Thursday, April 30, 2015


May 1, 2015

Activity: Sustained Silent Reading

Objective:

  • Bring a book of choice -- not an assigned reading (10/10, if you borrow or forget, 6/10)
  • Read quietly for 35 minutes (10/10 for consistent reading, debit 1 point for each redirection)
  • Reading Summary (10/10 points for thoughtful, unique, and thorough entry) - Link

Friday, April 24, 2015

Reading Friday


Activity: Sustained Silent Reading

Objective:

  • Bring a book of choice -- not an assigned reading (10/10, if you borrow or forget, 6/10)
  • Read quietly for 35 minutes (10/10 for consistent reading, debit 1 point for each redirection)
  • Reading Summary (10/10 points for thoughtful, unique, and thorough entry) - Link

Thursday, April 23, 2015

The Raven


Task: Read the Raven by EAP, and Discuss the role of sound and meaning (how does sound help to emphasize/support meaning?)

Objectives: 

  • Use TP-CAST / PDIDLS to interpret the Raven
  • Essential question: What is the importance of syllable, meter, rhyme, rhythm in poetry? 
  • Examine look at the importance of imagery in conveying a message 
  • Create links between classic literature and pop culture
  • Explore the emotion of a poem and to go beyond question-answer in their responses to it

Background:

The poem "The Raven" by Edgar Allan Poe was first published in 1845. Poe was famous for tales of horror and this poem has remained popular for more than 150 years now.






Wednesday, April 22, 2015

TP-CASTT Word Wall


Word Wall

Task: Design and create a panel for  a word wall using paper, color, and literary concept.

Objective: Take the assigned literary concept, paper, crayons, and define the concept with a colorful, pattern that expresses the the idea in the concept.



Poetry Lesson Project—English 12

Task: working in groups of two or three, teach an informational and engaging lesson on a selected poem.

Objectives:
Demonstrate competence in poetry analysis, including:
·      Comprehension of the connections among sound, tone, figurative devices, relevant biographical and historical contexts, and theme and how these elements build meaning.
·      Emphasis on Voice, which is made up of a number of features. The writer's voice is the individual writing style of an author, a combination of their common usage of syntax, diction, punctuation, character development, dialogue, etc., within a given body of text (or across several works). Voice can be thought of in terms of the uniqueness of a vocal voice machine.
·      Make sure you have clearly identified the voice of the narrator, and can offer an interesting interpretation of their voice as you perform oral interpretation
·      Provide a prop that extends the performance and helps create context and meaning for the audience.


There are four deliverables for grading:
3.     Quality of Outline

The following are resources for you project


With this poem
You will be reading this poem and creating an
  • Demonstrate mastery of group presentation skills, including effective organization, oral and nonverbal communication, audience engagement, and use of a visual instructional aid.
·       We are going to focus on voice. Voice is made up of a number
of features. You will need to consider the voice of this narrator when you
read it. interpretation in your journal and then presenting your interpretation with evidence for how it should be read, expressed, and
understood.



Requirements (refer to rubric below for details on these requirements):
  • Balanced participation from all partners
  • Lessons will last 10-15 minutes
  • Include creative, original reading and retelling of the poem
  • Include audience participation in the form of an engaging activity
  • Make use of a visual instructional aid
  • Include two outside sources—one database and one choice source
  • Provide typed outline
  • Conscientious verbal and nonverbal communication
  • Integrate annotation of the poetry packet
  • Audience expectations: actively listen, be respectful, and take notes.

Project timeline:
  1. Having chosen a group of four select a poem from the class list
  2. Analyze and annotate the poem
  3. Conduct research into historical and biographical contexts of the poem, being careful to select details relevant to the overall meaning of the poem
  4. Compose an outline of the lesson, being careful to account for audience participation and include a visual aid—indicate in the outline where, how, and why you will include these elements. Outlines shall be formatted as follows: