Fri. Sept. 30, 2016: "Jamie" before and after activities

Today, students handed in the work on figurative devices they were to do yesterday. If they did not do this or were absent, they need to do an alternative to get the mark (we marked it in class).
The alternative is called "Just for today" by Mollie Moir. I have pasted it below for those who were absent.

Just for Today

                                                Just for today I will hold my head high,

and forget my problems.

                                                I can smile and make everyone else’s day better.

                                                even if behind that smile I cry.

                                    5          Just for today I will walk away from a fight,

                                                though I may feel hurt inside.

                                                I will ignore was is said,

                                                and continue on peacefully.

                                                Just for today I will set an example,

                                    10        when I feel the need to hurt.

                                                I will laugh and walk away,

                                                People will admire me more.

                                                Just for today I will say only positive things,

                                                I will treat others the way I would want to be treated,

                                    15        instead of the way they treat me.

                                                I will be confident that life is like a mirror,

                                                if you smile at it, it smiles back,

                                                and what goes around comes around,

                                                so one day that smile will return to me.

                                    20        Just for today I will stand tall,

                                                I will not look at the ground,

                                                but instead share happiness with others.

                                                I will not compromise my morals,

                                                instead I will offer opinions,

                                    25        and accept reactions without question.

                                                Just for today I will accept life’s ups and downs,

                                                and know that they only make me stronger in the end.

                                                I will understand that doing what is right and knowing what is

                                                            right are separate issues,

                                    30        but with strength I can bring them together to make the world

                                                            A better place

                                                Just for today

                                                                                                Mollie Moir

Thurs. Sept. 29, 20-16: Poetry Analysis, 15 Common Errors

Today, we went over "My Parents Kept Me from Children who were Rough." I then handed out a booklet entitled "15 Common Errors." Students should be referring to this whenever they get an assignment and an error is written on it. I then handed out the poem "Jamie." As a class, we did the "before" activity and started the "during." For homework, the students are to locate the following devices on their poem:

1. Understatement
2. alliteration
3. personification
4. metaphor
5. repetition
6. oxymoron
7. Consonance
8. Hyperbole
9. simile
10. onomatopoeia
11. Negative and positive connotations (can put down -C or +C to simplify)

All these devices are present and easy to find; many are present more than once. If even one of each is found, I will accept the effort.

Wed. Sept. 28, 2016: "During" and "After" Poetry Steps

Today, you are to complete the "During" and "After" steps for the poem, "My Parents Kept Me From Children who were Rough."
If you did the "before" steps yesterday, this should be enough time to complete.
Remember: focus on the figurative terms we have identified as having studied. If there are more, we will discuss them after.

Tues. Sept. 27, 2016: Discussion of Active Reading/Process of Elimination

Today, students received a hard copy of their progress reports. We discussed how assignments are weighted and I explained that alternatives are available upon request.
We then discussed the multiple choice questions provided for "Coal Days."
The concerns I noticed were some kids are crossing out three of the four answers (instead of two) which doesn't allow me to see their second choice (and award them a mark if the second choice was the right one). I also stressed that the answer needs to be circled and that  the students' first and last name, date and class need to be in the upper right hand corner (as indicated on the course outline and every time an assignment has been passed out).

After discussion of the multiple choice questions (and rationales), I handed out the next poem for analysis "My Parents Kept me From Children who were Rough" by Stephen Spender.

We determined that the words students have had instruction in from their figurative devices sheet are as follows:
personification, consonance, metaphor, simile, assonance, alliteration, repetition, euphemism, imagery, connotation, onomatopoeia.

When they do the "during" activities for this poem, these are the devices they should look for and identify (if present).

The poetry analysis will be due at then end of class tomorrow (they should have been able to do the "before" activities today).

Mon. Sept. 26, 2016: Process of Elimination for Multiple Choice Exams

Today, I showed a Powerpoint describing how to approach a multiple choice exam. If you were not here, a copy of the Powerpoint is in your portfolio. Students handed in their active readings for "Coal Days," which I marked and returned. If you did not hand this in, I can provide you with an alternative.
I then gave the students four multiple choice questions that tie in with "Coal Days." They are to eliminate the two wrong choices and then, out of the two left, choose and circle the correct one. They are then to explain why they got rid of the other choices. I have pasted it below for those who are absent. Get this completed for tomorrow's class.

I.                   Using the “steps to reading poetry” that we have studied in class, read the

           poem “Coal days” in your Readings Booklet and then answer questions 31 to

            34.

31.  The meaning of the word “Scrounging” as it is used in line 8 is similar to the

        meaning of the word

1. robbing
2. raiding
3. sneaking
4. scavenging

Not         because: _______________________________________________________________

                              _______________________________________________________________

Not         because: _______________________________________________________________

                              _______________________________________________________________

Not         because: _______________________________________________________________

                              _______________________________________________________________

32. The poet’s reference to the “alley’s dark relief” in line 15 suggests that Ed finds the

       alley to be

1. supportive
2. comforting
3. terrifying
4. threatening

Not         because: _______________________________________________________________

                              _______________________________________________________________

Not         because: _______________________________________________________________

                              _______________________________________________________________

Not         because: _______________________________________________________________

                              _______________________________________________________________

Continued

33. The MOST important idea suggested by the poem is that

1. unclaimed objects can be kept by the finder
2. imagination, especially a child’s is misleading
3. guilt, even if unjustified, is difficult to ignore
4. adult reasoning is not necessarily shared by children

Not         because: _______________________________________________________________

                              _______________________________________________________________

Not         because: _______________________________________________________________

                              _______________________________________________________________

Not         because: _______________________________________________________________

                              _______________________________________________________________

34. The details of this poem suggest that

1. the men accidentally drop the coal because they are careless
2. the police patrol the area of the coal sheds near the tracks
3. the boy feels the shame and embarrassment of the family’s poverty
4. the mother takes her son along because the coal is too heavy for her to carry

Not         because: _______________________________________________________________

                              _______________________________________________________________

Not         because: _______________________________________________________________

                              _______________________________________________________________

Not         because: _______________________________________________________________

                              _______________________________________________________________

Fri. Sept. 23, 2016: Active Reading Assignment

Today, you were to hand in the worksheet entitled "Figurative Devices: Practice for Perfection."
I also gave you the poem "Coal Days" by Gary Hadlund. You are to read this actively using all the before during and after steps we have discussed. You also need to have your stylistic devices sheet with you.

Thurs. Sept. 22, 2016: Review of poetry and figurative devices

Today, we completed the "after" activities for the poem "Ernest Mott." I then went over the first 10 questions on your stylistic devices sheet (identify metaphors, similes and personification) in order to ensure you had a better understanding of expectations. I also added that you only have to explain what the metaphors mean (in plain English). The rest of these are due for tomorrow.

Wed. Sept. 21, 2016: Poetry Analysis Review

Today, we examined the before and during steps from the poem "Ernest Mott." We also looked at question development in the "after" category.
For tomorrow, be sure to be ready to defend the first 10 examples in your figurative devices exercise sheet that you received yesterday (if you were not here, it was put in your portfolio).

Tues. Sept. 20, 2016: Stylistic Devices (metaphor, simile, personification)

Today, students were being pulled out for picture taking. As a result, I have moved the discussion of the poem "Ernest Mott" over to tomorrow's class.
Instead, the students completed a MOSES exercise on similes, metaphors and personification. It consisted of thirty questions. The students had to highlight and identify the type and then explain in literal terms what they mean (at least as far as the metaphors go).
This is due at the start of class tomorrow.
I also handed out alternative readings for "Ernest Mott," to those who had not completed their assignment. It is called "Did I Miss Anything?" by Tom Wayman.

Fri. Sept. 16, 2016: Poetry Analysis Of "Ernest Mott" Continued

Today, students continued working on their poetry reading steps using "Ernest Mott" as their analytical source. Keep in mind that this activity is muddy: that means it will feel difficult and confusing at first but, over time, it will dry out and become manageable (especially once you get comfortable with stylistic devices).
It must be completed for Tuesday's class as we will be reviewing it then.

Thurs. Sept. 15, Poetry Analysis

Today, students were given the poem "Ernest Mott" to actively read. Some of the students were missing the notes on this assignment. I gave them a handout with the steps. If you need these steps, please see me for the handout.

Wed. Sept. 14, 2016: Completion of how to read a poem & Intro. to equity and ethics

Today, I provided you with the last notes on how to actively read a poem. I then gave you a copy of the notes to ensure that those who are absent can still meet the objective.
I then discussed the key words of this unit: equity (meaning justice and fairness) and ethics (meaning morals: knowing what is right and wrong either as a person or in the society as a whole).
We also discussed brainstorming as an important tool to help generate ideas.

Tues. Sept. 13, 2016: Poetry Introduction: Active Reading Steps Continued

Today, we finished discussing the "During" reading steps and moved on to the "after reading steps" of poetry analysis.
If you were not here, come up with five fruitful questions about the poem "Two Prisoners" and write them on the back.
Then, Brainstorm and write down as many topic words as you can (where would you file this poem?) and write these on the back (this is an activity for all students to do tonight).

Mon. Sept. 12, 2016: Poetry Introduction and brief activity

Today, I returned the paragraphs you wrote last week to you. I then gave you two handouts: Stylistic Devices and the poem "Two Prisoners."
I then led you through a Powerpoint entitled "Understanding Poetry.
If you were not here, a copy of the slide is in your portfolio.
I also assigned about 15 minutes of homework (to do in RTI): Identify at least ONE of each of the following in the poem "Two Prisioners:
* Repetition
* Oxymoron
* Imagery
* Consonance
* Metaphor

We will finish the steps to reading poetry tomorrow (we did the pre-reading activities and some of the reading activities today).

Thurs. Sept. 8, 2016: Writing Class and Reading Plus

Today, the students worked on writing their paragraphs that are due tomorrow. Some were also engaged in completing the Reading Plus activity which is used for assessment of reading fluency and competency.

Fri. Sept. 9, 2016: Paragraph completion & Reading Plus

Today, students completed and submitted their paragraph assignment and Reading Plus. We will start on the poetry unit on Monday.

Wed. Sept. 7, 2016: Paragraph Writing and Reading Plus

Today, half the class went to the computer lab to do reading assessment. The remainder worked on paragraph development. The paragraph they are working on is due on Friday.

Tues. Sept. 6, 2016: Understanding Paragraphs and Rubrics

Today, I provided notes on note-taking. We then discussed what a stand alone paragraph should look like. I then handed out the first paragraph assignment and we discussed the rubrics for it.

Fri. Sept. 2, 2016: Course Outline Discussion

Today, we had most of the students here so we went over the course outline. Be sure to have your supplies for Tuesday.

Thursday, September 1, 2016

Welcome to class. Today, I handed out the course outline and then we went to get novels for independent reading. This novel (or another one) is expected to travel with you from class to class (we want you to read in your spare time) and to your RTI period.
I will go through the course outline on Tuesday. All I pointed out today was this blog and the supplies you will need (the date in there is wrong. I want the supplies here for next Tuesday).