Literature with Leonetti - CW Daily

March 19, 2019

3/19/2019

Objective: I can cite strong and thorough textual evidence to support analysis of “The Handsomest Drowned Man in the World” by Gabriel Garcia Marquez as Magical Realism and how allusions to diverse mythologies influence the impact of the story (RL11-12.1).
Agenda:

Entry Task: Label the next blank space in your anthology, “The Handsomest Drowned Man in the World” by Gabriel Garcia Marquez and Magical Realism. Then, review your literary terms definitions and the short stories we have read in preparation for a Quick Quiz.
9 min. Quick Quiz; you may use your anthology
Follow along to the prezi, taking notes in your anthology under your new heading from today.
- Watch the video on Magical Realism, taking your best notes
- Answer the questions as a class
- Review how Magical Realism and Mythology appear in the story
Follow along to The Handsomest Drowned Man (13:35 min.) on your copy
Exit Task: After reading, explain how Marquez utilized Magical Realism and allusion to mythology to influence the impact of the story
- Gabriel Garcia Marquez utilized Magical Realism by . . . ., and the allusion to the mythology of . . . influenced of the impact of the story by . . .

March 18, 2019

3/18/2019

Objective: I can review the definition of imagery (L11-12.4) in order to utilize it in creating my own descriptive poem (W11-12.4).
Agenda:

Entry Task: Take a walk around the room and look at all of the Landscape images and Portrait images. Sit next to one that is intriguing to you and get out your notebook. Review the definition of imagery.
- Be prepared to share out if called on
Review the directions in the slideshow
Example with "Migrant Mother"
Answer the questions
- Edit your ideas
- Share out
- Clarifications
Exit Task: Check the title on the painting. Is this a good title for your poem? If not, select a title before you put your anthology away.

March 13, 2019

3/13/2019

Objective: I can examine Transcendental and Tragedy themes in our reading of “To Build a Fire” by Jack London including how they interact and build on one another to provide an objective summary of the text (RL11-12.2).
Agenda:

Entry Task: Get out your composition notebook and answer: Find a quote from the story, copy it into your notebook and illustrate it. Make sure to include the title and author of the story.
Continue “To Build a Fire” by Jack London identifying evidence of both Transcendentalism and Tragedy as you are following along.
- Review the definitions of Tragedy, Conflict, and Irony and identify on the handout
Review directions to write your own tragedy OR type and turn in your “Morning” poem
Exit Task: “Turn In” your selected draft of the poem or story brainstorm to Google Classroom.

March 12, 2019

3/12/2019

Objective: I can examine Transcendental and Tragedy themes in our reading of “To Build a Fire” by Jack London including how they interact and build on one another to provide an objective summary of the text (RL11-12.2).
Agenda:

Entry Task: Get out your composition notebook and answer: Where have you heard the terms Transcendentalism and Tragedy and what do you remember about them? Try to give specific evidence of readings.
Complete the Guided Notes on both Transcendentalism and Tragedy from the Prezi
- Cut and paste your notes into your notebook.
Begin “To Build a Fire” by Jack London identifying evidence of both Transcendentalism and Tragedy as you are following along.

Exit Task: Stop the story with 5 min. left. Share with a neighbor the evidence you have found up to this point.

March 11, 2019

3/11/2019

Objective: I can review the definition of hyperbole and figurative language (L11-12.4) in order to utilize them in editing my own day-to-day experiences (W11-12.4).
Agenda:

Entry Task: Write a list of what you (or someone you love) does to get ready in the morning.
Read the poem “Early in the Morning” by Li-Young Lee
- What devices are used in it? Can you find the hyperbole?
- What happens if the poet doesn’t use figurative language?
Edit the poem, so it is in list form rather than poetic form.
For example, the first line might be: “The rice cooks.”
- Work with a neighbor to change the figurative language to literal language
- Each group will share out one-two lines; be prepared to share in 10-15 min.
Share out and edit the overall poem while it is projected on the board
- Discuss: what happens to the poem when we change it to literal language?
Exit Task: Take your list from the entry task and change the word choice from literal to figurative; try to incorporate a hyperbole. Try to extend your list into a 20-25 line poem. Raise your hand to share your finished product with your teacher.

March 8, 2019

3/8/2019

Objective: I can analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact (RL11-12.5).
Agenda:

Entry Task: Get out your reading book and your Seven Basic Plots chart; if you have not been reading on your own time, review what you last read.
Review expectations for sustained silent reading
- Read for 25 min.
Work to complete what you can in the chart you selected at the beginning of class.
- Don’t forget: You can turn in completed plot charts for optional assignment points at anytime. You are not restricted to only reading one book! You only have to do one project, though.
Review book project rubric and recall the project you selected.
- Go over the Work Plan and develop your plan for 6 work days using the rubric as a guide for what should be completed.
Exit Task: Show your teacher your completed work plan to ensure you have hit on all aspects of the rubric.

March 7, 2019

3/7/2019

Objective: I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach (W11-12.5).
Agenda:

Entry Task: Get out your Chromebook and log in to Google Classroom
Anthology Workshop Today:
- Open your returned Short Story or Poem Draft 2
- Review the comments and make edits accordingly; turn back in if you want a new score
- Print and cut/tape into Anthology if it is final draft ready
  - Remember to add to Table of Contents
Review expectations of Retakeable Grammar Test
- Do your best on your first take of it.
Exit Task: Turn in Retakeable Grammar Test

March 6, 2019

3/6/2019

Objective: I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing plot development (W11-12.5).
Agenda:

Entry Task: Get a Chromebook and review your Nature and Tone assignment. Share with a neighbor, which was your favorite? Why? Do you know any myths, gods/goddesses, or mythological creatures that are associated with your favorite?
Review the options and handout with rubrics to select your best drafting option
- Option 1: After viewing the videos and exploring their tone and personification, choose another part of nature to personify and write in your journal what they would tell humankind using your choice of tone.
- Option 2: Work together with an even-numbered group (review group work rubric) to re-create your own visual poem about Persephone. You must represent each season with both a picture AND a line that implements at least one poetic device.
- Option 3: Select a different mythological aspect, god(dess), or creature and write your own story featuring it. Like the quotes above, you can stick as close to or stray as far from the original as long as it is clear who/what mythological aspect you are incorporating.
Work to draft your poem or story according to the rubric you selected
Exit Task: Before you are finished, copy and paste your selected rubric onto the bottom of your Google Doc and self-assess your work by highlighting the squares that apply to your story or poem. If you did your work on paper, turn in the packet with the appropriate rubric highlighted.

March 5, 2019

3/5/2019

Objective: I can analyze multiple interpretations of the Myth of Persephone evaluating how each version draws on mythology (RL11-12.7).
Agenda:

Entry Task: What do you know about Hades, the Underworld, Persephone, pomegranates, and/or the seasons of the year? If you can, explain how these are connected.
- Share your response to the above question with a neighbor; be prepared to share out what you think you know.
Review the definition of myth and allusion.
- Why do you think so many modern-day works allude to Greek mythology? What is the appeal?
Follow along to the Myth of Persephone by Laura Strong
- After reading describe how it fits the definition of mythology by completing the template with evidence from the reading.
Watch Disney’s 1934 Silly Symphony: Goddess of Spring and describe or show by filling the space provided how each season is represented.
Exit Task: In your notebook, explain whether you preferred the story or video interpretation of the story and why. Add the title to your short story bracket and put today’s handout into your notebook for reference while your teacher checks it off.

March 4, 2019

3/4/2019

Objective: I can review the definition of attitude/tone and personification (L11-12.4) in order to utilize it in creating my own personified element of nature (W11-12.4).
Agenda:

Entry Task: Get your Chromebook and review definitions of attitude/tone and personification in your journal
- You will be called on at random to share definitions; be prepared to share
Look at the screen and go over the directions for the Nature and Tone assignment posted to Google Classroom.
- Watch the first video about Earth together and complete the first box
Complete the rest of the videos and descriptions within the next 15-20 min.
After viewing the videos and exploring their tone and personification, choose another part of nature to personify and write in your journal what they would tell humankind using your choice of tone.
Trade your writing with a partner
- Partner: after reading, write a description of what tone comes across in their writing and what you liked best about it.
Exit Task: Read your partner’s response and explain whether or not that was the tone you were going for--it doesn’t have to be exact! Raise your hand to share your finished product with your teacher.