POEMFOLIOS DUE TOMORROW!!
INDEPENDENT READING GOODREADS PROMPT:
- Why did you choose it? What are you hoping to learn from it?
2nd Hour Class Invite Code (if needed)
Uncategorized
WEDNESDAY, OCT. 4
LEARNING TARGETS: By the end of today you should be able to
- Explain the rules for Independent Reading
- Know how to log on and use GOODREADS
TODAY’S TOPIC: What is the Title and Author of your book? Why did you choose it? What are you hoping to learn from it?
Goodreads codes:
- FIRST HOUR: https://www.goodreads.com/group/invite/268104-ce-s-1st-hour-english-10?invite_key=faf8a732ecf38605ec589d6dafc2d44925e7cf14&utm_medium=email&utm_source=copypastegroup
- FIFTH HOUR: https://www.goodreads.com/group/invite/268228-c-e-sikkenga-5-2017?invite_key=becb65fcd3101b150743dc48f534a490884cdd45&utm_medium=email&utm_source=copypastegroup
- SIXTH HOUR: https://www.goodreads.com/group/invite/268234-ce-sikkenga-6-2017?invite_key=c7b9a57482580a14e12bba8ecb25edc7ee673d44&utm_medium=email&utm_source=copypastegroup
MONDAY, 10/2
IN CLASS TODAY: We did the timed writing on poetic devices in class today.
TOMORROW: To library–Mrs. Rider doing book talk on books for Independent Reading assignment (see Friday’s blog post).
UPCOMING DEADLINES:
- Poemfolios due FRIDAY 2/6
- VOCAB UNIT TWO
- Practice Quiz/Assignment checks WED. OCT. 11
- FINAL QUIZ: FRIDAY OCT. 13 (Good luck with that!)
- INDEPENDENT READING PRESENTATIONS: TENTATIVELY SCHEDULED TO START ON NOV. 1, 2017.
In class, most of class time will be spent reading independently. We’ll be using “Goodreads” to log progress and share our thoughts about our reading.
FRIDAY, SEPTEMBER 29 HOMECOMING EDITION!
Received new vocab handout in class
LEARNING TARGETS: by the end of class you should be able to explain
- The basic requirements of the Independent Reading Project
- Why you are doing this project (what it is intended to show about you as a learner).
Independent Reading Presentation Rubric
The state of Michigan says you should be able to do these things. This unit contributes to all of them.
CCR1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions from the text (you should be able to say what a text says as well as make guesses about what you’re supposed to get from “reading between the leans”. You should be able to find specific parts of a text that support your ideas.)
CCR2 – Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (You should be able to tell what ideas the author wants us to take from a text and be able to point to specific passages
CCR7 – Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. (you should be able to use and judge the value of information presented in different ways–including pictures and graphs and charts)
CCR9 – Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. (you should be able to say something about how two or more pieces of writing deal with the same ideas)
CCR10 – Read and Comprehend complex literary and informational texts independently and proficiently.
Writing:
CCR2 – Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content
CCR4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
CCR10 – Write routinely over extended time frames and shorter time frames.
Speaking/listening:
CCR1 – Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
WEDNESDAY 9/27
CHANGE IN SCHEDULE
- TIMED WRITING WILL BE ON MONDAY (short Homecoming Schedule next week)
- POEMFOLIO will be due on FRIDAY, OCT 6.
A couple of other poem forms
(as one of your three poem options, you may turn in a series of three HAIKU or LIMERICKS–because they are short, 3 of these equal 1 “regular” poem).
TUESDAY 9/26
LEARNING TARGETS: By the end of today you should be able to
- Explain the basics of the poem analysis paper you will write on Friday.
SOME HELPFUL AIDS FOR YOUR TIMED WRITING ON FRIDAY
MONDAY 9/25
MAJOR UPCOMING DUE DATES
- FRIDAY: IN CLASS LITERARY ANALYSIS TIMED WRITING (you will have to analyze poems using techniques we’ve used in class).
- MONDAY: POEMFOLIO DUE
- MINIMUM REQUIREMENTS
- THREE ORIGINAL POEMS
- Brief (50-60 word analysis of each, explaining what poetic devices you
- FINAL POEMFOLIO REQUIREMENTS
- MINIMUM REQUIREMENTS
READ THIS EXPLANATION OF FOUND POETRY
LEARNING TARGETS: as a result of today’s lesson you should be able to
- Define “Found Poetry” in your own words.
- Explain numerous strategies for writing found poetry
FRIDAY 9/22
LEARNING TARGETS: By the end of the day you will be able to
- Analyze in your own words the poem “CHICAGO” by Carl Sandburg
- Begin to write a poem imitating “CHICAGO”
RESOURCES: ACTIVITIES:
THURSDAY, SEPTEMBER 21
WARMUP: 10 ? of vocab practice
TARGETS: As a result of today’s class you should
- Be able to analyze the techniques Lyons uses in “Where I’m From”
- Get a start on creating your collection of poetry.
- By MONDAY, OCT 2 you will need to turn in a mini poemfolio with at least three poems written by you. Each poem will be accompanied by an analysis where you discuss the poetic devices and strategies you used.
ICYMI: In class we started with some practice vocab questions (CE put sentences with blanks on the board). Then C.E. led the class in reading/analyzing the poem “Where I’m From.” After that, the class worked to write their own version of “Where I’m From” based on their lives. Those that did not feel confident were encouraged to use the template below.
WEDNESDAY SEPTEMBER 20
IN CLASS:
- Spot check of optional vocab exercises
- Practice vocab quiz
LEARNING TARGETS
- To be able to explain what you think Billy Collins is saying in “ON TURNING 10” and use specific text references to back up your ideas.
- To be able to generate a list of childhood memories
SIKK ENGLISH 