Today we spent the first part of class completing the first draft of our poetry write up. The goal of this was to put into words your interpretation of the poem along with the results of your research. This exercise will help you begin to formulate how your digital poem might look.
The second part of class was spent making initial decisions about your DPP.
*What tone do I want to convey?
*What will enable me to convey that tone? (music, photos, video clips)
*Will my DPP include a voiceover narration only or will it also include text?
Then we created a DPP folder on your desktop to include pictures and video clips that you collected in your study. We also bookmarked this site which will serve as our step by step guide to creating our story.
Monday, February 28, 2011
Block Day, February 23-24
Today we began to prepare for the Poetry Unit Test scheduled for March 9 (tentatively). We made a wikispace review and we will be adding to it in the coming week in order to prepare as a class.
The remainder of block day was spent exploring possible poems for our digital poetry project.
1. We found samples of digital poems on youtube and created a starter rubric on a google doc.
2. We then spent time looking at and choosing poems from the DPP list.
3. Your assignment for the weekend was to become an expert on your chosen poem. This includes learning about your author, annotating the poem on your own, and doing literary research on you selected poem.
Next up? Visualizing your poem and planning your "digital telling" of it.
The remainder of block day was spent exploring possible poems for our digital poetry project.
1. We found samples of digital poems on youtube and created a starter rubric on a google doc.
2. We then spent time looking at and choosing poems from the DPP list.
3. Your assignment for the weekend was to become an expert on your chosen poem. This includes learning about your author, annotating the poem on your own, and doing literary research on you selected poem.
Next up? Visualizing your poem and planning your "digital telling" of it.
Thursday, February 24, 2011
Block Day, February 16th-17th
The big day.
We spent the first 45 minutes of class doing the timed writing. I narrowed the field from 5 to 3 and then students picked the one they thought they could best tackle (their group's poem excluded). We stopped after 15 minutes to check our progress and evaluate our thesis. (NOTE: sometimes when writing, you figure your way to a better train of thought - that can work out fine if you go back and adjust your opening paragraph. Go with the good idea. Content is King!)
We then spent the rest of class evaluating our three TW's and deciding which one to submit for a major grade.
We spent the first 45 minutes of class doing the timed writing. I narrowed the field from 5 to 3 and then students picked the one they thought they could best tackle (their group's poem excluded). We stopped after 15 minutes to check our progress and evaluate our thesis. (NOTE: sometimes when writing, you figure your way to a better train of thought - that can work out fine if you go back and adjust your opening paragraph. Go with the good idea. Content is King!)
We then spent the rest of class evaluating our three TW's and deciding which one to submit for a major grade.
Tuesday, February 15
Today we finished presenting the packets and we spent the rest of class period preparing for the Timed Writing on Block Day.
Monday, February 14
After wiping the sugar from the desks, we worked on our Compare and Contrast packets. Most groups presented their analysis and we asked questions. The last group (2008) is scheduled to go tomorrow.
Friday, February 11
We worked in Invisible Man groups on the packet/wiki. At least, some of us did. Others tried to be invisible while decidedly not working - they will be subjected to an electroshock lobotomy come test time.
The next reading assignment is chapter 12-16 due Feb 25.
The next reading assignment is chapter 12-16 due Feb 25.
Friday, February 11, 2011
Block Day, February 9-10
Today we worked in groups to analyze past compare and contrast AP prompts. We got a packet of 5 poems and worked to do the following:
1. Read and dissect the prompt
2. Read and annotate 1st poem (solo, group)
3. Ditto poem 2
4. Spend 10 minutes finding literary criticism to see if you are on track with your analysis
5. Create plan of attack in order to answer the prompt
6. View student sample essays and create outlines to see their organization methods
1. Read and dissect the prompt
2. Read and annotate 1st poem (solo, group)
3. Ditto poem 2
4. Spend 10 minutes finding literary criticism to see if you are on track with your analysis
5. Create plan of attack in order to answer the prompt
6. View student sample essays and create outlines to see their organization methods
Tuesday, Monday 8
We discussed "My Papa's Waltz" then we read and annotated "Those Winter Sundays".
This was all done in anticipation of writing a compare and contrast essay. After reading these two poems, we created graphic organizers to discuss their similarities and differences.
This was all done in anticipation of writing a compare and contrast essay. After reading these two poems, we created graphic organizers to discuss their similarities and differences.
Wednesday, February 9, 2011
Monday, February 7, 2011
Monday, February 7
Today we annotated the poem "My Papa's Waltz" individually. We then worked in pairs and then we went to Bedford/St.Martin's interactive website.
We turned in the poems at the end of the class period.
We turned in the poems at the end of the class period.
Friday, February 4
We worked in our IM groups on the packet for chapters 4-6. We then created questions for chapters 7 and 8. The two discussion threads for IM were due by Sunday evening.
Block Day, February 2-3
We took a look at the analysis we did the day before on "The Broken Heart" and we discussed the poem as a whole. Then we did a guided timed write on the poem, stopping every 5-7 minutes to refocus and evaluate.
Wednesday, February 2, 2011
Tuesday, February 1, 2011
Tuesday, February 1, 2011
We started with a look at Robert Frost's "Stopping by Woods on a Snowy Evening" paying special attention to the sound. There is a copy of the poem on studywiz. We also watched this short video to discuss if whether or not Frost would agree with the "reading" of his poem.
We then discussed the main topics of most poets - the universal themes that most poems tend to discuss:
Nature (beauty of...man's relationship to...)
Human Nature
Relationships (love, sex, family)
Time (death, seasons, cycle of life)
Sex
Beauty
Faith/Spirituality
Finally we learned about TPCASTT (see handout on studywiz) and applied it to a blind reading of John Donne's "Broken Heart".
Whew.
We then discussed the main topics of most poets - the universal themes that most poems tend to discuss:
Nature (beauty of...man's relationship to...)
Human Nature
Relationships (love, sex, family)
Time (death, seasons, cycle of life)
Sex
Beauty
Faith/Spirituality
Finally we learned about TPCASTT (see handout on studywiz) and applied it to a blind reading of John Donne's "Broken Heart".
Whew.
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