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September 28, 2018

9/28/2018

Objective: I can read from the unfamiliar genre I selected for a sustained time and begin to develop an understanding of the traits of the genre.
Agenda:

Entry Task: Get out your selected reading and sit somewhere you are comfortable to read. Devices need to be put away and set to airplane mode during reading time to avoid distraction.
Review the Unfamiliar Genre Brochure
- Fold and notice that you can use it as a bookmark!
- You can write down character names or important plot points as you read but otherwise you need to stay focused on your reading.
Read and enjoy your selection for a total of 25 minutes
After reading, review the rubrics for the Anatomy-Of and Writing-In Genre and begin to process which you are most interested in completing.
Exit Task: Consider that you have 75 min. of in-class reading time left. How much will you need to read outside of class to complete your reading selection? Make sure to develop your reading plan and stick to it!

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Objective: I can develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience (W.11-12.5).
Agenda:

Entry Task: Get logged into your computer and open Google Classroom.
Review the directions for your anthology
- Consider whether any of the poems you have received are favorites you would like to include in your anthology
Review the rubric that was used to score your poem.
Open your poem in Google Classroom; review the comments on the poem as your rubric is returned to you.
Revise, edit, or rewrite if necessary before you print your work for your anthology. You may turn it back in for a revised grade as well!
At this point, you should have your introduction completed.
If you are caught up on your anthology, remember, you can work on our Quizlet sets as an optional assignment.
Exit Task: Make sure your anthology is organized and caught up through the work of our first unit. Looking forward to what comes next!

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September 26, 2018

9/26/2018

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

Entry Task: Get out your anthology and be ready to write on the blank page you left yesterday
Copy the definition for Found Poetry:
- Found Poetry is made up of all words and lines that are found by the poet, (re)arranged to create the poetic form, but variations can be created with part found/part written pieces as well. Considered the Pop Art of poetry, it can be visual or written.
- Read the example of a song title found poem “Dave” by S.M.(M).L.
Using our class list on the board or your list of favorite songs (or you may access your songs on your device), write your own found poem using song titles
Notice that the titles of the songs are italicized in the Dave poem; you should underline your titles as you write.
- Try to use at least 15 song titles in your draft
- Try to incorporate at least 3 different devices in your writing like imagery, rhyme, rhythm, alliteration, simile, symbol etc.
Title your found poem so readers know either who the artist is that the songs came from, or if they are multiple artists, it could simply be “Favorite Music” or something along those lines
Exit Task: Leave your anthology open to your song title poem on your desk. Then, move across the room and read someone else’s song title poem. Write them one piece of positive feedback addressing a device they used in their writing--things to look for imagery, rhyme, rhythm, alliteration, simile, symbol, etc. and sign your name.

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September 25, 2018

9/25/2018

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Objective: I can present information, findings, and supporting evidence, conveying a clear and distinct perspective, so viewers can follow the organization, development, and substance, while the style is appropriate to the purpose of practicing identifying genre, speaker, audience, and theme (SL.11-12.4).
Agenda:

Entry Task: SUB TODAY! Log back in to the computer you used in our last class period Open your Slideshow. Go to the next slideshow you would like to review after that student has signed in to their computer.
Review directions for Song Peer Presentation Review AND directions for Unit Review
Go to one of your three choices--please be considerate of others. No one should be “waiting.” One person per computer at a time, so you can really sit and process what you are looking at.
Complete the peer review--take your time; there is no reason to rush through. Enjoy the opportunity to look and listen.
When you are finished, stand up from the desk, trade with someone else who is finished until you have completed three reviews
Once everyone has finished with their peer reviews, make sure students hit “Turn In” on their slideshow before they log out.
Exit Task: Complete your Unit Review and add it to your anthology, skip one blank page before you cut and paste it into your notebook. We have one more writing activity for tomorrow--bring a list of your favorite song titles.

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September 24, 2018

9/24/2018

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Entry Task: Sit at a desk and log in to the computer you find there. Open your Slideshow. Write the title of your song on the board next to the number of computer you are sitting at. Please put an * next your song if it is questionably school-appropriate either in the content of the video or the language of the song, so everyone can make an educated decision about their choices.
Review directions for Song Peer Presentation Review
- Notice that what you star at the bottom of each page is different on each page!
Look at the board and select which three songs you are most interested in. Note: You may not get your top choice first, be willing to go to an empty computer (unless it has an *, and you are concerned about that).
Go to one of your three choices--please be considerate of others. No one should be “waiting.” One person per computer at a time, so you can really sit and process what you are looking at.
Complete the peer review--take your time; there is no reason to rush through. Enjoy the opportunity to look and listen.
- When you are finished, stand up from the desk, trade with someone else who is finished until you have completed three reviews. Complete at least 1 today.
Exit Task: Once you are finished with your peer reviews, make sure you have answered the questions at the bottom of the third page then turn in your work.

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September 21, 2018

9/21/2018

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Objective: I can write an explanatory letter to convey complex information clearly and accurately through the effective selection, organization, and analysis of content about the genres represented throughout the posters.
Agenda:

Entry Task: Go to a poster you did not create--no more than 3-5 people at each poster so there is room to get close. Have your Poster Review handout and a pen(cil) ready.
Go over the directions for the poster review and discuss “genre.”
- According to Wikipedia, “A literary genre is a category of literary composition. Genres may be determined by literary technique, tone, content, or even (as in the case of fiction) length. The distinctions between genres and categories are flexible and loosely defined, often with subgroups.
  
  The most general genres in literature are (in loose chronological order) epic, tragedy, comedy, and creative nonfiction. They can all be in the form of prose or poetry. Additionally, a genre such as satire, allegory or pastoral might appear in any of the above, not only as a subgenre, but as a mixture of genres. Finally, they are defined by the general cultural movement of the historical period in which they were composed.
  
  Genre should not be confused with age categories, by which literature may be classified as either adult, young adult, or children's. They also must not be confused with format, such as graphic novel or picture book.”
- For our purposes, when we discuss genre we are focusing on the “category” component described above, so we will use the term loosely to include everything described here even format, but we can also include more specific categories like dystopia, gothic, or other types of literature.
Starting at the poster you are at, complete the chart. Feel free to work together with the people that you meet there. You should spend about 5 min. at each poster. When you are finished and another group is ready to move, go ahead and switch places. You do not have to stay with the people you started with, but you do have to get to every poster.
If you finish and others are still working, underline or highlight parts of your chart you are particularly interested in.
After 25-30 min. review the directions on the back of the handout for what comes next.
Complete the letter rough draft first if it is helpful to you, or you can jump right in to Google Classroom and complete the assignment posted there.
Exit Task: Turn in your letter. If you do not turn in your letter today, this will be homework. You will need to complete it before next Friday.

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September 19-20, 2018

9/19/2018

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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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