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Day 153: Outlining Continued April 30, 2010

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We continued outlining today in class. All students must remember to cite each fact used by putting the article title in parentheses.

HW: Outline due Monday. Buy a copy of Romeo and Juliet if you want your own. Bring it to school starting Tuesday!

Absentees: Download the outlining sheet from Day 152 if you don’t have it. Complete by Monday.

5th and 7th period did not have the opportunity to go to the computer lab as planned today, so we started Romeo and Juliet. 5th and 7th period outlines are due on Tuesday.

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Progress Reports April 30, 2010

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Dear Parents and Students —

Some classes (3rd, 4th, 5th) did not get their progress reports on Thursday. I’m so sorry. The will have progress reports on Friday.

– Ms. Garvoille

Day 152: Outlining the Speech on a Cause April 30, 2010

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Today we breathed easy, having finished the poetry test yesterday. We all went to the computer lab to look at the research we had done on a cause using the SIRS database.

During class, students fit their data into an outline for their speech using this form: Research Speech Outline with Facts.

We will continue to work on the outline tomorrow.

HW: Outline of Speech due Monday.

Absentees: Pick up a Speech Outline worksheet from me when you return or, if you are absent on Friday, print it off from the above link.

Day 151: Poetry Test April 28, 2010

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Today we took test poetry test (30 questions multiple choice, 1 paragraph to write).

HW: None.

Absentees: You need to set up a time to take the test before the end of the week. Tests will be returned next week.

Day 150: Poetry Review April 27, 2010

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Today we studied for the Poetry Test (tomorrow!).

1. Final poetry journal. What are some tips for reading and “getting” a poem? Write down five tips in complete sentences. What are three things that can shift in a poem? List them. Students turned in their poetry journals.

2. WordSkills 6.16-6.20.

3. Review Game. We reviewed key terms (alliteration, assonance, rhyme scheme, metered verse, free verse, metaphor, personification, shift, stanza, speaker, tone, connotation, denotation, syntax, simile, theme/message, diction) by playing a scavenger hunt game with some poems from the literature textbook.

HW: Study poetry terms. The test tomorrow will be multiple choice plus a paragraph writing section similar to your practice TPCASTT paragraph.

There will be a review session tomorrow (Wednesday) morning at 8:00. You can earn one point of extra credit for attending.

Absentees: You need to get WordSkills notes from a friend (or from me). If you will be in school tomorrow, you can spend the period reviewing for the test or working on makeup assignments. If you are ready, you may take the test tomorrow, but you are not required to. However, you are required to set up another time to take the test, outside of class.

Day 149: Poetry Seminar on “The Love Song of J. Alfred Prufrock” April 26, 2010

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Wordle: The Love Song of J. Alfred PrufrockWordle of “The Love Song of J. Alfred Prufrock”

1. Students wrote for 5-10 minutes about what they understood and didn’t understand about the poem.

2. Fishbowl Seminar. When students were in the inner circle discussed the questions asked by those in the outer circle. Students in the outer circle took notes on the conversation. We tried to use our poetry terminology as much as possible.

3. Final Reflection. After the seminar, students reflected on what they thought the connection between the title and the content of the poem is.

HW: Study terminology for Poetry Test on Wednesday.

Absentees: Students who were absent should thoroughly answer the following questions in complete sentences to get full credit for the seminar:

  • What kind of person is the speaker? How do you know?
  • Why does the speaker ask so many questions?
  • What do you think it means that the speaker has I have “measured out [his] life with coffee spoons”?
  • When the speaker says “And I have seen the eternal Footman hold my coat, and snicker, /
    And in short, I was afraid” what is he afraid of?
  • The speaker mentions mermaids in the last few stanzas of the poem. What could the mermaids represent? Why does the speaker “not think they will sing to [him]”?
  • How does the title connect to the topic of the poem? How is this poem a love song? To whom? In love with what?

Turn the answers to these questions as well as the three discussion questions you wrote for homework in to Ms. Garvoille when you return.

Day 148: Writing and EOC Practice April 23, 2010

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1. Writing Practice. Students worked on a writing prompt for 15 minutes:

This will help you practice for the essay portion of your test.

1. Read the other poem from your TPCASTT yesterday (it’s on the back of the poem you read).

2. Write a paragraph that compares and/or contrasts the themes of the two poems.

Requirements:

  • Strong topic sentence/thesis
  • Use three or more direct quotations from the poems to support your argument. Hint: Use short words and phrases, not whole lines.

When finished, students turned in their TPCASTT worksheet, poem, and paragraph. Any students who did not finish this in class must do it for homework.

2. EOC Grammar practice. To brush up on what the EOC looks like, students spent about 10-15 minutes looking for errors in an EOC passage and answering questions about how to correct them.

3. Read “The Love Song of J. Alfred Prufrock.” Students had some time to start reading this poem for homework.

HW: Read “The Love Song of J. Alfred Prufrock” by T.S. Eliot (Download here: The Love Song of J). Annotate it as you read. For example, you could paraphrase difficult section, look up words you don’t know, make connections between different parts of the poem, find assonance and alliteration, locate metaphors, and ask questions in the margin. When you’re done reading, write three discussion questions for a Seminar on Monday.

Day 147: TP-CASTT April 22, 2010

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1. WordSkills 6.11-6.15

2. Extended Metaphor Review. We read the poem “Love Like Salt” to reinforce the idea of extended metaphor.

3. TP-CASTT. Students chose a poem and began analyzing it using the TP-CASTT method.

HW: Finish TP-CASTT worksheet.

Absentees: Pick up a poem and a TP-CASTT sheet from me tomorrow.

Day 146: Extended Metaphor April 21, 2010

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1. Poetry Journal. Describe a fight you have seen or been in. This could be a real or fictional fight (on TV, in a video game, etc.), a physical or verbal fight.

2. Extended Metaphor. We read the poem “War” by Mark Ebert. We identified the war words and the TV words, focusing especially on those words that could apply to both war and television.

3. Fighting words. Students brainstormed imagery, nouns, verbs, and adjectives that related to fighting.

4. Stormy words. Students then brainstormed words that related to storms.

5. Writing extended metaphor poem. Students must write a poem that retells the story of the fight through use of an extended metaphor. Honors students may choose to write on another topic, so long as they use an extended metaphor.

HW: Finish extended metaphor poem comparing a fight to a storm. Minimum 14 lines.

Day 145: Personification April 20, 2010

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1. Wordskills 6.6-6.10.

2. Notes on Personification:

Poets can give objects and places human characteristics by:

  • making it talk
  • giving it feelings
  • giving it character traits
  • making it do things a human does
  • giving it human body parts
  • talking to it (this is called apostrophe)

3. Reading and writing personification poems. Students listened to snippets of three poems and then chose one to read and analyze in a small group. Their choices were:

HW: Finish answering questions on poem. Then, write your own personification poem. Due tomorrow!

Absentees: Get WordSkills notes from a classmate. Choose one of the three poems, download the worksheet, and follow directions.