, etc.
• Then develop a list of elements of a successful recitation, such as sufficient volume, an appropriate speed with the proper pauses, voice inflection, evidence of understanding, etc.
• Play portions of the audio and the videos as further examples.
• Recite poems yourself--this is a powerful way to show students it can be done.
• Share and examine the poetry out loud rubric

Hw)  Rehearse, rehearse, rehearse for Poetry Out Loud performances next Monday

12/11 B period, hw due 12/15

Agenda for period B on 12/11/14

• Capitalization quiz
• 
  
• Rewrite your poem by hand several times. Each time, try to write more and more of it from memory.
• Read your poem aloud before going to sleep at night, and repeat it when you wake up.
• Carry around a copy of your poem. You’ll find several moments throughout the day to reread or recite it.
• Practice your poem by saying it to family and friends.
•       
Practice and model recitation skills in the classroom.

• With the class, develop a list of bad habits that take away from a performance, such as inaudible volume, speaking too quickly, monotone, fidgeting, overacting, etc.
• Then develop a list of elements of a successful recitation, such as sufficient volume, an appropriate speed with the proper pauses, voice inflection, evidence of understanding, etc.
• Play portions of the audio and the videos as further examples.
• Recite poems yourself--this is a powerful way to show students it can be done.
• Share and examine the poetry out loud rubric

Hw)  Rehearse, rehearse, rehearse

12/10 period G and H, due 12/12

Agenda 

• Misplaced modifiers exercise 4 in Chomp, chomp
• Peer editing, teacher conferencing for final draft of Watership Down essay

Hw) final draft of WD essay

prep for misplaced modifiers quiz

12/10 E period, hw due 12/12

Agenda

1. capitalization part 2
2.  Harlem Renaissance poems
3. poetry out loud day 1
4. poetry out loud videos:  "Why POL?"; "How to pick a poem"
5. selecting metered and free verse poems

Hw)  select 1 free verse and 1 metered and rhymed poem that you may use in Poetry Out Loud 
copy the two poems out in your own hand writing

12/9 period C and D, hw due 12/11

1. begin poetry out loud experience with videos
2. examine rubric for poetry out loud
3. identify poems that accentuate aspects of the rubric

Poetry Out Loud web site and resources


H:  select 2 poems  1 metered and rhymed, the 2nd free verse from the poetry out loud.org web site begin to memorize it,  12 line minimum, not Lewis Carrol's "slithy toths" or Robert Frost's "whose woods these are  . ."

B period homework 12/9, due 12/11

1. capitalization part 2
2. poetry out loud day 1
3. video of past winners
4. selecting metered and free verse poems
5.  

Poetry Out Loud resources

HW)  select 2 poems  1 metered and rhymed, the 2nd free verse from the poetry out loud.org web site begin to memorize it,  12 line minimum, not Carrol's "slithy toths" or Frost's "whose woods these are  . ."

study for capitalization quiz

G and H period 12/8, due 12/10

Agenda:

1. Misplaced modifiers exercise 1 in Chomp, chomp
2. Peer editing, teacher conferencing for draft 1 of Watership Down essay

Hw)  2nd draft of WD essay
submit early to Mr. Howell for chance to be used as writing workshop paper.  The ones that are selected for copying and class revision work will receive 5 extra credit points.

E period 12/8, hw due 12/10

Agenda
 

1. no red ink Capitalization
2. poetry dictation:  first study poems with various line arrangements, then dictation with “Plovers” by William C Williams
3. direct instruction on line length and sound in poetry:  
4. Key vocab: enjambment, punctuation, syntax 
5. Begin writing one poem that employs all of the above concepts  

HW)  Write a poem using significantly different line lengths.  Write a paragraph explaining why the line lengths were important

12/5 period C and D, due 12/9

Agenda

1. misplaced modifier practice, exercise 3
2. pair/share haikus
3. pond poems from Mary Oliver

HW) study for misplaced modifier quiz

write your own pond poem

12/5 period B, hw due 12/9

Agenda

1. no red ink Capitalization
2. poetry dictation:  first study poems with various line arrangements, then dictation with “Plovers” by William C Williams
3. direct instruction on line length and sound in poetry:  
4. Key vocab: enjambment, punctuation, syntax
5. Begin writing one poem that employs all of the above concepts

HW)  Write a poem using significantly different line lengths.  Write a paragraph explaining why the line lengths were important

12/4 G and H periods, hw due 12/8

Agenda for 12/4

• misplaced modifiers exercise 2 chomp chomp
• check in Watership Down graphic organizer
• drafting of Watership Down essay

HW) finish 1st draft of Watership Down essay due 12/8

study for misplaced modifiers quiz

12/4 E period, hw due 12/8

Agenda:

1. apostrophe quiz
2. poetry dictation:  Wright “Meditation on Song and Structure”,  Auden’s “Domeday Song”, Poe’s “Bells”
3. direct instruction on sound in poetry:  alliteration, assonance, consonance, onomatopoeia and slant rhymes
4. Key vocab::  alliteration, assonance, consonance, onomatopoeia and slant rhymes
5. Begin writing one poem that employs all of the above concepts

HW)  write a poem with sound effects

identify the sound effects in the margins

first draft and revision required

12/3 period B agenda and hw due 12/5

Agenda:

1. apostrophe quiz
2. poetry dictation:  Wright “Meditation on Song and Structure”,  Auden’s “Domeday Song”, Poe’s “Bells”
3. direct instruction on sound in poetry:  alliteration, assonance, consonance, onomatopoeia and slant rhymes
4. Key vocab::  alliteration, assonance, consonance, onomatopoeia and slant rhymes
5. Begin writing one poem that employs all of the above concepts

HW)  write a poem with sound effects

identify the sound effects in the margins

first draft and revision required

12/3 periods C and D, homework due 12/5

• Agenda 
  
  
   
  misplaced modifiers chomp chomp exercise 2
  
  
• final self-assessment and hand in “Contender” essay
   
  “Poison Tree” lesson in orange literature book (342)
• 
  
• review Haiku structures and read haikus on page 359
  
  

HW)  write 3 haikus with proper syllable count:  2 serious, 1 ironic

12/2 periods G and H, due 12/4

• Agenda
  watership down quiz
• jigsaw myths to reality chapters
• chapter 22 “The Story of the Trial of El-ahrairah”, p. 161
• chapter 31 “The Black Rabbit of Inle”, p. 268
• chapter 41 “The Story of Rowsby Woof and the Fairy Wogdog”, p 394
• outlines for watership down myths

Hw) complete outline or graphic organizer for Watership Down

E period December 2, hw due 12/4

Agenda
1.  Apostrophe 2 on noredink 
2.  wrap up 1 pager on what you're thankful for (Thanksgiving break hw)
3.  poetry dictation:  teacher dictates poem or a stanza, students attempt to write it down in poetic form-
4.  direct instruction:  rhythm and rhyme in poetry:   free verse, sonnets: metered verse
5.  key vocab:  sonnet, stanza, meter, rhyme, image
6.  begin writing one poem that has meter and rhyme, a second poem in free verse.  Write about daily experience, routines and perceptions.

HW)  
1.   study for quiz on apostrophes
2.   finish your two poems:  one free verse, one rhymed
each poem minimum 12 lines

12/1 Green day, periods C and D agenda hw due 12/3

12/1

Period C and D

Agenda:

1. Chomp Chomp misplaced modifiers,exercise 1
2.   writing workshop
3. peer editing and teacher conferencing
4. final revisions Contender paper

HW) final draft, printed in proper format 

• 12 pt times new roman
• double-spaced
• proper heading

Recited poems 12/1 and 12/2 for B and E period

"New World" by N. Scott Momaday

At noon
turtles
enter
slowly
into
the warm
dark loam.
Bees hold
the swarm.
Meadows
recede
through planes
of heat
and pure
distance.

"SONNET 30"

by William Shakespeare

When to the sessions of sweet silent thought
I summon up remembrance of things past,
I sigh the lack of many a thing I sought,
And with old woes new wail my dear time's waste:

Then can I drown an eye, unus'd to flow,
For precious friends hid in death's dateless night,
And weep afresh love's long since cancell'd woe,
And moan the expense of many a vanish'd sight:

Then can I grieve at grievances foregone,
And heavily from woe to woe tell o'er
The sad account of fore-bemoaned moan,
Which I new pay as if not paid before.

But if the while I think on thee, dear friend,
All losses are restor'd and sorrows end.

from "Song of the Open Road"

By Walt Whitman

1

Afoot and light-hearted I take to the open road,

Healthy, free, the world before me,

The long brown path before me leading wherever I choose.

Henceforth I ask not good-fortune, I myself am good-fortune,

Henceforth I whimper no more, postpone no more, need nothing,

Done with indoor complaints, libraries, querulous criticisms,

Strong and content I travel the open road.

Green Day period B 12/1, homework due 12/3

Agenda:
1.  Apostrophe 2 on redink 
2.  wrap up 1 pager on what you're thankful for (Thanksgiving break hw)
3.  poetry dictation:  teacher dictates poem or a stanza, students attempt to write it down in poetic form-
4.  direct instruction:  rhythm and rhyme in poetry:   free verse, sonnets: metered verse
5.  key vocab:  sonnet, stanza, meter, rhyme, image
6.  begin writing one poem that has meter and rhyme, a second poem in free verse.  Write about daily experience, routines and perceptions.

HW)  study for quiz on apostrophes
finish your two poems:  one free verse, one rhymed
each poem minimum 12 lines