Fri. Apr. 29, 2016: Poetry Unit Exam

Students wrote their unit exam today. If you were not here, you will need to see me about writing the alternative.

Thurs. Apr. 28, 2016: Test Prep

Today, I provided some important information about tomorrow's poetry exam. I am pasting this information below. Please keep in mind that, if you miss this exam, you will have to write an alternative.

Poetry Test: Test Prep Sheet

 In order to do well on the upcoming exam, you will need to study and apply the steps to reading poetry. On an exam, I will NOT mark you on questions, summary, purpose or topic so you will NOT need to demonstrate these. I WILL mark you on title analysis, rhyme scheme, stanzas, lines, punctuation highlight, layout anomaly identification, highlighting unknown words (though you will not be able to look them up; it still helps with identification), and highlighting and defining literary devices.

You will also need to know the following literary devices from your literary devices sheet:

                       

Allusion                                               Assonance                               Alliteration

Euphemism                                         Irony                                       Foreshadowing

Hyperbole                                           Imagery                                   Metaphor

Onomatopoeia                                     Oxymoron                               Personification

Pathetic fallacy                                   Repetition                               Rhetorical question Simile                                                      Symbolism                              Synecdoche    

In addition, some of the following words may be unfamiliar to you (if they are, look them up and study them within the context of sentences):

quatrains                     

couplets

cinquains        

the five senses

parallel (structure)                                          

reinforces

perception                                                      

monotony

resolve                                                            

emphasis

register                                                           

figurative/literal language

tone                                                                

remorseful                              

anxious

Wed. Apr. 27, 2016: "Dana Moran"

Today, we analyzed the poem "Dana Moran." Students were then given time to work and arrange the alternative assignments with me. these are due on Friday. I also informed them that I would be given them information on the exam tomorrow.

Tues. Apr. 26, 2016: "Jamie" Analysis

Today, we analyzed the poem "Jamie" which students handed in at the start of class. Those who did not complete it will need to request an alternative.
For tomorrow, students are to have actively read the open "Dana Moran." we will then analyze it as a a class.

Mon. Apr. 26, 2016: "Jamie" Analysis

Today, you were given time to work on a poetry analysis for the poem "Jamie." it is due tomorrow.

Fri. Apr. 22, 2016: "My Parents...." Poetry Analysis

Today, students were to hand in their poem "My Parents kept me from Children who were Rough," which we then analyzed. Those who did not hand this in will need to get an alternative from me as this one can no longer be accepted as it has been marked as a class.
Students wanting to be caught up can start analyzing the poem "Jamie" this weekend. You will get class time on Monday to complete it.

Thurs. Apr. 21, 2016: Poetry Analysis

Today, students were given three poems to analyze: "Jamie," "My Parents Kept me from Children who were Rough," and "Dana Moran."
"My Parents Kept me from Children who were Rough," is to be analyzed for tomorrow's class.
"Jamie" is to be analyzed for Tuesday's class.
"Dana Moran" is to be analyzed for Wednesday's class.

We will then have Thursday to review for your poetry unit exam on Friday. For this exam, you need to know your stylistic devices and be able to apply the steps on how to read a poem. You also will need to have your own highlighters (as per the course outline).

Wed. Apr. 20, 2016: Poetry Analysis "Two Prisoners"

Today, students were to hand in the poem "Two Prisoners" that they were to have analyzed using the twelve steps on how to read a poem and the stylistic devices sheet. If a student did not submit this, that student can get an alternative as we went through this one as a a class.

The students then did a reflection activity in which they examined their own approach to assignment completion. This was a timed activity. They got ten minutes to do it. If a student wasn't here, this can be made up at lunch.

Tues. Apr. 19, 2016: Poetry Analysis Continued

Today, we reviewed the poem "Grandmother." If a student has not submitted this, the student will be offered an opportunity to do an alternative.
I also reminded students that the poem "Ernest Mott" was due at the start of class but that I will extend the deadline to the end of the day (if a student has not submitted this, the student will be offered an opportunity to do an alternative).
I then gave out the poem "Two Prisoners" by Raymond Souster. If you were not here, you can find this poem through a google search (I did).
This analysis is due tomorrow. Be sure to do all twelve of the steps from your "How to read Poetry" sheet and use your MOSES sheet to identify figurative devices.

Thurs. April 14 & Fri. Apr. 15, 2016: Poetry Readings

During these two days, you are to actively read "grandmother" and "Ernest Mott," using the steps on how to read poetry that we have worked on. These are to be in to me on Tuesday.

Wed. Apr. 13, 2016: How to Read a Poem Continued

Today, we finished all twelve steps of "How to Read a Poem" using the poem "The West Wing" to create an example.
Keep in mind that you must memorize the stylistic devices (MOSES) terms and you will need highlighters for this unit (as per course outline).
You will also have a test soon, though I have decided Tuesday is too early.

Tues. Apr. 12, 2016: Poetry Unit Introduction

Today, the students were instructed to get out their stylistic devices sheet (MOSES) and the "How to Read a Poem" sheet from their portfolios.

We then reviewed all the stylistic devices (you need to know these: you are having a test on Tuesday of next week. Study them).

I then gave them the poem "The West Wind" and we did steps 1 - 3 from out "How to Read a Poem" sheet. We will continue these steps tomorrow so you all know how to do this correctly.

Mon. Apr. 11, 2016: Common Errors Review

Today, I discussed a number of writing problems using examples from former students. The areas we discussed are all in the "15 Common Errors" booklet.
They included the following:
Not using "you" in formal papers
Checking for misplaced modifiers
tense agreement
checking for fragments and run-ons
removing slang and colloquial language

We will be starting the Shakespeare unit next.

Fri. Apr. 8, 2016: Paragraph Revision

Today, you were to have your rough copy of the paragraph.
I also ensured you all had a copy of your "MLA Citation" booklet, the "15 Common Errors" booklet and the steps on how to write a stand-alone paragraph.
From here, you were to get a computer and, using the "computer usage steps" in your "MLA citation" booklet, you were to input your paragraph into your "ELA B10" folder and do revisions. This is to be submitted by the end of the day.

Thurs. April 7, 2016: Of Mice and Men Comprehension Exam

The students watched the last ten minutes of the feature film, making notes on the similarities and differences between the text and the film. They have to write a paragraph for tomorrow's class in which they answer the following question:

Compare the movie to the text. What differences appear?
Why did the director choose to make these changes?

They will need to do this using the format of how to write a paragraph, which they already have.

The students then wrote their comprehension exam for this text. They were given pretest suggestions earlier to help prepare. The test is based on the book; however, the film is very close to the book so it probably will help those who are not strong readers.

The students are to bring their hand-written paragraphs to class tomorrow in order to correctly input them into the computer (and revise).

Tues. Apr. 5, 2016: Of Mice and Men Viewing and Assignment

Today, we viewed the film Of Mice and Men. The assignment relating to this (a paragraph of comparison) is stated on yesterday's blog. We got up to 52 minutes of the film. If you were not here, you need to view it. I will have it available at lunch.

Mon. Apr. 4, 2016: Test Prep and Video Paragraph

Today, the students handed in their reading questions for Of Mice and Men. They then wrote a timed summary to demonstrate that each student read the novel. I then went over what they need to know for the comprehension exam for this novel (they will write on Thursday or Friday at the latest, depending on when we finish the film). I then gave them the assignment to complete after viewing the film which I have pasted below.

Of Mice and Men

Exam Prep

This exam is meant to see whether you examined words in context and understood the context of the novel as a whole.

The words you will need to understand and be able to apply in the text all appeared in the text: They are as follows:

Morosely                                 scoff                            grizzled

Derogatory                              apprehensive   complacently

Reprehensible              fawning                       indignation

Woe                                         skeptically                   crestfallen

Despair                                                aloof                            decisive

Pantomime                              receptive                      gloomy

Reserved                                 righteous                     mock

Dejected                                  cringing                       itinerant

You will need to KNOW the story: This means the setting, (5 ws), all the relationships between characters, the characters, what each character wants, what problems each character has, the messages the readers should be getting from this novel.

Of Mice and Men

Video Assignment

Compare and contrast the movie version and the print version of the story Of Mice and Men. Be sure to describe similarities AND differences in the setting, character development and plot. Make notes on these as you watch the video. DO NOT focus only on plot. Approximately 1/3 of your paragraph should be devoted to plot, 1/3 to setting, and 1/3 to character development. Your final product should be approximately 15 sentences long including your topic sentence and concluding sentence. The video will take two classes to watch. The paragraph will be due the class after we finish the viewing. This is a MAJOR assignment. No lates.