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April 30, 2019

4/30/2019

Objective: I can analyze the impact of specific word choices on meaning and tone, including language that is particularly fresh, engaging, or beautiful (RL11-12.4).
Agenda:

Entry Task: As you come in, take a look at the pictures. Choose one to sit at (no more than 3 people per picture). With your small group, discuss why you selected that picture and what you find “fresh, engaging, or beautiful” about it.
These images come from Velocity of Being: Letters to a Young Reader; each letter was written by an inspirational figure and then an artist designed the art to go with the letter. In your groups, you will complete the following before reading the letter to the class:
- Read the letter together--underline any words or phrases you think the artist found particularly fresh engaging, or beautiful
- Read the blurb about the author at the bottom of the letter. Circle any words or phrases you think influenced the letter’s word choice.
- Paste the letter and art to the poster provided; copy some of the underlined words and phrases in your best handwriting around the letter and artwork.
- Divide the letter evenly to read to the class
Before we read the letters, turn to your attitude/tone and mood wheel.
- What is the difference between attitude/tone and mood?
As the letters are read to the class, write down the mood you experience for each.
Exit Task: Go back to the letter that let you experience the mood you most enjoyed and explain in your journal:
- Who wrote the letter
- Why you experienced that particular mood
- A phrase you found particularly fresh, engaging, or beautiful

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April 29, 2019

4/29/2019

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Objective: I can review the definitions of concision and juxtaposition (L11-12.4) in order to utilize them in creating my own haiku, senryu, and tanka (W11-12.4).
Agenda:

Entry Task: What type of poem is the one shown below by Richard Wright? If you know, how can you tell? If you don’t know, what can you identify about this form?
- Whitecaps on the bay:
  A broken signboard banging
  In the April wind.
Follow along to the slideshow, jotting down important points in your journal as we go.
After the slideshow review the three types of poetry, in the handout
Exit Task: Write your own haiku, senryu, and tanka then reflect on your experience using these forms of poetry.

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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 your Work Plan Day 4 and work on the ideas you have planned out.

Exit Task: Reflect on your work plan while your teacher comes around and reviews your progress with you. Based on your reflection, you can edit your work plan in order to make sure you complete it fully.

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April 25, 2019

4/25/2019

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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
Anthology Workshop Today:
- Reminder: National Student Poetry Contest and/or scholarship must be submitted today!
- You can also submit to The Jabberwocky for Writer's Club.
- You need to turn in a final copy of a story or poem on our next Anthology Workshop day
- Current Choices:
  - Poetry Poem
  - “A Rose for Emily” New Point of View
  - “Missed Chances” New Point of View
  - Freewrite
  - Travel Story
  - Tongue Twister
  - Twisted Fairy Tale
  - Nature Personification Poem
  - Mythology Story
  - Morning Poem
  - Tragedy Story
  - Imagery Poem
  - Magical Realism Story
  - “Alabanza” poem
  - Allegory
  - “Death at an Early Age”
  - Missing Person (TEDTalk)
- Practice Quizlet or EdPuzzle
  - Retake test(s) when you are ready
Exit Task: Comment on your draft of either a story or poem about where you are headed, so you can come back to it. It is due next Thursday! Return your Chromebook to the cart in the correct slot, plugged in please.

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April 24, 2019

4/24/2019

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Objective: I can meet a published author and ask her thoughtful questions about her writing experience!
Agenda:

Entry Task: Go directly to the Little Theater
- Listen attentively and consider whether you have any questions for Claudia Castro Luna
Exit Task: Ask your questions and engage with our new author friend!

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April 23, 2019

4/23/2019

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Objective: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain (RL11-12.1).
Agenda:

Entry Task: Copy the definition of aphorism and copy from the list any that you have heard before.
- Review the directions and questions on the handout
20-30 min. Read “The Daughter of Invention” by Julia Alvarez
Until everyone is finished, work to answer the questions on the handout
Share your responses with a partner and prepare to share out your thoughts on the question assigned to you.
- Discuss the story using your responses as a guide
Exit Task: Turn in your copy of the handout.

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April 22, 2019

4/22/2019

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Objective: I can determine central ideas from our visiting author’s website in order to analyze her writing style as well as who she is in order to provide a thoughtful question from the text (RI/RL11-12.2).
Agenda:

Entry Task: Get out your anthology and review the poems we have explored.
- We will take a Quick Quiz before we delve into our work for today. You have 10 min., but you may use your anthology.
- Grab a Chromebook after you turn in your quiz.
Follow along to two of the Poems from our upcoming visiting author Claudia Castro Luna!
In Google Classroom, answer the questions about the author from her website
Exit Task: Come up with a thoughtful question you might like to ask on Wednesday where we will meet at the Little Theater to welcome our author.

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April 19, 2019

4/19/2019

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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 your Work Plan Day 4 and work on the ideas you have planned out.

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April 17, 2019

4/17/2019

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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: Grab a highlighter and the article “10 Keys to Writing a Speech”
- Popcorn read the article, highlighting at least one striking point in each paragraph.
After reading, discuss what you learned about writing a speech from the article
- How does what we read compare to the evaluation you did of the TED Talk Everything you Need to Write a Poem and Save a life? Do you think the author of the article would have approved of the speech that was given?
- From both, what seems to be the most important component of writing a good speech?
If the premise of the speech or “being memorable” is the most important component, it has to come from the heart
- In the next minute or two, jot down the topics that are closest to your heart--those you find yourself spending time considering or discussing; they can be serious, but they do not have to be--anything that is meaningful to you will do.
Let’s share out our topics, so we can see all of our options, in case there is something we didn’t think of.
- From those on the board or in your journal, select a topic and create a map of your ideas; the first bullet should be your premise, and the rest should link to that idea:
  - Opening
  - Tone
  - Personal story
  - Theatrics or props
  - Ending
Turn and Talk: Now share your ideas with a partner--try to express them as clearly as possible; think of this as an impromptu speech, explaining how you would present your idea.
Draft: Using the speaking experience with your partner and your map, write a short speech of what you would say in front of a crowd.
Exit Task: Share your speech draft with a different partner. If there are any brave souls (and time), share your speech with the class a whole.

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April 15, 2019

4/15/2019

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Objective: I can evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used (SL11-12.3).
Agenda:

Entry Task: Grab your Chromebook and login to Google Classroom. Then, get out your journal and jot down the names of people who you miss for a variety of reasons. Feel free to incorporate specifics about each person in order to utilize some of these details later.
In Google Classroom open the Edpuzzle (if you have headphones, you will want to get them out)
- Follow along to the TED Talk Everything you Need to Write a Poem and Save a life (18 min.)
- As you watch, the video will pause where you need to answer a question.
- In some cases, you will need to answer both on the computer and in your journal.
  - Although the video is 18 min., we will work through it independently for about 30 min., at least enough time so everyone can complete the questions/steps throughout.
- If you get done first, feel free to go through the steps with another of the people you wrote about in your entry task.
When everyone is finished, select a partner you can work well with in order to complete an assessment of your understanding of the speech.
- You may continue to utilize your Chromebook to review the speech as you work together to answer the questions in the Speech Evaluation.
- After we review the steps together, use the rest of the time to complete the evaluation thoroughly and thoughtfully. You may turn in one paper for both of you, but make sure both of your names are on it!
Exit Task: Turn in your Speech Evaluation.

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