--You have the first five minutes of class to submit the revised, finalized, marked-up hard copy of your "Monomyth Writing Assignment" by placing it in the black basket on the front table. You should use this time to make sure that you haven't forgotten to do anything (e.g., Did you put a star before a properly punctuated FANBOYS sentence?). Make sure that your "Grading Worksheet/Marking and Labeling Directions" (the back of the assignment sheet) is stapled to your writing piece.
--Pick up the "Data/Feedback Analysis and Self-Reflection" document from the front table. Spend the next five minutes of class reading through the document in order to get the gist. After five minutes, Mr. Martin will answer questions in order to clarify the upcoming task.
--The following individuals need to re-quiz for another grammar rule ASAP:
- Mike (WUBAIS)
- Antwon Jenkins (WUBAIS)
S. the C. (3-5 mins.)
--agenda/HW
Data/Feedback Analysis and Self-Reflection (30-35 mins.)
--clarification of task
--Mr. Martin hands out highlighters and hands back midterm examinations
--quiet/independent work time
--break up work time by sharing "trip-ups," modeling a S.M.A.R.T. Goal, and sharing potential S.M.A.R.T. Goals
--Mr. Martin begins meeting with students to go over documents one-on-one
Transition (2 mins.)
Transition (2 mins.)
--resubmit both your "Data/Feedback Analysis and Self-Reflection" and midterm examination at the front table
--pick up an index card from the front table
--pick up an index card from the front table
--take out your copy of "Siren Song" from last class
Mini-Lesson (Part 1) -- "Siren Song" (25 mins.)
Mini-Lesson (Part 1) -- "Siren Song" (25 mins.)
--project text on front board--share initial thoughts/understandings from gist reading and begin marking up the poem
--Purpose, Rationale, Goals, etc. Moving Forward:
- pull maximum meaning out of the poem (bearing in mind, though, that there is no "key" that unlocks a poem)
- modeling/teaching poetry explication:
- When dealing with poetry, what should a reader have in his or her mind/be on the lookout for?
- continue recognizing the presence and importance of authorial purpose--when explicating, considering authorial purpose is key:
- as a reader, the more you practice gleaning authorial purpose, discussing authorial purpose, and noting common patterns/effects, the easier determining authorial purpose becomes!:
- during our grapple with "Siren Song," constantly address the why question (Why is that phrase repeated? Why are the stanzas short?)
- review tips for determining emergent themes/how to turn a theme word into a theme statement:
- What themes emerge from "Siren Song"?
- How do these themes emerge?
- What are some viable theme statements for "Siren Song"?
- consider the following question: If most of the techniques used by authors are indeed purposeful, how do these techniques help develop theme?
- review/learn the literature term "allusion":
- How is "Siren Song" an allusion to Homer's Odyssey?
- As a reader recognizing an allusion, what effect does the technique have on you?
- take learnings and understandings from today's mini-lesson and apply them to additional pieces of poetry and the final section of Odyssey, as we are constantly trying to get better at annotating
--independent explication
--begin working through bulleted list of notes above together--add to annotations and take notes on back of "Siren Song" poem page
T-O-D -- "Today, I learned..." (5 mins.)
--on your index card, write your name and specifically finish the sentence starter above
HW
--Continue explicating "Siren Song" prior to the beginning of next class. Make sure to focus in on authorial purpose and theme. Be prepared for an assessment and/or a discussion about the poem next class.
