Blog Archives

November 30, 2018

11/30/2018

Objective: I can review my AP Deepening Assignment options and use class time to create a project that deepens my favorite aspect of this class and expand my own knowledge.
Agenda:

Entry Task: Get a Chromebook then sit down and answer
Review new AP Deepening Assignment options and the scoring guide
- Use class time to work on the assignment or get help from teacher
- OR, use class time to practice and take Quizlet Poetic Devices test to earn a 100%
Exit Task: Email me with any questions you have regarding your choice of deepening assignment
Reminder: You now have one week to read 1/2 of your choice of Frankenstein, Jane Eyre, or Pride and Prejudice!

0 Comments

November 29, 2018

11/29/2018

0 Comments

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: Get into groups of 2 or 3 (no more!); everyone needs at least one partner.
In groups, read one poem at a time, I would encourage one person to read it aloud to the others while the others underline the shift as it comes to them in the reading. Then, use the TPCASTT
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. Follow these steps after reading each (15-20 min/poem):
- Write # (hashtag) immediately after reading the poem
- Go around and share whether or not you liked it and why
- Go around and share where you individual shifts were--what are the 3 natural divisions of the poem?
- Turn over the TPCASTT and select your individual Attitude/Tone word and explain why you selected
- Go through and identify devices (at least one per section according to your previous divisions); consider how they add to the meaning of the poem
- Review all of the annotations and write your own individual theme or MOWAW (meaning of the work as a whole); share with the group.
- For the AP prompt, review the prompt itself and discuss how to manipulate your meaning to fit the prompt.
  - Readings "God's World" and "Spring" by Edna St. Vincent Millay
  - "An Echo Sonnet" by Robert Pack
Exit Task: Of the three poems read today, which one do you relate to more? How? Why? How did TPCASTT help you make more meaning?

0 Comments

November 28, 2018

11/28/2018

0 Comments

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: Get into groups of 2 or 3 (no more!); everyone needs at least one partner.
In groups, read one poem at a time, I would encourage one person to read it aloud to the others while the others underline the shift as it comes to them in the reading. Then, use the TPCASTT
For both poems, students need to identify CAST--Connotation, Attitude (tone), Shift, and Theme. Each poem should be in the notebook and labeled. Follow these steps after reading each (20-25 min/poem):
- Write # (hashtag) immediately after reading the poem
- Go around and share whether or not you liked it and why
- Go around and share where you individual shifts were--what are the 3 natural divisions of the poem?
- Turn over the TPCASTT and select your individual Attitude/Tone word and explain why you selected
- Go through and identify devices (at least one per section according to your previous divisions); consider how they add to the meaning of the poem
- Review all of the annotations and write your own individual theme or MOWAW (meaning of the work as a whole); share with the group.
- For the AP prompt, review the prompt itself and discuss how to manipulate your meaning to fit the prompt.
"Where I'm From" by George Ella Lyon
- If you are doing the writing poetry deepening assignment (or for 10 bonus points), use the template to write your own version of the poem AFTER you have used TPCASTT on both poems.
"Century Quilt" by Marilyn Nelson Waniek
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?

0 Comments

November 27, 2018

11/27/2018

0 Comments

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--be prepared to be called on.
- 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?

0 Comments

November 26, 2018

11/26/2018

0 Comments

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--be prepared to be called on.
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?

0 Comments

November 19-23, 2018

11/19/2018

0 Comments

Enjoy your Thanksgiving Break!

Remember to be reading Frankenstein, Jane Eyre, or Pride and Prejudice; you need to be 1/2 way through the book by December 9th.
Your poetry poster is due November 26, the Monday we get back! This will not be accepted late.

November 20: Parent-Teacher Conferences from 11:30-7:00 p.m. (Teacher dinner 3:00-3:30 p.m.)
November 21: Parent-Teacher Conferences from 9:00-11:30 (I am gone for my own children's conferences/appointment the other times of the conference which is 7:50-3:00) If you need to meet in the morning, I can meet Monday morning from 7:50-9:20.

Please stop or email me for appointment by if you would like to meet to discuss your student's progress

0 Comments

November 16, 2018

11/16/2018

0 Comments

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/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
Exit Task: 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. This assignment will not be accepted late.

0 Comments

November 15, 2018

11/15/2018

0 Comments

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

Entry Task: MC--be prepared to share.
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
Class Choice: Begin Thanksgiving break homework assignment or read Guy Noir parody?
Exit Task: Write your own definition of parody

0 Comments

November 14, 2018

11/14/2018

0 Comments

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--be ready to be called on.
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
Exit Task: Post-it~What is a way you can remember the four traits to look for when identifying a satire?

0 Comments

November 13, 2018

11/13/2018

0 Comments

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--be prepared to be called on.
Take notes in satire chart created 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
Exit Task: Make sure the readings are returned to the file folder. Keep track of where you are, so you know where to begin tomorrow.

0 Comments

<<Previous

AP Daily Objective & Agenda

November 30, 2018

November 29, 2018

November 28, 2018

November 27, 2018

November 26, 2018

November 19-23, 2018

November 16, 2018

November 15, 2018

November 14, 2018

November 13, 2018

LitwithLeo

Archives