Monday, February 13
Volunteers Share
Definitions: Denotation & Connotation
Example: “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.
Wednesday, February 15
LATE START
Volunteers share skeltonic poems
Review types of stanza
Review perfect rhyme
- Example “Stopping By Woods on a Snowy Evening” (packet)
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 2/17
Friday, February 17
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: Finish journal prompt, if necessary
Sunday, February 12, 2012
Sunday, February 5, 2012
Weekly Agenda: February 6-10
Tuesday, February 7
In-class:
Volunteers share poems
Wrap up sound devices (definitions and models)
Introduction to figurative language
- device: personification and anthropomorphism
- form: narrative poetry
- examples: “Out, Out—”
“The Wind”
Personification practice: Generate nonliving objects → personify or anthropomorphize
HW: Poetry Prompt #3 (Cluster → 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 9
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)
HW: Prompt #4: 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 → Write) Rely primarily on simile and metaphor to communicate its qualities! Volunteers share.
In-class:
Volunteers share poems
Wrap up sound devices (definitions and models)
Introduction to figurative language
- device: personification and anthropomorphism
- form: narrative poetry
- examples: “Out, Out—”
“The Wind”
Personification practice: Generate nonliving objects → personify or anthropomorphize
HW: Poetry Prompt #3 (Cluster → 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 9
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)
HW: Prompt #4: 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 → Write) Rely primarily on simile and metaphor to communicate its qualities! Volunteers share.
Saturday, January 28, 2012
Weekly Agenda: January 30 – February 3
Monday, January 30
LATE START
Class introductions and overview
Discuss syllabus
“Magnetic” Poetry Group Activity
Poetry Journal #1: What are your thoughts or feelings toward poetry? What is your experience reading it and writing it?
HW: Return signed syllabus on 2/1
Be sure to bring in a notebook for journaling, if you haven’t yet
Wednesday, February 1
Introduction to writing poetry: Playing with Words and Thoughts
- Clustering & the Design vs. Sign Mind
- Model clustering
- Clustering practice: “Time”
Distribute Term 1 Poetry Packets
Introduction to Sound Devices
- Why incorporate sound devices?
- Alliteration
- Examples: Tongue Twisters
- Poetry Reading: “Eight O’Clock”
Poetry Prompt #1 (try to incorporate alliteration): Write 100 words (any kind, in any form including clustering) about a particular time of day.
HW: Complete poetry prompt #1 in your journal if necessary
Friday, February 3
Volunteers share poetry prompt #1
Poetry Prompt #2: Pick a number (un/lucky, favorite, significant, etc.), make that number the title, and write a poem that is about it or features it. Cluster first. Incorporate alliteration wherever possible.
Introduction to Assonance:
- definition
- Make an example: Tongue twisters (partner work) → volunteers share
- Poetry Reading: “Nothing Gold Can Stay” – identify assonance
HW: Poetry Prompt #3: Write a poem about a color without naming the color (or using a synonym!) anywhere but in the title. Cluster first to generate associations and characteristics of that color.
LATE START
Class introductions and overview
Discuss syllabus
“Magnetic” Poetry Group Activity
Poetry Journal #1: What are your thoughts or feelings toward poetry? What is your experience reading it and writing it?
HW: Return signed syllabus on 2/1
Be sure to bring in a notebook for journaling, if you haven’t yet
Wednesday, February 1
Introduction to writing poetry: Playing with Words and Thoughts
- Clustering & the Design vs. Sign Mind
- Model clustering
- Clustering practice: “Time”
Distribute Term 1 Poetry Packets
Introduction to Sound Devices
- Why incorporate sound devices?
- Alliteration
- Examples: Tongue Twisters
- Poetry Reading: “Eight O’Clock”
Poetry Prompt #1 (try to incorporate alliteration): Write 100 words (any kind, in any form including clustering) about a particular time of day.
HW: Complete poetry prompt #1 in your journal if necessary
Friday, February 3
Volunteers share poetry prompt #1
Poetry Prompt #2: Pick a number (un/lucky, favorite, significant, etc.), make that number the title, and write a poem that is about it or features it. Cluster first. Incorporate alliteration wherever possible.
Introduction to Assonance:
- definition
- Make an example: Tongue twisters (partner work) → volunteers share
- Poetry Reading: “Nothing Gold Can Stay” – identify assonance
HW: Poetry Prompt #3: Write a poem about a color without naming the color (or using a synonym!) anywhere but in the title. Cluster first to generate associations and characteristics of that color.
Saturday, January 21, 2012
Weekly Agenda: January 23-26
Monday, January 23
Complete course evaluation survey
Share graphic narratives
Return journals → review feedback
In-class writing time
HW: None
Wednesday, January 25
Complete final in-class essay
Return writing portfolios
Complete course evaluation survey
Share graphic narratives
Return journals → review feedback
In-class writing time
HW: None
Wednesday, January 25
Complete final in-class essay
Return writing portfolios
Sunday, January 15, 2012
Weekly Agenda: January 17-20
Tuesday, January 17
Share journal responses (Classification Writing)
Introduce exemplification essays
- What are they? How do you write one?
- Example: Read and discuss “The Catbird Seat” (handout)
- Brainstorm other topics for exemplification essays
Journal: Write a 2-page exemplification essay in your journal with a title of your choice. Remember: the point of this type of writing is to make a statement or generalization and then give examples (facts, personal experiences, anecdotes, etc.) to illustrate or prove it. For example, if my statement is that men have it easier in life than women, I’d need to provide examples to support that idea. If I argue that high school is a perfect reflection of adult life, but in miniature, then I’d need to provide anecdotes or evidence to flesh out that analogy.
HW: Complete your journal, if necessary.
Thursday, January 19
Share exemplification journals
JOURNALS DUE – *star* the one entry you intend to revise as a “final exam.” This will be the only entry given feedback; the others will be given a completion score.
Last Nonfiction Project: Graphic Personal Narrative!
- Read and discuss “The Harvey Pekar Story”
- In-class thinking, writing and comic-strip-creating time!
HW: Complete your inked, colored and printed graphic narrative for Monday; this assignment constitutes your final project grade. It needs to focus on a single event that is the basis of comment and reflection. It can be serious, funny, satirical, or just about any other tone. But it needs to look as if you put significant time, thought, and care into its content and presentation.
Share journal responses (Classification Writing)
Introduce exemplification essays
- What are they? How do you write one?
- Example: Read and discuss “The Catbird Seat” (handout)
- Brainstorm other topics for exemplification essays
Journal: Write a 2-page exemplification essay in your journal with a title of your choice. Remember: the point of this type of writing is to make a statement or generalization and then give examples (facts, personal experiences, anecdotes, etc.) to illustrate or prove it. For example, if my statement is that men have it easier in life than women, I’d need to provide examples to support that idea. If I argue that high school is a perfect reflection of adult life, but in miniature, then I’d need to provide anecdotes or evidence to flesh out that analogy.
HW: Complete your journal, if necessary.
Thursday, January 19
Share exemplification journals
JOURNALS DUE – *star* the one entry you intend to revise as a “final exam.” This will be the only entry given feedback; the others will be given a completion score.
Last Nonfiction Project: Graphic Personal Narrative!
- Read and discuss “The Harvey Pekar Story”
- In-class thinking, writing and comic-strip-creating time!
HW: Complete your inked, colored and printed graphic narrative for Monday; this assignment constitutes your final project grade. It needs to focus on a single event that is the basis of comment and reflection. It can be serious, funny, satirical, or just about any other tone. But it needs to look as if you put significant time, thought, and care into its content and presentation.
Monday, January 9, 2012
Weekly Agenda: January 10-13
Tuesday, January 10
Share journal responses (“Stereotypes and Me”)
Writing a process piece
- Point: To explain or teach how
- Components:
o A beginning, middle and end
o Something the writer knows about/has expertise in
o Includes all essential information, details, or steps
o Focused, but (ideally) not boring
o Considers the audience
- Example:
o “How to Become a Writer” (excerpt read aloud) - discuss
Journal: Write a 1-2 page process essay on the topic of your choice.
Brainstorm first, then think of your audience and tone. Be specific and focused, serious or funny or whatever you feel like. Heads-up: We will trade these with a partner on Thursday.
HW: Complete journal.
Thursday, January 12
Assembly Schedule
Trade process journals; volunteers share
Introduce classification essays
- What are they? How do you write one?
- Example: Read and discuss “Friends, Good Friends” (handout)
- Brainstorm other topics for classification essays
Journal: Write a 2-page entry that is a classification essay titled (prompt):
“______ Types/Kinds of ______”
HW: Complete journal, if necessary. Heads-up: Be prepared to share this entry with a partner.
Share journal responses (“Stereotypes and Me”)
Writing a process piece
- Point: To explain or teach how
- Components:
o A beginning, middle and end
o Something the writer knows about/has expertise in
o Includes all essential information, details, or steps
o Focused, but (ideally) not boring
o Considers the audience
- Example:
o “How to Become a Writer” (excerpt read aloud) - discuss
Journal: Write a 1-2 page process essay on the topic of your choice.
Brainstorm first, then think of your audience and tone. Be specific and focused, serious or funny or whatever you feel like. Heads-up: We will trade these with a partner on Thursday.
HW: Complete journal.
Thursday, January 12
Assembly Schedule
Trade process journals; volunteers share
Introduce classification essays
- What are they? How do you write one?
- Example: Read and discuss “Friends, Good Friends” (handout)
- Brainstorm other topics for classification essays
Journal: Write a 2-page entry that is a classification essay titled (prompt):
“______ Types/Kinds of ______”
HW: Complete journal, if necessary. Heads-up: Be prepared to share this entry with a partner.
Sunday, January 1, 2012
Weekly Agenda: January 3-6
Tuesday, January 3
Volunteers share their nonfiction narratives (DUE TODAY)
What was easiest about this project? Most challenging?
Writing about yourself: The Personal Essay
Read “What Really Scares Us” (handout)
Journal: Write a 2 page journal entry discussing one of your greatest fears – a phobia. Explain instances when it has reared its ugly head. Then, take a step back and consider, on paper, why it scares you so much. Be as introspective as possible.
HW: None, unless you need to finish your journal.
Thursday, January 5
Trade journal with a partner. After reading, volunteers will read the work of their (anonymous) partner.
Read and discuss “The Stereotype Trap” (handout)
- What about the essay do you agree or disagree with?
- What do you find persuasive or unpersuasive?
- What, if anything, did you find educational or surprising?
Journal: This entry has two parts. First, write about the stereotypes that you feel other have applied to you, in the past or the present. Give specific examples of moments or events when these stereotypes have been to obvious to ignore, or when they affected you negatively or positively. Second, address each stereotype (if there is more than one) and explain how you fit it, how you don’t fit it, and what you’ve done to avoid it or encourage it. This should end up at 2 pages or so.
HW: None, unless you need to finish your journal
Volunteers share their nonfiction narratives (DUE TODAY)
What was easiest about this project? Most challenging?
Writing about yourself: The Personal Essay
Read “What Really Scares Us” (handout)
Journal: Write a 2 page journal entry discussing one of your greatest fears – a phobia. Explain instances when it has reared its ugly head. Then, take a step back and consider, on paper, why it scares you so much. Be as introspective as possible.
HW: None, unless you need to finish your journal.
Thursday, January 5
Trade journal with a partner. After reading, volunteers will read the work of their (anonymous) partner.
Read and discuss “The Stereotype Trap” (handout)
- What about the essay do you agree or disagree with?
- What do you find persuasive or unpersuasive?
- What, if anything, did you find educational or surprising?
Journal: This entry has two parts. First, write about the stereotypes that you feel other have applied to you, in the past or the present. Give specific examples of moments or events when these stereotypes have been to obvious to ignore, or when they affected you negatively or positively. Second, address each stereotype (if there is more than one) and explain how you fit it, how you don’t fit it, and what you’ve done to avoid it or encourage it. This should end up at 2 pages or so.
HW: None, unless you need to finish your journal
Subscribe to:
Posts (Atom)
