F Period - Sophomore Honors

Sept 4 - Sept 5

Tuesday, September 4th

- post-its and bricks

- go over syllabus

- letter assignment - due Friday

Wednesday, September 5th

- introductions

- QFT & ‘universal human experience’

- draft letters - header

QFT: Universal Human Experience

- what is the universal human experience?

- is the universal human experience sad?

- does everyone experience the unversal human experience?

- how can it be used?

- how did it get its name?

- where can we find it?

- is there more than one?

- why does it exist?

- when does it happen?

- is it tangible?

- how do you know when it’s happening?

- how long does it last?

- who made it?

- who does it involve?  

- does it hurt?

- does it feel the same for everybody?

- is death involved?

- is it emotional or physical?

Friday, September 7th

- hand in letters (include ALL ‘process’)

- trio check-in for bricks

- Picture Day


Sept 10 - Sept 14

Monday, September 10

- make weekly schedule

     - in-class summer reading essay

- thesis vine / path to purpose

- universal human experience project - brainstorm a list

Tuesday, September 11

- universal human experience - journals

- thesis development

- partners - life and eye contact

- distributed journals

-

Wednesday, September 12

- uhe - freewrite

- argumentative thesis writing

- outlining

- desk example

- students need chairs

Thursday, September 13

- rough drafting

- uhe - notes for EdCafe discussions

Friday, September 14

- In-Class essay - summer reading - MEET IN COMPUTER LAB

Monday, September 17

- EdCafes: Universal Human Experience

Tuesday, September 18

- EdCafes: Universal Human Experience

Homework for Thursday/Friday: (4pgs in UHE Journal)

1. definitions of your word (dictionary, wikipedia, other people’s definitions)

2. why does this fundamentally matter to you? In a root sense of the word

3. where do you see this experience in pop culture / mass media? or do you?

4. draft your hypothesis: what do you want to say about this experience - test this hypothesis on 5 people and write down their reactions

Universal Human Experience

Monday, Sept 17

Map Area

Pin Board

White Board

Front of Room

Center Spot

Session 1

Happiness (Joe)

would there be any other emotions if there wasn’t happiness to compare it to?

Accepting your own death (Ryan)

people use religion to accept the fact they’re going to eventually die

Needing help (Leo)

can all problems be helped?

Frustration (Sam)

Do you think that the limits of your body or of your mind are more frustrating

Sadness (Nivi)

without sadness there is no happiness

Session 2

Conflict (Chad)

every conflict has a resolution

Happiness (Alex)

if people experience happiness in their own special way, does it make other people not happy?

Battle / War (Joel)

everybody has a battle inside themselves, how does that affect other people around you?

Pain (Maggie)

pain inflicts pain

Failure (Allie)

even though failure is discouraging, it can also be motivating

Session 3

Conflict (Christen)

conflict isn’t always a bad thing - can get other people’s views and might change yours

Emotions (Evan)

life is meaningless without emotions

Music / Poetry (Tim)

everyone has heard music - listened to poetry

Individuality (Chase)

individuality keeps the world fresh and interesting

Accepting other people’s death (Sam L)

everyone dies, you have to learn to accept it - what comes down must go back up

Universal Human Experience

Tuesday, September 18

Map Area

Pin Board

White Board

Front of Room

 Center Spot

Session 1

Hate (Mike)

could this world survive without hate?

Success (Dan)

success for one person can lead to success for another

Failure (Josh)

failure is important because it’s how you respond to it and if you learn from your mistakes

War (Cian)

war doesn’t necessarily have to be warfare - can be personal battles

Knowledge (Cam)

not everyone has knowledge in one thing - breadth can be as valuable as depth

Session 2

Crying (Olivia)

could the world survive without crying?

catharsis

Fear (Lauren)

fears make you unique

Falling in love (Alyssa)

if you fall in love with someone and they don’t love you - how do you feel (angsty)

Jealousy (Ashley)

is there an instance that could make everyone jealous?

Happiness (Brooke)

happiness is the silver lining of everything

Session 3

Fear (Sarah)

people deal with fear and recognize fear differently

Falling in love (Kaleigh)

is there a difference between loving and falling in love

Thinking (Emily)

if you’re not thinking, you’re dead

Happiness (Lauren)

different things make different people happy

Wednesday, September 19

MACBETH OLYMPIC GAMES!!!

- plastic weapons

- uniforms - four main colors

- food?

- TORCH - non flame

- flags for each team - flag bearers

- opening ceremonies

- sponsers

- Bob Costa

- photo shoots

- music / theme music

- groupies?  paparazzi

- annoying scenes - what to do wtih them  

- scoreboard - timer - medal count

- Wheaties Box

- trash talking VIA lines they say

- school appropriate `scandals

Thursday, September 20

- UHE journal work

- History of Shakespeare’s Macbeth

- Characters

     - choose your team! ‘

Friday, September 21

- UHE: jobs related to your UHE

- Zachary Eisenstat

- choosing your team

Sept 24 - Sept 28

Monday, September 24

- team intros

- report out on questions --->

- prep for Opening Ceremonies

      - who’s who

            - characters

            - Spin Doctors:

                      - image

                      - writing/spokesperson

      - outfits for tomorrow

      - Nivi & Tim: set up for tomorrow

- what would you do anything for? (Macbeth)

- what will people do when they want something? (Lady Macbeth)

- do you believe in any idea of fate / bigger circumstances / evil? (Weird Sisters)

- what is the difference between a good and an effective leader? (Duncan)

Tuesday, September 25

Opening Ceremonies!

Wednesday, September 26

No Ms. Kennett

Thursday, September 27

Friday, September 28


Oct 1 - Oct 5

Monday, October 1

universal Human Experience - blogging

Tuesday, October 2

act 1 scene 3

Wednsdy, October 3

act 1 review

Thursday,October 4

- Macbeth

act i scene 5 - lady macbeth

Friday, October 5

- Macbeth

act 1 scene 6 & 7 - welcome to inverness and macbeth’ reluctance

who is more in control in this relationship and how do you know?


October 9-12

Tuesday, October 9

- Analytical writing

- Macbeth Dramaturgy

Homework:

Watch 3 versions of Act 2 Scene 1 ‘is this a dagger I see before me’

Choose one scene, select two quotations and write an argumentative paragraph

Wednesday, October 10

- 2.1 & 2.2

Thursday, October 11

- 2.3

Homework:

- read through 2.1, 2.2, and 2.3

- annotate each (find 5-7 important quotations, translate into your own words, define vocab, etc)

Friday, October 12

- 2.4


Oct 15 - Oct 19

Monday, October 15

- quickwrite: from your perspective

- writing: any Act 2 scene: paragraph or thesis vine

- 3.1

paragraph/thesis vine

- make sure you’re digging into the core ideas - why does it matter?

3.1

- what does Banquo suspect?

- Macbeth’s evil tone

- what is Macbeth plotting?? contrast w/his thoughts on killing Duncan

- does he ‘own’ this (these???) assassination(s)? how/how not?

Tuesday, October 16

- 3.2 - the red scene

Wednesday, October 17

- 3.3 - kill Banquo!

Thursday, October 18

- 3.4 - banquet scene

HW: finish r. rainbow

Friday, October 19

- quick reflection on relevance rainbows

- 3.6

- review of act 3

Homework: Act 3 questions & summaries

Relevance Rainbow

1) what did you find helpful about this graphic organizer? what didn’t you?

http://10.1.16.38:8080/

iPad:

1 - watch a moment from Act 3

2 - take a screenshot of one moment you think is key

3 - open that image into Goodnotes

4 - annotate the picture with a quotation

5 - email the annotated picture to katrinakennett.576d8@m.evernote.com


Oct 22 - Oct 26

Monday, October 22

- review Relevance Rainbow

- witches brew

- 4.1

- watch the Orson Welles version

- compare / contrast Harry Potter version of Hogwarts song

Tuesday, October 23

- Macduff’s family

- Malcolm & Macduff

Wednesday, October 24

- SLATE

½ day

discuss project

Thursday, October 25

- 5.1 - sleepwalking scene

HW: annotate the footnotes  

- Judi Dench (the original scream)

- Kate Fleetwood

demonical somnambulism

Friday, October 26

- 5.2 - 5.7!

Weekend HW: 10 quotations, explaining

watch the end of the play!


Oct 29 - Nov 2

Monday, October 29

hurricane day

Tuesday, October 30

hurricane day

Wednesday, October 31

- theme / evolution

- quotations from scope of entire play

- medium to translate your idea

Halloween

Final Project Assignment Sheet

Thursday, November 1

- field trip reminders

- overview of reflection assignment

- creating the evolution through a medium of your choice

workshop day

Friday, November 2

- take notes

- weekend homework: 2pg reflection paper

Field Trip to Macbeth!!!

Reflection Paper Assignment Sheet


Nov 5 - Nov 9

Monday, November 5

- collect Macbeth Reflection Paper

- quick reflect on the play!

- UHE Assignment - posted to blog by Friday

Workshop Day

- working on Macbeth Final Project

- prepping for UHE Assignment

Tuesday, November 6

No School

Wednesday, November 7

- Collect Final Projects

- Computer lab for UHE work

Macbeth Final Projects due - Foyer Fair

UHE Assignment

After reading Macbeth, explain how your universal human experience applies to the play. How does it help shed light on particular characters/ideas/themes? Create an argument about your UHE and try to persuade the reader to understand your point. Assume they know a little about Macbeth, but be clear with what information and context you provide.

   - parameters: 3-4 paragraphs, around 300-400 words, no first-person in final draft

Thursday, November 8

- Computer Lab for UHE work

Foyer Fair

Friday, November 9 -

Marks Close

- Macbeth  Metacognitive

Metacognitive Letter Assignment


November 12 - 16

Monday, November 12

No School - Veteran’s Day

Tuesday, November 13

1) New Term, New Seats!

      - sit next to people who have their birthday w/in the same 3 months

      - no same immediate neighbors

      - different ‘tri-area’ of the room’

2) Housekeeping: blogs, letters

3) 1000 words a week! / Term 2: POWER

Wednesday, November 14

- provocation with ‘You Rule by Pathetic Display

- Lord of the Flies blog

- Power / Fear / Violence / Bullies, Bullied, Bystanders

HW: learn about Lord of the Flies - cite your sources

Lord of the Flies blog -- kennettlordoftheflies.blogspot.com

Thursday, November 15

- iPads

- Keep it Together by Guster - take notes from / about the lyrics

- book recommendations

HW: choose your book - http://kennettenglish.blogspot.com/2012/11/f-period-power-of-choice-which-will-you.html 

Friday, November 16

- choice books

- handing back work / writing folders

- read

November 19 - November 21

Monday, November 19

- housekeeping: drama club, etc.  

- bullies, bullied, bystanders in chapters 1-3

- writing:

    - C if just mimic back

    - B if you add your own ideas & analysis

    - A if you add your own ideas & analysis and connect to choice book

HW: read until ~30-40 in choice book

Explore the power dynamics in chapters 1-3 of Lord of the Flies.

Tuesday, November 20

- letters back and in writing folder,

- image provocation

- discussion groups

Images:

- F451

- Things Fall Apart

- Beowulf

Wednesday, November 21

- 30-15-10


November 26 - 30

Monday, November 26

- housekeeping, writing goals

- discuss chapters 4-6

- write

HW: read through half of choice book

1) Ralph and Jack’s leadership / division

2) Fear

Tuesday, November 27

Choice Book EdCafes!

Wednesday, November 28 - ½ Day

- 30-15-10

Thursday, November 29

- Ch 7-9 Quiz

- Chapter 9 Close Reading

Friday, November 30

Choice Book EdCafes

December 3-7

Monday, Dec 3

- Chapter 12 work

No Ms. Kennett

Look at the last page of Lord of the Flies - choose 5 quotations and explain how Chapters 10-12 led to those moments.

Tuesday, Dec 4

- Discussion about the end of the book

- pie chart about who is to blame about Piggy’s death

- are they actually ‘saved’?

Wednesday, Dec 5

- touch base with classmates

- quick writing

- Choice Book EdCafes!

Thursday, Dec 6

- Lincoln

Friday, Dec 7

- EdCafe session 3

- highlight notes / count words / Dear Me letter

HW: Paper Proposal Paragraph

Dear Me,

This is what is good about my notes

This is what you should improve on / change / try.

Sincerely,

Your Name

        

December 10 - 14

Monday, December 10

- looking ahead at the next two weeks

- collecting quotations: purpose & tricks

- work time

HW: finishing pulling quotatinos

Tuesday, December 11

- thesis development / outlines

Revise it:

From here, it's all about the revision process:

1. Ralph and Piggy called a meeting with the conch in an attempt to build a community on the island.

2. (reorder) In an attempt to build a community on the island, Ralph and Piggy called a meeting with the conch.

3. (reword) Trying to convene the survivors with the conch, Ralph and Piggy seek to build a community on the island.

4. (condense) Convening the survivors with the conch, Ralph and Piggy seek to build a community on the island.

5. (add new analysis) Establishing themselves as leaders, Ralph and Piggy convene the survivors in order to start building a community.

6. (cull the best from the previous sentences) Convening the survivors with the conch's call, Ralph and Piggy establish themselves as leaders in the building community.

7. (evaluate how strong your argument is and tweak word choice) By convening survivors with the conch's call, Ralph and Piggy establish themselves as leaders of the nascent community.

Started by a chain reaction, caused by an individual, the demise of a society doesn’t always start with the most obvious source.

The person that holds the most power over the accomplishment and mindset of the hero is the sidekick.

Knowledgable individuals can stand up against violent tyrants.

Those that contain unforseeking knowledge, conniving manipulation, and fearful brutality can control anyone that lacks the mentality or physical attributes needed to avoid being overpowered.

When order is abolished,k society falls apart.

Wednesday, December 12

- outlines / rough draft

Thursday, December 13

- rough draft due at end of period

Friday, December 14

- lead-ins

- analysis

- peer editing / read out loud and ask advice

WEEKEND HOMEWORK:

    - revise for ideas

    - revise for formatting, etc.

    - print fresh printed draft

ANALYSIS

- look to argue why THAT quotation in THAT moment

- what should the reader REALIZE after reading THAT quotation? (you included it for a reason - what is it?)

- end of paragraph - compare/contrast connect to topic sentence

- conclusion: do not copy/paste your thesis - how has the reader’s understanding evolved because they read your paper?

Formatting Reminders

- you should always italicize titles of books -

                 Lord of the Flies, Fahrenheit 451, Beowulf, Things Fall Apart

- tips and tricks here

- no first person (you, I, etc)

December 17-21

Monday, December 17

- c.lab

Finishing touches on essay - blog post

Tuesday, December 18

- IMC

- finish papers

- metacognitive letters

Metacognitive Letter

Wednesday, December 19

- congrats on paper submissions

- choice books for break

- 100 seconds of fame

Topics for 100 seconds of fame:

- Does yelling at people actually motivate them?

- how playing an instrument broadens your appreciation for music

- why do you want to be famous

- Christmas: everything about it in 100 seconds  

- my experience in the Grand Canyon

Ideas for Choice books:

Thursday, December 20

- 100 seconds of fame practice

- choice book check in

CHALLENGE NUMBER ONE:

STANDING ONLY

TIME YOURSELF (3..2..1.. IGNITION)

CHALLENGE NUMBER TWO:

STAND ON THE CHAIRS

TALK TO YOUR PARTNER FOR 90 SECONDS

CHALLENGE NUMBER THREE: Talking to walls! YAY!!

EVERYBODY IS GOING TO LOOK SILLY

Friday, December 21

- 100 seconds of fame!

No full sheets of paper, note cards only.


January 2 - 4

Wednesday, January 2

- welcome back!

- schedule for the week

- 100 seconds of fame!

Thursday, January 3

- In-Class Essay

- Abstract Day / 30-15-10

- 5pgs notes

- thesis vine (5min)

- simple outline  (5min)

Characters in literature often face _________________________. (your universal human experience). In a work of literature you have read in or out of school, explain how a character has dealt with ______________.

Friday, January 4

- computer lab

1. Paper comments

2. Pearltrees

Paper Comments:

1. log into your paper

2. I’ll have put comments

3. respond to my comments

4. download and print out

5. I will give your grade - add five points to your grade

Pearltrees:

- www.pearltrees.com

- create an account

- create a New Pearl - title it FirstL_SStories

- add Pearls via URL - you’re looking for FIVE short stories between class and over the weekend

New Unit, New Seats!

1) Switch your horseshoe orientation

2) same three month span of birthdays

        EX: oct/nov/dec

3) you can’t sit next to someone who was just on a diagonal from you

some quick vocab

     - dystopia - a society that works against the individual / individuality

     - equality - being the same as

     - equity - being fair

     - conformity - seeking sameness

Jan 7 - Jan 11

Monday, January 7

- establishing the purpose of stories

- The Shape of Stories by Kurt Vonnegut

1. Why do we tell / read / watch / listen to stories?

   -

2. Do you think stories are a Universal Human Experience? Why/why not?

3. What stories speak to you / do like / don’t you like / should be told / shouldn’t be told?

 

Tuesday, January 8

- what’s the point of stories?

- ‘Harrison Bergeron’ by Kurt Vonnegut

-

HW: story chart (with plot events) for Harrison Bergeron

or

Thesis Vine for Harrison Bergeron

1) some quick vocab

     - dystopia - a society that works against the individual / individuality

     - equality - being the same as

     - equity - being fair

     - conformity - seeking sameness

2) reading

           - events for your plot chart, examples of why it’s a dystopia

3) thematic topics:

    - power, fear, violence, control, acceptance, ownership

Wednesday, January 9

Jan 7 - Jan 11

Monday, January 7

- establishing the purpose of stories

- The Shape of Stories by Kurt Vonnegut

1. Why do we tell / read / watch / listen to stories?

- a way to make up an alternate version of ourselves

- we have a compulsion to please others with our unique experiences

- to teach others about lessons / experiences

- a way to change people

- a way of connecting our real lives and our fantasy’s

2. Do you think stories are a Universal Human Experience? Why/why not?

     - we make our own stories

     - the emotions are real, the story the vehicle

     - even though your life is a story - no one can finish their life story (every story has to have an ending)

3. What stories speak to you / do like / don’t you like / should be told / shouldn’t be told?

      -  adventure stories / any story with a good ending

      - ghost stories and sports stories / unrealistic with twists and turns

      - stories with depth

Tuesday, January 8

- what’s the point?

- Harrison Bergeron

Wednesday, January 9

- creative writing

- what’s the point? equality / equity / conformity

- The Gettysburg Address

HW: Take a story from  your Pearltree

- ½ page - what is the author’s point and how do they get there?

Equality

  1. The state of being equal, esp. in status, rights, and opportunities.
  2. The condition of being equal in number or amount.

Equity

1. The quality of being fair and impartial: "equity of treatment".

Conformity

  1. Compliance with standards, rules, or laws.
  2. Behavior in accordance with socially accepted conventions or standards.

Gettysburg Address - Abraham Lincoln

1) What was he talking about?

2) What did he want to say to the people?

consecrate - to make or declare sacred, to dedicate,

Thursday, January 10

- Unreliable Narrator

- The Black Cat

The Black Cat

Read and annotate

Friday, January 11

- The Black Cat

HW: read a short story and connect it to a story we’ve read in class

Finish reading story and annotate

Choose one

      1) you are the judge who passed this man’s sentence, explain why he did not the insanity plea

      2) you are the cat, write a story from your own (unreliable) perspective

January 14 - 18

Monday, January 14

- favorite word

- Grammar: Nouns

- All the Pretty Horses - knifefight

Grammar: Nouns

- Why does he

All the Pretty Horses  excerpt

- How does McCarthy create fear, pain, and adrenaline through word choice, sentence structure, and sentence variety?

Tuesday, January 15

- collect two paragraphs

- What’s the point of a narrator?

- characterization - Jarrat in ‘Stand by Me’ by Wendell Berry

homework for tomorrow:

read the excerpt from ‘Stand by Me’ - what kind of man is Jarret? (paragraph using today’s structure)

HW for Friday: idea development for your short story

Solid paragraph structure: Argumentative topic sentence / lead in / quotation / explanation / lead in / quotation / explanation / conclusion

1) What is Almond’s argument about the relationship between narration and a cultural shift?

.    - establish definition of purpose of narration

.    - establish how/where he sees shift

.    - why does it matter?

1) strong argumentative topic sentence  “Almond argues that... “

2) lead in (context) to quotation / transition

3) quotation

4) break down language of quotation / explain what it shows

5) transition to next quotation

repeat as necessary

  ) 2-3 sentences - why does it matter? greater / broader conclusion

Wednesday, January 16

- workshopping

Thursday, January 17

- two squares of idea development chart

Friday, January 18

- reading / writing

Weekend Homework

1) Explain how Almond’s purpose of narrator connects to one story / excerpt

2) Establish a connection of writ’ers craft between two stories / excerpts and explain what it shows

note: 1.5 pg, typed, argumentative thesis and strong topic sentences and conclusions  


January 28 - February 1

Monday, January 28

- focused revision

- time to revise

- formatting nit picking stuff

Computer Lab

Lenses to revise for :

- setting - weather, place, buildings, air, objects, time of day

- travel

- dialogue - read it out loud - yes, out loud - you need to hear your characters

- characterization - you need distinct characters - complicate them!

- ending - show don’t tell, have a powerful ending

- beginning - how relate to the ending?

- a paragraph per event / idea

Sample Dialogue:

      Once upon a time, a new semester started.

      “I’m really excited to be in this class!” Alex said to Tim.

      “Me too - and I cannot wait for our new unit - I hear it’s going to be a poetry unit.”

      The three friends stopped as Ms. Kennett came into the room. She was wearing a bright pink dress, black flats, and a large, feather boa. They wondered to themselves what in the world she was up to.

       “Good morning class!” Ms. Kennett exclaimed. “Welcome to Mystery Mondays.”

       All of the students looked at each other with surprise - this was new.

           

Tuesday, January 29

- hard copy submissions

- digital submissions

Computer Lab

Formatting for Submission:  

- no page numbers

- Times New Roman size 12

- 1.5 spacing, or single spacing (NOT double spaced)

- indented every separate line of dialogue

- no bold in the entire document (except maybe title page) (except special permissions)

- title page with your title however you’d like, and ‘by ________’ on the page

- take your last name off everything

- your story should start at the TOP of the page (after the cover page)

PAY ATTENTION:

1) cover page and correctly formatted story - NO LAST NAME ANYWHERE (last initial ok)

2) Click “File” → “Publish to the Web” then click “yes” - this will give you a link

3) Copy the link

4) Click here

5) Paste the link next to your name - if you need to move your name, let me know

5b) Print a hard copy of your story! Yay!

6) Compile your Short Story Portfolio (see below)

Hand in final Short Story Portfolio

- type up a Table of Contents (create a table of contents to show me what’s in your portfolio - make it look appealing, have your name, etc.) (put it on top of your packet)

- rough drafts 1, 2 and 3 - indicate for each draft WHAT you revised in it

- work from the chart

- in-class activities

Wednesday, January 30

- new term new seats!

- connecting purpose to UHE

- housekeeping

- introductions and ‘selling’ your stoyr

How does your UHE connect to your purpose of stories?  

     - 1pg

     - highlight / underline / star the best few things that you wrote

Thursday, January 31

- reading & synthesizing

UHE Blog #3

  Choose one:

     1) how do the author’s intentions connect to your Universal Human Experience? What aligns, what doesn’t, and why does it matter?

     2) how does the author’s craft shape their message, and how does it connect to your Universal Human Experience?

     3) comment on the purpose of stories and how that relates to your Universal Human Experience

Friday, February 1

- reading & synthesizing

Monday, February 4

- check in about blog post / mini-essay

- determine purpose for poetry / relationship to poetry

- Ode to ____________________

Intersections of Poetry

Responsibility Pass: This pass is ONLY valid if the bearer is being responsible.

School x Odes

1. after writing, signing, and getting my signature on your Responsibility Pass

2. go find something in the school and take a quick sketch of it / picture of it with your device

3. come back by 12:55

4. write an Ode to that object / person / idea

Ode: A long elaborate poem with a noble, lofty theme and an intellectual tone. There are three different types of odes (here are two)  -

Horatian Ode: each stanza follows the same metrical pattern.

Irregular Ode: stanzas are freely varied in number and lines.

Odes are deeply reverent to their subject matter.

Tuesday, February 5

- what IS poetry?

- what do you want poetry to DO?

- Game: is THIS poetry???

- Found Poem: Defining Poetry

HW: found poem on what poetry is / should be

Poetry Intersections: Defining Poetry x Found Poetry

‘The Titles of Poems Go In Single Quotes’ by Katrina Kennett

Instructions: take words from poems / other people and make them into a poem

Wednesday, Feb 6

- collaborative rhyming

- performance!

At least one stanza per group member

Thursday, February 7

- overview

- Blackout Poetry

- conclusion

Blackout Poetry

1) explanatory / informative writing - what is this article about?

2) cross out words to create a poem

3) explain in 5-7 sentences how your poem relates to the original article - quote your poem  (embed quotations in your analysis)

Friday, February 8

-

-


February 11 - 15

Monday, February 11

Blizzard Day

Tuesday, Febraury 12

Blizzard Day

Wednesday, February 13

Slam Poetry

Thursday, February 14

Love Poetry

Friday, February 15

List of things to do:

1) if you’re reading this break, tell me what book you’re reading and write the following on a piece of paper:

    - I will read ___________ over break. I will write at least 5pg notes which will be due the first day back from break. I understand the second day back from break will be an in-class essay.

2) read some poetry and add to your collection (you should already have 3 poems - they were homework last week). Look to have a variety of poems - we will be analyzing them after break.

    - needed: 10 poems for portfolio, will be mix of found and original

3) Find a poem worth writing down to give to someone. Write it down and explain below the poem why you’re giving it to that person.


February 25 - March 1

Monday, Feb 25

- a sentence about break

- What do you learn?

- Idea development

- Idea Development

- What do you learn?

Read Ms. Kennett’s ‘artifact’ and write down observations on what you see

    - what kinds of notes am I taking? what do I pay attention to? what don’t I?

    - how do I interact with the text? do I emphasize similar things across poems?

    - can you tell if I understand the poem? how? do I have to understand the poem completely?

   

= In class essay

Out, Out

The Love Song of J. Alfred Prufrock

Mystery Poem

March 4 - March 8

Monday, March 4

- voices!

- overview of Poetry Portfolio check in

    - emphasis on independent budgeting of time

Reminders:

    - in most of your responses, there should be no ‘I / you / we’ - exception is the metacognitive section

    - looking at strong topic sentences, solid analysis in middle, conclusion that pieces it all together

    - titles of poems go in ‘single quotations’

Macbeth muttered “tomorrow and tomorrow and tomorrow / creeps in this petty pace from day to day” (lines 4-5).

Tuesday, March 5

- whose silence would you capture if you could?

- ‘at the cemetery’ inspiration

- ‘at the cemetery’ by Lucille Clifton

Inspiration: http://bit.ly/kskclifton2

Poem: http://bit.ly/kskclifton

Exit Question: how and why does Clifton honor those who have been silenced?

Wednesday, March 6 - ½ day

- check in with me at least once during this period

- workshop day

computer lab

Reminders: powerful analysis

    - look up poetry glossaries for help with terms

    - additional criticism (for some poems) here

Thursday, March 7

- check in with me at least once over the period

Friday, March 8

- typing!

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computer lab

March 11 - 15

bit.ly/Fperiod

Monday, March 11

- collect poetry portfolios

- MCAS overview

- Long Comp practice

MCAS Prep materials

Tuesday, March 12

- collect poetry portfolios

- book review chart

- MCAS long comp practice

MCAS prep materials

Wednesday, March 13

- MCAS long comp practice

- student exemplars

MCAS prep materials

What did we notice about the Long Comp Responses?

Thursday, March 14

- reading comprehension

Homework:

- read over the reading comprehension examples on the blog

  1) what are the types of readings?

  2) what are 5 different types of questions they ask

  3) what is MCAS trying to assess in the Reading Comprehension and do they do it effectively? (5-6 sentences)

Friday, March 15

- reading comprehension

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Monday

Tuesday

Wednesday

- this is what will happen BECAUSE _________________

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- how do these quotations prove thesis?  


March 25 - 29

bit.ly/Fperiod

Monday, March 25

- what does it mean to be alone?/

No Ms. Kennett

Hand in worksheet at end of class

Tuesday, March 26

- check in about unit overview

- add to worksheet

- This is Who I Am When No One is Looking

Questions to ask (choose 2 to respond to)

- (Explanatory) Why is alone time important to Pico Iyer?

- (Informative: Author’s Craft) How is alone time positioned as a betrayal? Find language that supports that

- (Explanatory: Personal Connections) What ways do you escape / need that space that compares / contrasts with Iyers?

- (Argumentative) People need the type of alone time that Iyer describes.

Wednesday, March 27

- intro to Pearltrees

- reading / writing

Getting started with Pearltrees - full assignment

- make an account: pearltrees.com

- look at Ms. Kennett’s on her Pearltrees account

- start collecting ‘pearls’ that relate to your non-fiction- specifically and/or thematically

Thursday, March 28

Friday, March 29 - No School

Good Friday

Weekend Homework: read / take notes / set up Pearltrees

May 6 - May 10

Monday, May 6

- Monday Voices

- Scholar Checkin

- ‘Making Good’ intro and characters

Tuesday, May 7

- check hw

- conversation about ‘Making Good’

- writing

Choose two characters and answer these questions:

1) why are they there / what do they want? (peace, justice, etc)

2) how do they act / what do they say in the course of the 5 days together?

3) and...? what do they walk away with? are they different? why/why not?

Wednesday, May 8

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Thursday, May 9

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Friday, May 10

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