*Read: 10m
---Identify a new passage to submit for author's craft (Friday)
*Sentence Variety in Gone by Michael Grant
---Practice
*Book Review Prompts
*Read: 10m
*Journal #7 (10m): Seed for Book Review [LETTER]
---Integrate a long+short combo to emphasize an important point.
*Finished? Read on!
---Identify a new passage to submit for author's craft (Friday)
*OBJECTIVE: Understand sentence variety and incorporate it into our writing.
4/29/19
Tuesday, April 30th--1st, 3rd, & 7th Hours
*Read: 10m
---Mark sentence with unfamiliar word.
*Tables: Choose one . . .
---Write an open-ended vocab-in-context question using that sentence.
---Leave book open to passage.
*Journal #5: Vocab. in Context
---Rotate. Answer each table's question.
---Review answers.
*Read 10m
---Post-it: Your name. What is your main character's defining personality trait?
*Mash-up
*Discuss: Explain that trait and how it's expressed in your story.
*Journal #6 (1/2 page +): Compare and/or contrast your character with another from your group.
*Read: Remainder
---Look for another interesting passage to submit for Author's Craft.
*OBJECTIVE: Determine the meaning of words and phrases as they are used in the text
---Mark sentence with unfamiliar word.
*Tables: Choose one . . .
---Write an open-ended vocab-in-context question using that sentence.
---Leave book open to passage.
*Journal #5: Vocab. in Context
---Rotate. Answer each table's question.
---Review answers.
*Read 10m
---Post-it: Your name. What is your main character's defining personality trait?
*Mash-up
*Discuss: Explain that trait and how it's expressed in your story.
*Journal #6 (1/2 page +): Compare and/or contrast your character with another from your group.
*Read: Remainder
---Look for another interesting passage to submit for Author's Craft.
*OBJECTIVE: Determine the meaning of words and phrases as they are used in the text
4/28/19
Monday, April 29th--2nd Hour
*Read: 10m
---Mark sentence with unfamiliar word.
*Tables: Choose one . . .
---Write an open-ended vocab-in-context question using that sentence.
---Leave book open to passage.
*Journal #5: Vocab. in Context
---Rotate. Answer each table's question.
---Review answers.
*Read 10m
---Post-it: Your name. What is your main character's defining personality trait?
*Mash-up
*Discuss: Explain that trait and how it's expressed in your story.
*Journal #6 (10m): Compare and/or contrast your character with another from your group.
*Read: Remainder
---Look for another interesting passage to submit for Author's Craft.
*OBJECTIVE: Determine the meaning of words and phrases as they are used in the text
---Mark sentence with unfamiliar word.
*Tables: Choose one . . .
---Write an open-ended vocab-in-context question using that sentence.
---Leave book open to passage.
*Journal #5: Vocab. in Context
---Rotate. Answer each table's question.
---Review answers.
*Read 10m
---Post-it: Your name. What is your main character's defining personality trait?
*Mash-up
*Discuss: Explain that trait and how it's expressed in your story.
*Journal #6 (10m): Compare and/or contrast your character with another from your group.
*Read: Remainder
---Look for another interesting passage to submit for Author's Craft.
*OBJECTIVE: Determine the meaning of words and phrases as they are used in the text
4/26/19
4/24/19
Thursday, April 25th
*Read: 10m
---Sticky a single sentence with an interesting construction.
*Read someone else's Journal #4. Highlight the use of parallelism.
*Read someone else's Journal #4. Highlight the use of parallelism.
---Trade back: Is it TRULY parallel?
*Parallel Telephone Lines
---Write one of your stickied sentences at the top of a clean sheet of paper.
---Choose a topic, and write a parallel sentence below the first.
---Write one of your stickied sentences at the top of a clean sheet of paper.
---Choose a topic, and write a parallel sentence below the first.
---Rotate
---Collaborate to write a parallel sentence below the most recent entry.
---Repeat until yours returns.
---Pick a favorite (must be parallel to your original).
*Time? Post the most interesting sentence on your page.
*Time? Post the most interesting sentence on your page.
*OBJECTIVE: Understand, identify, and make use of parallelism to build rhythm in our writing and engage readers.
4/23/19
4/22/19
Tuesday, April 22nd
*Read: 10m
---Setting
*Author's Craft: Parallelism in Never Let Me Go
---Rule of Three
---Practice: Write a single sentence about this room or something in it. In it, use three parallel PHRASES or CLAUSES (not single words).
------Turn in
*Journal #4: Describe the setting of your book. No quotes necessary. Use parallelism at least ONCE in the response.
---List or paired phrases in a single sentence?
---Pair of complete sentences?
---String of complete sentences?
*OBJECTIVE: Understand, identify, and make use of parallelism to build rhythm in our writing and engage readers.
---Setting
*Author's Craft: Parallelism in Never Let Me Go
---Rule of Three
---Practice: Write a single sentence about this room or something in it. In it, use three parallel PHRASES or CLAUSES (not single words).
------Turn in
*Journal #4: Describe the setting of your book. No quotes necessary. Use parallelism at least ONCE in the response.
---List or paired phrases in a single sentence?
---Pair of complete sentences?
---String of complete sentences?
*OBJECTIVE: Understand, identify, and make use of parallelism to build rhythm in our writing and engage readers.
4/18/19
Monday, April 22nd
*Read: 10m
---Status of the Class
*Journal #3: Highlight sentence with em dash(es).
---Check usage with a partner.
*Submit passage for study of Author's Craft (10pts)
---a single sentence with a unique or powerful construction
---a short passage that is particularly impressive or powerful
---a short passage that highlights some habit your author seems to have
---any interesting or powerful use of punctuation, formatting, word-order (syntax), word-choice (diction), etc.
---vivid imagery
*Finished? Read on!
*OBJECTIVE: Notice how writers use language and punctuation to engage readers and convey information clearly.
---Status of the Class
*Journal #3: Highlight sentence with em dash(es).
---Check usage with a partner.
*Submit passage for study of Author's Craft (10pts)
---a single sentence with a unique or powerful construction
---a short passage that is particularly impressive or powerful
---a short passage that highlights some habit your author seems to have
---any interesting or powerful use of punctuation, formatting, word-order (syntax), word-choice (diction), etc.
---
*Finished? Read on!
*OBJECTIVE: Notice how writers use language and punctuation to engage readers and convey information clearly.
4/17/19
Thursday, April 18th--2nd & 7th Hours
*Read: 10m
---Absent last time? Calculate pace/goals.
*Study: Em Dash
*Craft--Journal #2: 3 Sentences with Em Dashes
---Partner: Identify . . .
*Journal #3: Level 4 Response
---USE EM DASH(ES) ONCE!
*Read: 30m
---Stick a passage or two to submit for craft study.
*OBJECTIVE: Demonstrate a command of the conventions of standard English grammar and usage including spelling and punctuation.
---Absent last time? Calculate pace/goals.
*Study: Em Dash
*Craft--Journal #2: 3 Sentences with Em Dashes
---Partner: Identify . . .
*Journal #3: Level 4 Response
---USE EM DASH(ES) ONCE!
*Read: 30m
---Stick a passage or two to submit for craft study.
*OBJECTIVE: Demonstrate a command of the conventions of standard English grammar and usage including spelling and punctuation.
4/16/19
Wednesday, April 17th--1st & 3rd Hours
*Read: 10m
---Absent last time? Calculate pace/goals.
*Study: Em Dash
*Craft--Journal #2: 3 Sentences with Em Dashes
---Partner: Identify . . .
*Write: Level 4 Response
---USE EM DASH(ES) ONCE!
*Read: 30m
---Stick a passage or two to submit for craft study.
*OBJECTIVE: Demonstrate a command of the conventions of standard English grammar and usage including spelling and punctuation.
---Absent last time? Calculate pace/goals.
*Study: Em Dash
*Craft--Journal #2: 3 Sentences with Em Dashes
---Partner: Identify . . .
*Write: Level 4 Response
---USE EM DASH(ES) ONCE!
*Read: 30m
---Stick a passage or two to submit for craft study.
*OBJECTIVE: Demonstrate a command of the conventions of standard English grammar and usage including spelling and punctuation.
4/15/19
Tuesday, April 16th--1st, 3rd, 7th hours
*Read: 10m
*Discover Current Pace
*Set Weekly / Daily Goals
*Discover Current Pace
*Set Weekly / Daily Goals
---Collect
*Journal #1: Opening Moves
---What SHOULD a story's opening moves DO? What DOES your author do with your book's opening moves? Evaluate: What do YOU think of the opening moves? HOW do they work on you as a reader? If you find them somehow lacking, how and why?
*Share
---4-tops: Make 2 duos, trade books with partner
---3-tops: Pass books once
---Read partner's book's opening page, discuss
*Journal #1: Opening Moves
---What SHOULD a story's opening moves DO? What DOES your author do with your book's opening moves? Evaluate: What do YOU think of the opening moves? HOW do they work on you as a reader? If you find them somehow lacking, how and why?
*Share
---4-tops: Make 2 duos, trade books with partner
---3-tops: Pass books once
---Read partner's book's opening page, discuss
*Read on
---Sticky next to 3 moments that lead you to an inference about a character.
*OBJECTIVE: Analyze the impact of an author's choices in the opening moves of his/her story.
*OBJECTIVE: Analyze the impact of an author's choices in the opening moves of his/her story.
4/14/19
Monday, April 15th-2nd hour
*Read: 10m
*Discover Current Pace
*Set Weekly / Daily Goals
*Discover Current Pace
*Set Weekly / Daily Goals
---Collect
*Journal #1: Opening Moves
---What SHOULD a story's opening moves DO? What DOES your author do with your book's opening moves? Evaluate: What do YOU think of the opening moves? HOW do they work on you as a reader? If you find them somehow lacking, how and why?
*Share
---4-tops: Make 2 duos, trade books with partner
---3-tops: Pass books once
---Read partner's book's opening page, discuss
*Journal #1: Opening Moves
---What SHOULD a story's opening moves DO? What DOES your author do with your book's opening moves? Evaluate: What do YOU think of the opening moves? HOW do they work on you as a reader? If you find them somehow lacking, how and why?
*Share
---4-tops: Make 2 duos, trade books with partner
---3-tops: Pass books once
---Read partner's book's opening page, discuss
*Read on
---Sticky next to 3 moments that lead you to an inference about a character.
*OBJECTIVE: Analyze the impact of an author's choices in the opening moves of his/her story.
*OBJECTIVE: Analyze the impact of an author's choices in the opening moves of his/her story.
4/12/19
Friday, April 12th
*Read, or . . .
*Ekphrastic Poems: Advice & Examples
*The Art: From Artists First (Maplewood, StL)
*Compose poem in a Google Doc
---Submit to Google Classroom
*OBJECTIVE: Follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose and audience.
4/11/19
Thursday, April 11th
*Reminder: Grad Paperwork on Tuesday!
*Collect Packet/Annotations
*Book-tasting
*OBJECTIVE: Find a book you're excited to start reading!
*Collect Packet/Annotations
*Book-tasting
*OBJECTIVE: Find a book you're excited to start reading!
4/10/19
Wednesday, April 10th
*HW: Packet with all of your hour's poems annotated due TOMORROW.
*Continue Poetry Pandemonium
---In Packet: Take notes over each explication
---Unprepared first time = -1 letter-grade
---Unprepared second time = zero
*OBJECTIVE: Present findings and evidence clearly and convincingly in a style appropriate to the audience and purpose.
*Continue Poetry Pandemonium
---In Packet: Take notes over each explication
---Unprepared first time = -1 letter-grade
---Unprepared second time = zero
*OBJECTIVE: Present findings and evidence clearly and convincingly in a style appropriate to the audience and purpose.
4/9/19
Tuesday, April 9th
*Missed an explication? Read and annotate on your own!
*Continue Poetry Pandemonium
---In Packet: Take notes over each explication
------Due after hearing all explications
---Unprepared first time = -1 letter-grade
---Unprepared second time = zero
*OBJECTIVE: Present findings and evidence clearly and convincingly in a style appropriate to the audience and purpose.
*Continue Poetry Pandemonium
---In Packet: Take notes over each explication
------Due after hearing all explications
---Unprepared first time = -1 letter-grade
---Unprepared second time = zero
*OBJECTIVE: Present findings and evidence clearly and convincingly in a style appropriate to the audience and purpose.
4/8/19
Monday, April 8th
*Continue Poetry Pandemonium
---In Packet: Take notes over each explication
------Due after hearing all explications
---Unprepared first time = -1 letter-grade
---Unprepared second time = zero
*OBJECTIVE: Present findings and evidence clearly and convincingly in a style appropriate to the audience and purpose.
---In Packet: Take notes over each explication
------Due after hearing all explications
---Unprepared first time = -1 letter-grade
---Unprepared second time = zero
*OBJECTIVE: Present findings and evidence clearly and convincingly in a style appropriate to the audience and purpose.
4/5/19
Friday, April 5th
*Continue Poetry Pandemonium
---In Packet: Take notes over each explication
------Due after hearing all explications
---Unprepared first time = -1 letter-grade
---Unprepared second time = zero
*OBJECTIVE: Present findings and evidence clearly and convincingly in a style appropriate to the audience and purpose.
---In Packet: Take notes over each explication
------Due after hearing all explications
---Unprepared first time = -1 letter-grade
---Unprepared second time = zero
*OBJECTIVE: Present findings and evidence clearly and convincingly in a style appropriate to the audience and purpose.
4/3/19
Thursday, April 4th
*Review details of Poetry Pandemonium
---order
---procedure
------In Packet: Take notes over each explication
---------Due after hearing all explications
---voting
*Begin!
---unprepared when called = -1 letter-grade
---unprepared a second time = zero
*OBJECTIVE: Present findings and evidence clearly and convincingly in a style appropriate to the audience and purpose.
---order
---procedure
------In Packet: Take notes over each explication
---------Due after hearing all explications
---voting
*Begin!
---unprepared when called = -1 letter-grade
---unprepared a second time = zero
*OBJECTIVE: Present findings and evidence clearly and convincingly in a style appropriate to the audience and purpose.
4/2/19
Wednesday, April 3rd
*Workshop Drafts
---DO take notes on your partner's poem (in packet).
---DO start your feedback with this: "What I heard you say was . . ."
---DO give them feedback on the "performance," too
---DO the process with two people today.
*We'll begin TOMORROW (for real this time)!
---Not ready first time you're called = -1 letter-grade
---Not ready second time = Zero
---Be real!
*OBJECTIVE: Present findings and evidence clearly and convincingly in a style appropriate to the audience and purpose.
---DO take notes on your partner's poem (in packet).
---DO start your feedback with this: "What I heard you say was . . ."
---DO give them feedback on the "performance," too
---DO the process with two people today.
*We'll begin TOMORROW (for real this time)!
---Not ready first time you're called = -1 letter-grade
---Not ready second time = Zero
---Be real!
*OBJECTIVE: Present findings and evidence clearly and convincingly in a style appropriate to the audience and purpose.
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