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Nov. 30, 2016

11/30/2016

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Objective: I can utilize TPCASTT as a toolkit to help me analyze poems that I cannot make meaning of on my own.
Agenda:

Entry Task: MC #41
Review TPCASTT and understand that it is a toolkit and should be used at reader's discretion to help make meaning where it is lacking. For each of the following poems, students need to identify CAST--Connotation, Attitude (tone), Shift, and Theme. Each poem should be in the notebook and labeled.
Read "Where I'm From" by George Ella Lyon, #reaction, CAST
- If you are doing the writing poetry deepening assignment (or just for fun), use the template to write your own version of the poem.
Read "Century Quilt" by Marilyn Nelson Waniek, #reaction, CAST
Review the prompt and create "clouds" of devices that might contribute to the writing necessary for the prompt.
Exit Task: Of the two poems read today, which one do you relate to more? How? Why? How did TPCASTT help you make more meaning?

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Nov. 29, 2016

11/29/2016

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Objective: I can utilize TPCASTT as a toolkit to help me analyze poems that I cannot make meaning of on my own.
Agenda:

Entry Task: MC #40
See TPCASTT and understand that it is a toolkit and should be used at reader's discretion to help make meaning where it is lacking. For each of the following poems, students need to identify CAST--Connotation, Attitude (tone), Shift, and Theme. Each poem should be in the notebook and labeled.
Read "Missed Chances" by Stephen Dobyns, #reaction, CAST
Read "A Story" by Li-Young Lee, #reaction, CAST
Review the prompt and create "clouds" of devices that might contribute to the writing necessary for the prompt.
Exit Task: Of the two poems read today, which one do you relate to more? How? Why? How did TPCASTT help you make more meaning?

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Nov. 28, 2016

11/28/2016

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Objective: I can acclimate myself to poetry through reading poems selected by my peers and rate my reaction to those poems.
Agenda:

Entry Task: Hang your poster as you come in and then sit down for MC #39
Create 5 columns on the next two pages in your notebook:
- Title
- Author
- Devices
- Stars (1=the worst; 5 =better than my own choice!)
- # (create a hashtag reaction for each poem you read)
Go around the classroom and keep track of the above in your notebook while looking at your peers' poetry posters.
Once completed, head back to your seat and tally the devices found on your pink poetic devices sheet. If there are any you don't know, review the definitions.
Exit Task: Which devices were most popular? Which didn't we use? Have you started to find poetry you like? What does it seem to be characterized by?

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Nov. 21, 2016

11/21/2016

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Objective: I can peruse poetry and find poems that appeal to me to be able to identify poetic elements and share my preferred poem with the class when I get back from Thanksgiving Break.
Agenda:

Entry Task: MC #38/Get Chromebook
See the directions for the poem poster assignment
Be introduced to Billy Collins, former poet laureate, and sign up for Poetry 180
Use the class time provided to look for poems that are appealing to you
- Identify and print at least 3--put copies in notebook and identify different poetic techniques for each
- Narrow down to your top choice and create poster for this poem using construction paper provided
If not completed in class today, poem poster is due Monday at the beginning of the period after break to be shared with your classmates

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Nov. 17, 2016

11/17/2016

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Objective: I can explain the difference between a satire and a parody by reading popular poetry and parodies of it.
Agenda:

Entry Task: MC #37
Be introduced to William Carlos Williams in the parody aspect of the prezi
Read his "This is Just to Say"
- Identify and annotate poetic devices (This Quizlet is now available as an Optional Assignment)
Then look at a parody by Kenneth Koch
- Create a Venn Diagram comparing the poems identifying both what makes it a parody and any common devices
Exit Task: Write your own definition of parody

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Nov. 16, 2016

11/16/2016

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Objective: I can identify exaggeration, incongruity, reversal, and parody in poetry, short stories, and excerpts to be able to identify satire.
Agenda:

Entry Task: MC #36
Finish the reading you did not get to from yesterday's stations
Complete the poster for the station that you finish at as a group
Check your own chart with the posters created for each reading
- Identify any differences and consider whether or not your work or the poster work should be revised
- Make revisions where applicable

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Nov. 15, 2016

11/15/2016

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Objective: I can be (re)introduced to satire and understand its components of exaggeration, incongruity, reversal, and parody to be able to identify them in various types of reading.
Agenda:

Entry Task: MC #35
Take notes in satire chart created yesterday from prezi to identify elements of each satire read:
- The Lady's Reward
- Big Endians and Little Endians
- The Spectator
- A Satirical Elegy on the Death of a Late Famous General
- Sonnet 130
- The Butter Battle Book or The Lorax
- The Frogs Who Desired a King

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Nov. 14, 2016

11/14/2016

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Objective: I can be (re)introduced to satire and understand its components of exaggeration, incongruity, reversal, and parody to be able to identify them in various types of reading.
Agenda:

Entry Task: MC #34
Take notes in journal to identify elements of a fairy tale as shown in the prezi
Compare ideas about fairy tale to components shown
- Watch popular fairy tale satire clip looking for fairy tale elements
Identify how fairy tale elements are satirized
Exit Task: Create satire chart for readings to be completed in class as groups

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Nov. 10, 2016

11/10/2016

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Objective: I can work in a group to investigate evidence from to select my next book club choice.
Agenda: Work in groups of 7-10 depending on class size to "read" the information provided.

In each group, each student should select one picture and one reading. Take about 5-10 min. to look at/read and hypothesize about what you are looking at. If you finish early, and there are other pieces left, take them and do the same.
After reading time, share out in your group what you think you have.
As a group, create categories for the pieces you have and attach them to the poster provided. Label the categories you create. Hang your poster when you are done.
When all groups are finished, as a class, point out our categories and discuss what we have.
By the end of the period, select which book you will read next.
Exit Task: Write down selection and how/where you will get it as well as when you need to read 1/2 of the book by and what from today's activity helped you select this option.

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Nov. 9, 2016

11/9/2016

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Objective: I can practice my AP analysis writing skills and show my understanding of Hamlet's meaning of the work as a whole through writing on an open choice prompt in a timed atmosphere.
Agenda:

Entry Task: Get out your writing folder and journal
- You may use any of your class work to help you during your writing time
- You have the class period to write your essay
- It is due at the end of the period
Exit Task: Take next multiple-choice entry task and read the passage. Be prepared to answer the first question when you come in on Monday.

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