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?

Journal #51

Narrate your life in the 3rd person.

Indirectly characterize yourself.

In other words, give us a clue to your personality WITHOUT directly telling us about it.

"Show, don't tell."

agendas, Jan. 30-Feb. 3

Monday, 1/30
Goals:
* To add to / spruce up our literary toolkit
* To more deeply understand literature

Tasks:
1. What We Talk About When We Talk About Literature
2. Journal #51


Tuesday, 1/31
Goals:
* To have productive discussions
* To share our learning with the class

Tasks:
1. Brief practice quiz
2. Preparation
3. Literature Circles
4. Sharing Time


Wednesday, 2/3
Goals:
* To read for fluency and comprehension

Tasks:
1. Reading Time
2. Reading Records
3. Journal #53


Thursday, 2/2
Goals:
* To share our learning as a class
* To improve as writers

Tasks:
1. Brief Group Meetings
2. Presentations
3. Journal #54



Friday, 2/3
Goals:
* To have good discussions about literature
* To understand our books more in-depth

Tasks:
1. Preparing Tasks (working quietly and independently)
2. Literature Circles
3. Journal #55 - reflections
4. Journals turned in!

if you were gone Friday, 1/27...

... be sure to see Mr. Anderson to pick up your Lit Circle task--you missed it!

Journal #50

Reflect on your first-ever literature circle.

1. What did you do?
2. How did you do individually?
3. How did you do as a group?
4. What should you do differently next time?

Journal #49

Some thoughts: use as many as you like to write a solid paragraph about your first experience with this book.

What are your initial impressions of the book?
What do you think about the main character (protagonist)?
How does the author draw you into the story?
Which seems most important so far: setting, plot, character? Why?
What's the very first sentence? How does it "hook" you?

Journal #48

Write a story about winter--true, or fictional--and we'll try to guess if it's true.

1 page or so.

You might write about...

* Being trapped in the storm
* A winter vacation
* ?

If it's true, make it seem like fiction--dramatic and detailed!

If it's a tall tale, make it realistic enough to fool people!

agendas, Jan. 23-27

Monday, 1/23
Goals:
* To review material in an engaging way
* To practice working in groups

Tasks:
1. Journal #48: Truth or Tall Tale?
2. Sharing stories


Tuesday, 1/24
Goals:
* To dive into our books

Tasks:
1. Book Checkout
2. Reading Time (in our Literature Circle novels)
3. WPM / Reading Records
4. Journal #49
5. Updates: finals, thoughts from Journal #47, etc.


Wednesday, 1/25
Goals:
* To have successful group discussions

Tasks:
1. Prep for discussions / task list
2. Literature Circles!
3. Reflection: Journal #50


Thursday, 1/26
Goals:
* To connect themes to the real world
* To practice blogging skills (linking, blockquoting)

Tasks:
1. Reading schedule check-in
2. Task preview
3. Lab time (blogging)



Friday, 1/27
Goals:
* To make personal connections to literature
* To learn from others
* To have effective discussions

Tasks:
1. Individual task preparation
2. Literature Circles
3. Exit Slip

Journal #47

* How can I improve my teaching?
* How can we improve as a class?
* What are we doing well?
* What would you like to do / see in the future?

Journal #46

1. Imagine yourself as an expert on teenage behavior and issues. You might be...

* Psychologist
* Teacher / school official
* Law enforcement officer
* Parent
* Social worker / counselor
* Journalist
* Scientist
* ???


Write about teenage issues FROM YOUR IMAGINED PERSPECTIVE. In other words, you'll pretend to be that expert. (Don't forget to give yourself an official title!)


2. When finished, reflect on the experience.

If you participated, describe how. If you didn't, explain why--and how you could have.

Journal #45

Either...

* Pick an interesting word from today's reading. Write about what it means, why it's interesting, how it connects to the story

OR

* Stump Mr. Anderson! A word, plus a multiple choice list of definitions

Journal #44 (the reading process)

The basics are below. Mr. Anderson elaborated on them in-class.

1. Prepare
What you do before you read.

2. First Dare
Reading for the first time.

3. Repair
What you do to check / fix understanding.

4. Share
Discussing, drawing, writing, reflecting...

Journal #43

Notes on theme.

agendas, Jan. 9-13

Monday, 1/9
Goals:
* To understand O Brother Where Art Thou
* To understand theme

Tasks:
1. Finishing the film
2. Discussion
3. Theme: what it is, and isn't
4. Journal #43
5. Part II


Tuesday, 1/10
Goals:
* To understand theme
* To understand the stages of the reading process
* To learn from others

Tasks:
1. Viewing a short film on aging. / discussion
2. The Reading Process / Journal #44
3. Previewing Texts
4. Lab Time


Wednesday, 1/11

Goals:
* To practice the stages of the reading process
* To read for focus and fluency

Tasks:
1. Reading Time
2. Reading Records
3. Calculating WPM
4. Journal #45

Stump Mr. Anderson (as time permits!)


Thursday, 1/12
Goals:
* To practice discussion / thoughtful questions / perspective-taking
* To prepare for tomorrow's activity

Tasks:
1. Journal #46a: prepare for discussion
2. Expert Panel Discussion
3. Journal #46b: reflection
4. Preparing for tomorrow's activity



Friday, 1/13
Goals:
* To review material in an engaging way
* To practice working in groups

Tasks:
1. Forming teams
2. Creating questions
3. SUPERQUIZ!
4. Journal #47

Journal #42

After today's reading time...

Who was your neighbor?
What did they read about today?

Journal #41

Choose any one of the following prompts.

Write for 10 minutes.

Have you made any resolutions for the new year? Explain. (If not--why not? What are your thoughts on resolutions?)

How was your break? (If you traveled, describe your odyssey back home as an adventure--a hero's journey.)

What comes to mind when you think of revenge?

agendas, Jan. 3-6

Welcome to 2012!


Tuesday, 1/3
Goals:
* To get back in the groove
* To understand the Odyssey

Tasks:
1. Journal #41
2. Slaughter in the Hall: the 22nd chapter, as read by Ian McKellen


Wednesday, 1/4
Goals:
* To provide data on the effectiveness of visual notes
* To read for enjoyment

Tasks:
1. One-Question Quiz
2. Library Time
3. Discussion / Journal #42

Permitted activities in the library:
1. Searching shelves for a book, magazine, or newspaper
2. Checking out a book
3. Silently reading a book, magazine, or newspaper

Journal #42 will be toward the end of class


Thursday, 1/5
Goals:
1. To understand the historical context / allusions related to The Odyssey
2. To enjoy a classic film

Tasks:
1. Watching O Brother Where Art Thou?
2. On a worksheet, taking note of historical references, Odyssey connections, and more


Friday, 1/6
Finishing the film. Worksheets due.

Journal #40

After today's reading...

* Choose a part of the book that you find particularly interesting or well done

* Quote from it

* Explain why you chose it

100 words minimum

turning in journals #21-40

1. Review your work.
Mark one entry with a star or a sticky note. Above the entry or on the note, write why you chose it / what you want me to respond to.

2. Evaluate yourself.
Beneath the most recent entry (i.e., #40) rate yourself out of 10 in the following three categories. Have an average score for all your entries.

1. Depth / Detail ______ out of 10
(i.e., how fully you answered the question / wrote to the prompt)

2. Completeness ______ out of 10
(i.e., how many of the entries you finished)

3. Clarity _____ out of 10

I will assess your journals largely based on depth/detail and completeness.

capsule reviews of The Odyssey

What are the strengths and weaknesses of this version of The Odyssey?

Write a review in one paragraph on a 4x6 notecard. (Use the lined side.)

You can focus on:

• Faithfulness to the original story
• Script / Dialogue
• Acting
• Music / sound effects
• Camerawork (cinematography)
• Special Effects

agendas, Dec. 12-16

Monday, 12/12
Goals:
* To better understand The Odyssey
* To become sharper observers of cinema

Tasks:
1. The Odyssey: The Movie (excerpted)
2. Capsule Reviews

Journals are due this week.

Have you finished your Odyssey essay?

Mr. A. was out sick Tuesday - Thursday

Tuesday, 12/13
Book 12 of The Odyssey (as read by Sir Ian McKellen)
Visual Notes

Wednesday, 12/14
Reading Day
Journal #40

Thursday, 12/15
Book 13 of The Odyssey (as read by Sir Ian McKellen)
Putting the story of Odysseus in chronological order


Friday 12/16
Goals:
* To write for an authentic audience

Tasks:
1. Checking in
2. Preparing journals to be turned in
3. Turning in journals
4. Blogging!