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AP Daily Objective & Agenda

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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  • Home
  • Procedures
  • AP Literature
    • AP Book Review >
      • AP Poetry Projects
  • Creative Writing
  • Mrs. Leonetti