Blog Archives - Literature with Leonetti

September 30, 2019

9/30/2019

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: Sit at the desk with your Chromebook number and log in to the computer you find there.
- Open your Slideshow. Write the title of your song next to your number on the poster for your class.
- 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 and Unit Review (for if you have wait time or finish before the class).
- 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

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. We will start with the unit reflection tomorrow.

September 27, 2019

9/27/2019

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. Ideally, you were able to select a text you want to use today. If not, it is your responsibility to go to the library or download it in preparation for our first reading day.

September 26, 2019

9/26/2019

Objective: I can listen to the counselors share their information regarding my junior/senior year in order to make sure I am prepared to graduate on time.
Agenda:

Please listen attentively and ask questions.
This is your opportunity to get prepared for what's to come outside of this class!
If time, you can work in Google Classroom on your slideshow or poem.

September 24-25, 2019

9/24/2019

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, unsplash, 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.

September 23, 2019

9/23/2019

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 _______________________________________________________________.
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.

September 20, 2019

9/20/2019

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 on the back of your rubric. This may not be obvious, so listen carefully. You may jot down notes if it helps.
- Write the titles of the books you would read on the Reading Challenge.
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.

September 19, 2019

9/19/2019

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: Pick up the titles handout and fold the graphic over, so you can't see the answer key--no peeking!
- Review the titles mini-lesson in the Grammar Slideshow
- Complete numbers 1-6 based on what you learn and turn into the box.
Get your Chromebook and sign in to Google Classroom
- Edit and print your introduction (share via email if you would like an updated score). Cut and tape in your anthology--this is the first major piece of your final!
- Review the Poetry Rubric
Work on what you need to complete: introduction, slideshow or your first poem!
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 AND speaker
- You should also finish copying and pasting the lyrics in to your slideshow. If it is a longer song, you are going to need to make a copy of the lyrics slide and paste it in under the existing slide.
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, You Were Gone, or Growing Up

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

September 18, 2019

9/18/2019

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!

September 17, 2019

9/17/2019

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 (at this point you should have the first three slides complete)
- Today, start on slide 4, completing audience
- You should also finish copying and pasting the lyrics in to your slideshow. If it is a longer song, you are going to need to make a copy of the lyrics slide and paste it in under the existing slide.
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 have extra time, you can play the games on Quizlet!

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

September 16, 2019

9/16/2019

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
- What point of view is used here?
Follow along to your copy of 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