Literature with Leonetti

September 19-20, 2018

9/19/2018

Objective: I can make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest (SL.11-12.5).
Agenda:

Entry Task: Get your Chromebook and sign in to Google Classroom; open your copy of the slideshow
Review the slides
- Today, start on slide 4, completing Big Ideas
- Other than that, you should only have the Theme slide left. You can write your own theme statement if you like, but you may also use the template we practiced in our last class to write one for your song. This slide should also have a relevant image to the theme included. For free images try sites like, pixabay or pexels.
If you finish with these slides, type and turn in your favorite of our writings so far for feedback and to get started on your final anthology: Growing Up or Favorite Place Poem
If you finish early, feel free to practice our Quizlet sets or if you didn’t last time, you can type up one of your favorite writings we have done for your anthology. Remember, earn 100% on any Quizlet set and show me for an optional assignment!
Exit Task: Remember, you can change the color of the slides or add pictures to make your slideshow uniquely your own.

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September 18, 2018

9/18/2018

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Objective: I can use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences and setting portrayed (W.11-12.3.D).
Agenda:

Entry Task: Chat with a friend about your favorite place in the whole wide world--places in books count too!
Follow along to "Knoxville, TN" by Nikki Giovanni as it is read through the first time
- On the second reading, write down some Big Idea words that come to mind
- Have students write a theme statement about the poem following this template, From the moment “Knoxville, Tennessee” opens with “I always like summer/best” until it closes with “sleep,” Nikki Giovanni portrays the ________ we can find in our favorite place with lines like, ____________________ revealing that __________________________________.

(Teacher Note: Completed theme statement--From the moment “Knoxville, Tennessee” opens with “I always like summer/best” until it closes with “sleep,” Nikki Giovanni portrays the joy we can find in our favorite place with lines like, “and go to the mountains with/your grandmother” revealing that joy really does come from life’s little things and have the biggest impact on who we become.)

Follow the directions in the handout to write your own Favorite Place Poem.
- If you would like and you have a shared favorite place, you can do this with a partner; alternatively, you can do it on your own, so instead, write 30 lines, and then narrow it down to your favorite 24--play with the word order and think about why it matters.
Exit Task: Each of you should have the final 24-line poem in your anthology. Share with another pair if time.

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September 17, 2018

9/17/2018

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Objective: I can use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences portrayed (W.11-12.3.D).
Agenda:

Entry Task: You will need your notebook to write in today! Take a look at the objects in the prezi slide 12--what do each of these make you think of? Describe or make a list.
Share out at least 2 ideas for each object
- What device do these objects represent?
- Follow along to “The Rose Bush” by Nikki Giovanni
  - Just listen and read the first time
  - On the second reading, underline anything that could be considered a symbol
- Discuss: What symbols did you find?
  - How do they impact the outcome of the poem?
  - Who do you think the audience of her poem is? What lines suggest that?
Now, write a paragraph, story, or poem describing the first time you realized you were growing up. Include something that would symbolize your growth--if it helps, brainstorm ideas that could represent growth and change.
Exit Task: Reread your ideas and underline the symbol(s) you included and explain who your intended audience was when you were writing. Did you have someone specific in mind? It could even be your younger self!

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September 14, 2018

9/14/2018

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Objective: I can come to discussions prepared, having read and prepared to share my selected text to stimulate a thoughtful exchange of readings and ideas about them (SL11-12.1a).
Agenda:

Entry Task: Get out your Bring a Text homework and the text itself (if posted to Google Classroom, get a Chromebook). If you forgot your materials, quickly grab a children’s book you are familiar with and complete the framed sentence on the homework sheet. Either way, review your framed sentence in preparation to share it with the class.
Review the criteria for the Speaking and Listening Rubric rating your preparation as you go
- You will be reading your framed sentence to the class and thinking about whose text is like yours and why. While you are listening, you may make note of other texts that have something in common with yours. This may not be obvious, so listen carefully. You may jot down notes if it helps.
Share your Bring a Text framed sentence with the class and listen to others
Based on what you have heard, meet with others who have a similar text to yours. You may have to explain why you thought yours was similar to someone else’s to determine your groups. Your groups should have no less than 3 people and no more than 5--make sure everyone is included!
In your groups, determine a title for your poster. This may be as simple as Poetry or Children’s Books, but it could be more complex like distinct characteristics or the audience of the text. The title should be 1-2 words that show what they all have in common.
- Each group member needs to glue their handout to the poster and put the text you brought there in the envelope provided as well (these will be kept for next week)
Exit Task: Before you leave, go around the classroom and look at the other posters that are present. If you had to, which of these would you choose to read from? Complete your Speaking and Listening rubric and turn in with reflection completed.

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September 13, 2018

9/13/2018

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Entry Task: Get your Chromebook and sign in to Google Classroom; open your copy of the slideshow
Review the slides (at this point you should have the first three slides complete)
- Today, start on slide 4, completing audience
At this point, you need to finish identifying 3 devices the lyrics for three of our devices. Review the terms in Quizlet as you look closely. Some typical devices that appear in songs:
- Simile
- Metaphor
- Rhyme
- Imagery
- Characterization
- Symbol
If you finish with these slides, type and turn in your favorite of our writings so far for feedback and to get started on your final anthology: Habits, Choices, or You Were Gone
Exit Task: Remember, you can change the color of the slides or add pictures to make your slideshow uniquely your own.

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September 12, 2018

9/12/2018

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Objective: I can use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences portrayed (W.11-12.3.D).
Agenda:

Entry Task: You will need your notebook to write in today! Take a look at the phrase in the prezi and write what it brings to mind for you.
Share out at least 10 ideas (Teacher Note: write their ideas on the board).
- What point of view is used here?
Follow along to Nikki Giovanni’s poem “You Were Gone”
- What poetic device is used throughout?
- How do they impact the outcome of the poem?
- Who do you think the audience of her poem is? What lines suggest that?
- Try replacing some of the originals with our ideas on the board with a partner
Write your own version of the poem on the template provided
Exit Task: Share your version of the You Were Gone poem with a neighbor or to the class--your choice!

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September 11, 2018

9/11/2018

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Entry Task: Get your Chromebook and sign in to Google Classroom; open your copy of the slideshow
Review the slides (at this point you should have the first three slides complete)
- Today, start on slide 4, completing genre and speaker--make sure to address which P.O.V. as discussed in our last lesson
- You should have already copied and pasted the lyrics in to your slideshow.
At this point, you need to start looking at the lyrics for three of our devices. Review the terms in Quizlet as you look closely.

Exit Task: Remember, you can change the color of the slides or add pictures to make your slideshow uniquely your own.

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September 10, 2018

9/10/2018

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Objective: I can practice grasping point of view by distinguishing between what is being said and what is meant (RL.11-12.6) to understand that the author is not necessarily the speaker.
Agenda:

Entry Task: What is point of view? When you write, which do you typically use? 1st, 2nd, or 3rd person?
Continue with prezi from slide 5 to review P.O.V.
Select habits or choices and title a page in your notebook with your selection
Number off 1 & 2
- If you have a number 1, you are going to write on your topic using first person as yourself
- If you have a number 2, you are going write using first person but as a character you decide to be
  - 7-10 min. During the time given, write about how habits or choices have affected your or someone else’s life. Either way, you are writing using “I”!
Let’s have two 1s and two 2s share out their writing
Discuss: How does it feel to use “I” when writing about your own or someone else’s experiences? (Teacher note: keep track of their responses on the board or projected in a Google Doc; also, depending on how the class is going, this may be a good place to stop for the day. Given time, you can continue with what comes next, or save it for the next day and finish out the next day by working on their slideshow.)
Follow along to your copies of “Habits” and “Choices” written and read by Nikki Giovanni. Each will be read twice. After the second reading, take the time to identify Speaker, Audience, and Big Ideas for each on the poem.
Exit Task: Share out: What do you think about the poems? Remember that you need to keep all of our work for your anthology, but if you particularly enjoy a poem, it will need to be included in your table of contents.

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September 7, 2018

9/7/2018

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Objective: I know what kind of reader I am and can reflect on what reading I do enjoy (RL11-12.10).
Agenda:

Entry Task: Share with your neighbor what is your favorite thing you have ever read. It certainly can be a book, but it does not have to be--think outside of the box!
Be prepared to share your ideas with the class--two sets of partners will be called on to respond to share out.
Complete the Reading Interest Survey on the front and back of your handout. DO NOT PUT YOUR NAME ON IT, but put an identifying mark on it, so you know which one is yours.
- Paper fight! Crumple up your paper and throw it at someone across the room
  - Pick up and unfold the paper nearest to you. Make sure everyone has one.
- As the statements from #s 8, 9, & 10 are read, stand if the paper you picked up is checked, so we what kind of readers we are in this class
- Discuss: How is the reading we do for school different from the reading we do for enjoyment? Does it have to be? Can we enjoy our school reading?
- Put papers in center of classroom and pick up your own by looking for your identifying mark.
Complete the Bring a Text page--feel free to chat with a neighbor while you complete this chart, but it should only take you about 5-10 min.
As a class, read through the directions for Bring a Text to Share, jotting down ideas as you listen to the directions.
Exit Task: Detach the last page to remember to Bring a Text on the due date! This is your homework.

CW Daily Objective and Agenda

September 19-20, 2018

September 18, 2018

September 17, 2018

September 14, 2018

September 13, 2018

September 12, 2018

September 11, 2018

September 10, 2018

September 7, 2018

September 6, 2018

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