Tuesday, March 31st

*5 min: Confer w/ group
*Presentations (random order)

*OBJECTIVE: Analyze literary elements in poetry.

Monday, March 30th

*Work-time on presentation
---may travel
*End of class: Homework?
*Presentations Tomorrow

*OBJECTIVE: Analyze literary elements in poetry.

Friday, March 27th

*Collect pink sheets
---give to Guidance from here on out
*Bubbles
*Info:
---Dig deeper!
---Visuals
*Work-time on presentation
---may travel
---after today, only ONE more work day
*End of class: Homework?
*Presentations Tuesday

*OBJECTIVE: Analyze literary elements in poetry.

Thursday, March 26th

*Collect "Joy"/"Sorrow" wkst
*Meanwhile, complete Senior Awards form
*Info: Poetry Presentations
*(Re)read & choose 2 poems
*As a small group, compose a Venn diagram like the one we did yesterday
*2 more class periods to work on presentation.

*OBJECTIVE: Analyze literary elements in poetry

Wednesday, March 25th

*Check "Tiger"/"Lamb" response
*Discuss
*Read "Joy"/"Sorrow"
*Do vocab (individually)
*Complete wkst individually or in pairs

*OBJECTIVE: Analyze elements of poetry

Tuesday, March 24th

*Check dialogue journal over Blake poems
*(1st hour) "War Is Kind" Assessment
*William Blake's prints
*Re-read poems
*Share responses
*1/2 page: Based on BOTH of these poems, explain Blake's ideas about God. Use at least two quotes from the poems to support your ideas.

*OBJECTIVE: Analyze theme

Monday, March 23rd

*Collect vocab, dalogue journal, and 1/2 page response over "I wandered lonely as a cloud"
*Take poetry formative
---miss 1 or fewer = +3 bonus points
*Read Blake's "The Lamb" and "The Tiger"
---number the lines of each poem
---do an 8 entry dialogue journal that covers BOTH poems (not 16 entries, only 8)
---due tomorrow

*OBJECTIVE: Use details from text to evaluate the effect of tone on the overall meaning of the work (et al.)

Thursday, March 12th

*Check/Review "The Tables Turned"
*Read "I wandered lonely as a cloud"
---do vocab
---complete 5 entry dialogue journal
---answer the following question in at least 1/2 page of writing: "Is this poetry completely obsolete? What place or purpose, if any, does Wordsworth's poetry have in today's day and age? Explain.
---Return all handouts to table

*OBJECTIVE: Use details from text to evaluate the effect of tone on the overall meaning of the work (et al.)

Wednesday, March 11th

*Collect late/absentee papers
*Discuss Wordsworth Bio
*Read "Tables Turned"
---Do vocab (in notebook)
---Answer Questions (in notebook)
---Return poem & questions to table

*OBJECTIVE: Use details from text to evaluate the effect of tone on the overall meaning of the work (et al.)

Tuesday, March 10th

*Collect Multi-genre Research Papers
*Redistribute "Autumn Song" questions
*Review poem/questions
*Author Bio: William Wordsworth
---10 inferences

*OBJECTIVE: Use details from text to evaluate the effect of tone on the overall meaning of the work (et al.)

Monday, March 9th

*Check dialogue journal & vocab from "Carcass"
---Discuss poem
*Read "Autumn Song," look up unfamiliar words, and then answer questions
---Due in class today
*Teacher superlatives
*HW: Final Draft Due TOMORROW, 3/10
---with Title Page, Table of Contents, Preface, Body, Epilogue, & Annotated Bibliography

*OBJECTIVE: Use details from text to evaluate the effect of tone on the overall meaning of the work (et al.)

Friday, March 6th

*Review inferences about Baudelaire
*Read "A Carcass" and . . .
---Use the dictionary to define any unfamiliar words
---Complete dialogue journal of your reading: 5 entries
*HW: Final Draft Due Tuesday, 3/10
---with Title Page, Table of Contents, Preface, Body, Epilogue, & Annotated Bibliography
*HW: "Carcass" dialogue journal

*OBJECTIVE: During reading, use strategies to determine meaning of unknown words, infer, and question the text.

Thursday, March 5th

*Review models of Preface, Epilogue, and Annotated Bibliography
---more info in "INFO" packet
*Next up--Poetry
*Author Intro: Baudelaire
---10 inferences
*HW: Final Draft Due Tuesday, 3/10
---with Title Page, Table of Contents, Preface, Body, Epilogue, & Annotated Bibliography

*OBJECTIVE: Apply pre-reading strategies to aid comprehension: Preview

Wednesday, March 4th

*Workshop body of essay
---add field: "repetend"
---insert genre-piece titles
---stickers & floaters
---follow instructions on page
---"I don't know" is not a helpful response--THINK!
*HW: Final Draft Due Tuesday, 3/10
---with Title Page, Table of Contents, Preface, Epilogue, & Annotated Bibliography
---models tomorrow

*OBJECTIVE: Compose text with complex ideas, freshness of thought, clarity of expression, strong style, and following conventions in capitalization, punctuation, & standard usage.

Tuesday, March 3rd

*Check drafts while . . .
*Workshop body of essay
---add field: "repetend"
---insert genre-piece titles
---stickers & floaters
---follow instructions on page
---"I don't know" is not a helpful response--THINK!
*More time tomorrow (if necessary)
*HW: Final Draft Due Tuesday, 3/10
---with Title Page, Table of Contents, Preface, Epilogue, & Annotated Bibliography

*OBJECTIVE: Compose text with complex ideas, freshness of thought, clarity of expression, strong style, and following conventions in capitalization, punctuation, & standard usage.

Monday, March 2nd

*Flex-time: Library? Writing Lab? Work on drafts?
*HW: COMPLETED first draft of Body due tomorrow, 3/3
---Must be TYPED and COMPLETE, or you'll lose a letter-grade on the final draft.

*OBJECTIVE: In written text, use conventions of punctuation.