Tuesday, March 2
Debrief Of Mice and Men; turn in Ch. 6 Reading Guide
Discuss and complete packet pages on:
- Theme
- Motif
- Symbols
Introduce literary analysis essay assignment and outline guide
HW: Begin reviewing reading guides and background info (Steinbeck bio. handout, Riding the Rails guide) for the unit exam on March 10th
Thursday, March 4
Lecture: Organizing a literary analysis essay
Choosing a theme and writing a thesis statement
In-class quote-hunting and outlining time
HW: Write a complete first draft of your essay for peer review on Monday, March 8th
Looking Ahead: Peer Review – Monday, March 8th
In-class review trivia game – Monday, March 8th
Unit Exam – Wednesday, March 10th
Literary Analysis Essay DUE – Monday, March 15th
Saturday, February 27, 2010
Weekly Agenda: March 1-5, 2010
Tuesday, March 2
Introduction to Imagery
- Vocabulary
- Concrete vs. Abstract language
- Practice: Writing imagery-rich descriptions → poetry
- Example: “Sorting Laundry”
- Journal Prompt: Describe or portray a relationship through a series of specific sensory images (the more senses, the better)
HW: Select 5 poems to refine and revise for the Term Portfolio
Thursday, March 4
Introduction to Symbolism and Theme
- vocabulary
- Examples: “The Road Not Taken” and “Fire and Ice”
- Journal Prompt: Just as Frost did with the “road” and “fire and ice”, select an object and shape it into a symbol representing something bigger or deeper. Your poem should turn the object into something more than it once was, and suggest a theme or message through it.
If time: Work on Term Portfolio revisions (remember, they must be typed)
HW: Review terms for vocabulary quiz on March 8th
Introduction to Imagery
- Vocabulary
- Concrete vs. Abstract language
- Practice: Writing imagery-rich descriptions → poetry
- Example: “Sorting Laundry”
- Journal Prompt: Describe or portray a relationship through a series of specific sensory images (the more senses, the better)
HW: Select 5 poems to refine and revise for the Term Portfolio
Thursday, March 4
Introduction to Symbolism and Theme
- vocabulary
- Examples: “The Road Not Taken” and “Fire and Ice”
- Journal Prompt: Just as Frost did with the “road” and “fire and ice”, select an object and shape it into a symbol representing something bigger or deeper. Your poem should turn the object into something more than it once was, and suggest a theme or message through it.
If time: Work on Term Portfolio revisions (remember, they must be typed)
HW: Review terms for vocabulary quiz on March 8th
Sunday, February 21, 2010
Weekly Agenda: February 22-26, 2010
Monday, February 22
Introduction to rhythm and meter
- Vocabulary
- Types of meter
- Intro to basic scansion – marking stressed and unstressed syllables
- Examples: “Stopping by Woods…”; listen to “Eleanor Rigby”
- Scansion on “Eleanor Rigby”
In-class Journal Prompt: Take a headline from a newspaper, magazine etc. and make it the title of your poem. Be sure to reference where you found the headline.
HW: None
Wednesday, February 24
Volunteers share poems
Review types of meter (iamb, spondee, trochee, dactyl)
Read and conduct scansion on: “When I Was One-and-Twenty” and “Song of the Powers”
In-class Journal Prompt: Write a poem on the topic of your choice. Adopt a regular rhythm pattern of your choice. Cluster – Compose -- Share
HW: Review vocabulary for a poetic terminology quiz\
Friday, February 26
Terminology Quiz
Volunteers share poems
Intro to Voice, Tone & Diction
- Vocabulary
- Read and discuss “Grass” and “Civilian” – analyze voice, tone, and diction
- Practice: Describe a scene from the angle you select; use voice, tone, and diction accordingly
- In-class Journal Prompt: Choose an object, person, place, event, etc. Write 3 short poems about it, each from a different voice or tone. Vary diction, too, if you can. For instance, you could choose to sound like three very different people
HW: None, unless you need to complete prompt.
Introduction to rhythm and meter
- Vocabulary
- Types of meter
- Intro to basic scansion – marking stressed and unstressed syllables
- Examples: “Stopping by Woods…”; listen to “Eleanor Rigby”
- Scansion on “Eleanor Rigby”
In-class Journal Prompt: Take a headline from a newspaper, magazine etc. and make it the title of your poem. Be sure to reference where you found the headline.
HW: None
Wednesday, February 24
Volunteers share poems
Review types of meter (iamb, spondee, trochee, dactyl)
Read and conduct scansion on: “When I Was One-and-Twenty” and “Song of the Powers”
In-class Journal Prompt: Write a poem on the topic of your choice. Adopt a regular rhythm pattern of your choice. Cluster – Compose -- Share
HW: Review vocabulary for a poetic terminology quiz\
Friday, February 26
Terminology Quiz
Volunteers share poems
Intro to Voice, Tone & Diction
- Vocabulary
- Read and discuss “Grass” and “Civilian” – analyze voice, tone, and diction
- Practice: Describe a scene from the angle you select; use voice, tone, and diction accordingly
- In-class Journal Prompt: Choose an object, person, place, event, etc. Write 3 short poems about it, each from a different voice or tone. Vary diction, too, if you can. For instance, you could choose to sound like three very different people
HW: None, unless you need to complete prompt.
Weekly Agenda: February 22-26, 2010
Monday, February 22
Turn in Ch. 3 RG (if not already in)
In-class writing: Ch. 3 Journal
Group Quote Hunt Activity #1
In-class reading time: Begin Ch. 4, pp. 66-76; Answer RG Questions #1-3
HW: Read to p. 76 and complete assigned RG questions, if necessary
Wednesday, February 24
Vocabulary Quiz
New Vocabulary
Discuss HW reading and RG
Finish reading Ch. 4 (to p.83) and complete Ch. 4 RG
In-class Writing: Ch. 4 Journal
HW: Begin reading Ch. 5, pp.84-91; answer questions #1-4
Friday, February 26
Discuss HW reading and RG
Finish Ch. 5 – complete and turn in Ch. 5 Reading Guide
In-class writing: Ch. 5 Journal
Quote Hunt Activity – Character Analysis (packet)
HW: Finish reading Of Mice and Men; complete Ch. 6 RG Questions
Turn in Ch. 3 RG (if not already in)
In-class writing: Ch. 3 Journal
Group Quote Hunt Activity #1
In-class reading time: Begin Ch. 4, pp. 66-76; Answer RG Questions #1-3
HW: Read to p. 76 and complete assigned RG questions, if necessary
Wednesday, February 24
Vocabulary Quiz
New Vocabulary
Discuss HW reading and RG
Finish reading Ch. 4 (to p.83) and complete Ch. 4 RG
In-class Writing: Ch. 4 Journal
HW: Begin reading Ch. 5, pp.84-91; answer questions #1-4
Friday, February 26
Discuss HW reading and RG
Finish Ch. 5 – complete and turn in Ch. 5 Reading Guide
In-class writing: Ch. 5 Journal
Quote Hunt Activity – Character Analysis (packet)
HW: Finish reading Of Mice and Men; complete Ch. 6 RG Questions
Monday, February 15, 2010
Weekly Agenda: February 16-19
Tuesday, February 16
Discuss Ch. 2 Reading Guide – Turn in
In-class writing: Ch. 2 Journal – volunteers share
Revisit novel’s major themes: Evidence and examples?
Begin reading Ch. 3: pp. 38-49; answer RG questions #1-3
HW: Review vocabulary for quiz; read through p.49
Thursday, February 18
Vocabulary Quiz
Ch. 3 vocabulary activity
Introduction to motifs (packet)
Read pp. 50-65 (as time permits)
HW: Finish reading Ch. 3 and complete Ch. 3 Reading Guide
Discuss Ch. 2 Reading Guide – Turn in
In-class writing: Ch. 2 Journal – volunteers share
Revisit novel’s major themes: Evidence and examples?
Begin reading Ch. 3: pp. 38-49; answer RG questions #1-3
HW: Review vocabulary for quiz; read through p.49
Thursday, February 18
Vocabulary Quiz
Ch. 3 vocabulary activity
Introduction to motifs (packet)
Read pp. 50-65 (as time permits)
HW: Finish reading Ch. 3 and complete Ch. 3 Reading Guide
Weekly Agenda: February 16-19
Tuesday, February 16
Define denotation and connotation
- denotation and connotation activity
- Read and discuss “Cross” (packet)
Writing warm-up: Pick a word that you know has multiple meanings. Grab a dictionary, look it up, and write them down. Then, write a poem with that word as the title, which somehow manages to define that word creatively, addressing all its major denotations AND its personal connotations
- Brainstorm
- Example
- Volunteers share
Introduction to rhyme and stanza
- Define “stanza” and types of stanzas
o Couplet, tercet, quatrain
- Define “rhyme”, “rhyme scheme” and “internal rhyme”
- Examples: “Woman Work” and “Narcissus and Echo” (packet)
HW: Write a skeltonic poem on the topic of your choice.
Thursday, February 18
Volunteers share skeltonic poems
Review types of stanza
Review perfect rhyme
- Example “Stopping By Woods on a Snowy Evening” (packet)
Writing warm-up: Write a poem entirely of couplets. Choose whatever rhyme scheme you want, but there MUST BE a rhyme scheme. The first line, if you are stuck on a topic, can be “Everybody/Nobody says ______...”
- Volunteers share
Define “slant rhyme”
- Example “The soul selects her own society” (handout)
- Journal exercise: Write a poem using slant rhyme about yourself, written in 3rd person. Try to see and think about yourself like someone else might
HW: Bring in 3 or 4 random news story or magazine article headlines for 2/22
Define denotation and connotation
- denotation and connotation activity
- Read and discuss “Cross” (packet)
Writing warm-up: Pick a word that you know has multiple meanings. Grab a dictionary, look it up, and write them down. Then, write a poem with that word as the title, which somehow manages to define that word creatively, addressing all its major denotations AND its personal connotations
- Brainstorm
- Example
- Volunteers share
Introduction to rhyme and stanza
- Define “stanza” and types of stanzas
o Couplet, tercet, quatrain
- Define “rhyme”, “rhyme scheme” and “internal rhyme”
- Examples: “Woman Work” and “Narcissus and Echo” (packet)
HW: Write a skeltonic poem on the topic of your choice.
Thursday, February 18
Volunteers share skeltonic poems
Review types of stanza
Review perfect rhyme
- Example “Stopping By Woods on a Snowy Evening” (packet)
Writing warm-up: Write a poem entirely of couplets. Choose whatever rhyme scheme you want, but there MUST BE a rhyme scheme. The first line, if you are stuck on a topic, can be “Everybody/Nobody says ______...”
- Volunteers share
Define “slant rhyme”
- Example “The soul selects her own society” (handout)
- Journal exercise: Write a poem using slant rhyme about yourself, written in 3rd person. Try to see and think about yourself like someone else might
HW: Bring in 3 or 4 random news story or magazine article headlines for 2/22
Monday, February 8, 2010
Weekly Agenda: February 8-12
Tuesday, February 9
In-class:
Vocabulary/Chapter Quiz #1
Vocabulary #2
Discuss Ch. 1 RG responses à turn in
Complete Journal #1
Introduction to citing text: Finding and writing quotes
Begin Ch. 2 (pp.17-26, time permitting)
HW: Finish reading to p.26, if necessary; answer reading guide questions 1-3
Thursday, February 11
In-class:
Go over RG responses
Introduction to integrating quotes
In-class writing assignment à volunteers share
Read pp. 27-37 (time permitting)
HW: Finish reading to p.37, if necessary; and RG questions 4-8
In-class:
Vocabulary/Chapter Quiz #1
Vocabulary #2
Discuss Ch. 1 RG responses à turn in
Complete Journal #1
Introduction to citing text: Finding and writing quotes
Begin Ch. 2 (pp.17-26, time permitting)
HW: Finish reading to p.26, if necessary; answer reading guide questions 1-3
Thursday, February 11
In-class:
Go over RG responses
Introduction to integrating quotes
In-class writing assignment à volunteers share
Read pp. 27-37 (time permitting)
HW: Finish reading to p.37, if necessary; and RG questions 4-8
Weekly Agenda: February 8-12
Tuesday, February 9
In-class:
Volunteers share poems
Introduction to figurative language
- device: personification and anthropomorphism
- form: narrative poetry
- examples: “Out, Out—”
“The Wind”
Personification practice: Generate nonliving objects à personify or anthropomorphize
Poetry Prompt #4 (Cluster à Write): Write a poem describing/explaining how something is broken (a bone, a heart, a promise, bad news, the silence, etc.). Use personification at least three times, and underline its use. AND/OR Write a poem that personifies any emotion.
Thursday, February 11
In-class:
Volunteers share poems
Figurative Language: Simile and Metaphor
- definitions
- Examples: “Simile”
“A Martian Sends a Postcard Home”
Practice: Identify and explain similes and metaphors
Generate similes and metaphors (weather phenomena)
Prompt #5: Take a common object, such as a flowerpot, boot, paperclip, etc. and write about it as if you’ve never seen such a thing before (i.e. you’re from the future and have just excavated it, or are from another planet). Consider its appearance, function, and sensory qualities. (Cluster à Write) Volunteers share.
HW: Write a poem about the topic of your choice, using at least two similes and two metaphors. Underline them.
In-class:
Volunteers share poems
Introduction to figurative language
- device: personification and anthropomorphism
- form: narrative poetry
- examples: “Out, Out—”
“The Wind”
Personification practice: Generate nonliving objects à personify or anthropomorphize
Poetry Prompt #4 (Cluster à Write): Write a poem describing/explaining how something is broken (a bone, a heart, a promise, bad news, the silence, etc.). Use personification at least three times, and underline its use. AND/OR Write a poem that personifies any emotion.
Thursday, February 11
In-class:
Volunteers share poems
Figurative Language: Simile and Metaphor
- definitions
- Examples: “Simile”
“A Martian Sends a Postcard Home”
Practice: Identify and explain similes and metaphors
Generate similes and metaphors (weather phenomena)
Prompt #5: Take a common object, such as a flowerpot, boot, paperclip, etc. and write about it as if you’ve never seen such a thing before (i.e. you’re from the future and have just excavated it, or are from another planet). Consider its appearance, function, and sensory qualities. (Cluster à Write) Volunteers share.
HW: Write a poem about the topic of your choice, using at least two similes and two metaphors. Underline them.
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