week 1 roots

anthrop
biblio, bibl
phon
graph, gram
scop, skept

Journal #7

A. Reflect on rhetoric. What have you learned so far about rhetorical devices? What are you confused about? What's helping you learn? What's not helping? Any questions?


B. Stump Mr. Anderson
Word or Movie Trivia! (4-answer multiple choice, whichever you choose.)

agendas, Feb. 27-Mar. 1

Monday, 2/27
Goals:
* To discover the power of rhetoric
* To add to our writing toolkit
* To demonstrate our understanding

Tasks:
1. The best speech from last night's Oscars?
2. Three more rhetorical devices
3. Practice: "I'd like to thank..."
4. If time permits: Stump Mr. Anderson, movie edition

Did you finish the persuasive letter--and share it with me?


Tuesday, 2/28
Goals:
* To discover the power of rhetoric
* To add to our writing toolkit
* To demonstrate our understanding

Tasks:
1. More rhetoric in action
2. Roots!
Week 1 list; visual notes


Wednesday, 2/29
Goals:
* To read for focus and fluency

Tasks:
1. Reading Time
2. Calculating WPM
3. Reading Records
4. Journal #5 (for 5th and 6th periods)

Did you finish the persuasive letter--and share it with me?

Do you have the five roots from yesterday?


Thursday, 3/1
Goals:
* To apply new knowledge
* To demonstrate understanding of rhetoric

Tasks:
1. Computer Lab (2nd and 6th)

1. CHS Tour (5th)

sample persuasive letter

Improve the letter at the following link. Carefully follow the instructions!

rhetorical devices

Have these listed in the back of your journal. (Give yourself about 4 pages for all of them.)

For each, write a definition and provide an example.


1. Anaphora
2. Epistrophe
3. Polysyndeton
4. Asyndeton
5. Anadiplosis
6. Epanalepsis
7. Expletive

Journal #6

Part A
As you watch and listen to Dr. King's most famous speech, jot down...

* Things you notice about the words he uses
* Things you notice about the way he speaks
* Any memorable phrases

Part B
Write a persuasive speechlet that uses 3 of the 4 techniques we've learned. (Anaphora, Epistrophe, Asyndeton, Polysyndeton)

Journal #5

For exactly 5 minutes, mindfully imitate: copy an interesting passage from the book you're reading. As you copy, think about the author's style--the rhythm of the words, especially.

When you're done, consider: what does it feel like to write as that author?

poetic terms

Meter
Poetic rhythm. Measured in "feet."

Metrical Foot
A measure in poetry. Usually two or three syllables.

Stressed
Accented or emphasized syllable in a word. For instance, in the word "neighbor," "NEIGH" carries the stress. (Opposite: Unstressed)

Iamb
A two-syllable metrical foot, unstressed/stressed (like "aBOUT")

Anapest
A 3-syllable foot, un/un/stressed (like "sevenTEEN")

Iambic Pentameter
5 iambs in a line, for a total of 10 syllables. "aROUND the ROCKS the RUGged RAScal RAN"

Journal #4

A. Five-minute freewrite.
Write and don't stop. (Don't go back. Don't correct.)

If you get stuck, keep writing the same thing until you get unstuck.


Need a topic?

Neighbors.

When finished, record your WPM.


B. Turn your prose into a poem.
Take a significant part of your freewrite and rewrite it as 6-8 lines of blank verse (unrhymed iambic pentameter)

You might have to change words / change the order of words to make it fit the rhythm of iambic pentameter

agendas, Feb. 21-24

Tuesday, 2/21
Goals:
* To learn about "blank verse"
* To write rhythmically
* To have fun


Tasks:
1. Journal #4A: 5-minute freewrite
2. Journal #4B: turning prose into poetry
3. Computer Lab: publishing a poem

Wednesday: Reading Day
Thursday: Introduction to Rhetoric
Friday: Rhetoric, Part II

"Style is all rhythm. Once you get that you can't use the wrong words." -- Virginia Woolf


Wednesday, 2/22
Reading Day
Journal #5


Thursday, 2/23
Goals:
* To discover the power of rhetoric
* To add to our writing toolkit


Tasks:
1. Video / Journal #6A
2. Discussion
3. Rhetoric and Rhetorical Devices
4. Facilitated Practice (Journal #6B)

Journal #3

What's an anapest?

Write an original limerick.

Journal #2

Part A: Write two lines of iambic pentameter.


Part B: Write a four-line rhyming poem in iambic pentameter.

Journal #1

The "Plot Twist" exercise.

See Mr. Anderson for full instructions.

agendas, Feb. 13-16

Monday, 2/13

Goals:
* To write with a focus on action

Tasks:
1. The Plot Twist Exercise (Journal #1)
2. Reflection


Tuesday, 2/14
Goals:
* To write with a focus on rhythm
* To understand the structure of a sonnet
* To understand iambic pentameter
* To work on our Scottish accents


Tasks:
1. Sonnets
2. Journal #2

Wednesday, 2/15
Goals:
* To read for focus and comprehension
* To write with rhythm


Tasks:
1. Reading Time (30 min)
2. Journal #2 part B
3. Sharing


Thursday, 2/16

Goals:
* To learn another metrical foot: the anapest!
* To write rhythmically
* To have fun


Tasks:
1. The Anapest (Journal #3)
2. A Terrifying Glimpse into the Mind of a Child: "It's a Good Life," from The Twilight Zone

agendas, Feb. 6-10

Monday, 2/6
Goals:
* To provide information about our vocab knowledge
* To understand the role of pop culture in our lives
* To discuss the nature of "generation gaps"

Tasks:
1. Brief vocabulary pre-assessment
2. The Pop Culture Challenge
3. Discussion / Reflection

4. Have you turned in your journal?


Tomorrow: work / reading day, + lit circles!


Tuesday, 2/7
Goals:
* To read for focus and comprehension
* To prepare for the final


Tasks:
1. Reading time / work time
2. Literature Circles (the last of the semester!)
3. Final Lit Circle reflection


Tomorrow: the Final!


Wednesday, 2/8
2nd period final

Friday, 2/10
5th and 6th period finals

preparing for the final Literature Circle art project

9th English Final Project, Winter 2012

Your task is to artistically or creatively represent your experience as a reader and thinker during this literature circle project—and, on the day of the final, to share that learning with your classmates in an informal conversation, as you proudly share your work.

What are some ways you might achieve this?

You might…

• Create a poster-sized collage of the most memorable characters from your book
• Create a poster-sized timeline of your reading experience (what you thought about, connections you made, etc.)
• Create an abstract artwork that expresses themes from the book
• Write a series of poems that are inspired by the book
• Write a short story based on a character from your book, sharing an excerpt with us
• Draw a fantastic comic strip based on your book (at least 20 panels)
• Do something else that works, approved by Mr. Anderson

You must include a 1-page written explanation of your piece (i.e., 200-300 words explaining your thought process, your artistic choices, etc.)

The kind of project you choose will determine the materials you’ll need. Start your initial planning below:

Things I’ve Learned or Experienced as a Reader

Favorite Moments / Thoughts About the Book

Preferred Project Type

Materials Needed (Poster paper, markers, etc.)

Journal #55

After today's lit circles:

* How's your group going?
* How are you progressing through your book? Are you enjoying it?
* Any obstacles or challenges?
* Any suggestions?

Write a solid paragraph (75-100 words)

Journal #54

What's one thing you wish adults understood about teenagers?


OR


What's the weirdest part of the high school experience?


Write a solid paragraph - 75-100 words.

Journal #53

Literary "sampling."

Take a line from your book. Use it to create something new--as the start of a new story / scene, poem, rap, etc.

Journal #52

Preparation for today's literature circles. Write about your novel:

Character
* Who is the protagonist of your story?
* What is that character like? Physical features? Personality? Other important traits?
* What makes you sympathetic to the protagonist? Is s/he likable? How well do you relate to the protagonist?
* Is there an antagonist? If so, who?


Conflict
* What is the primary conflict? What type is it?
* Are there any secondary conflicts?
* How do these conflicts keep the story moving forward?
* Are the conflicts realistic?
* Can you predict the resolution of the primary conflict?