Today was Writer's Workshop and you all worked diligently to turn in your latest pieces by the end of class. Good Work!
HOMEWORK OVER BREAK: REMEMBER TO READ 30 MINTUES A DAY!
Thursday, December 17, 2009
Monday, December 14, 2009
Monday, December 14
Today, we began class by reading through "Dulce et Decorum Est," by Wilfred Owen. You can find a copy at the link below:
Dulce et Decorum Est
We clarified unfamiliar words (there were many) and figured out what was being described in the poem. To aid in this, we looked at a historically faithful video clip from "The Young Indiana Jones Chronicles" -- see the link below:
Gas Raid
We then read the poem through again, with the aid of another video clip -- this one designed (according to many experts among you) to look like the video game "Call of Duty". See the link below:
Dulce et Decorum Est Animation
Finally, we asked you to answer two questions about the poem:
1) Who is the narrator in the poem? What kind of person is he or she? What kind of experience does he or she have? How do you know?
2) Who is the narrator's intended audience? How do you know?
In both cases, we asked you to provide evidence from the poem to support your opinions.
At the end of class, we pointed out (to the surprise of many of you) that the poem is actually a rhyming poem. On that note, we asked you to write a GOOD rhyming poem for Wednesday, of at least 12 lines. We will talk more about what "good" might mean in class tomorrow.
Dulce et Decorum Est
We clarified unfamiliar words (there were many) and figured out what was being described in the poem. To aid in this, we looked at a historically faithful video clip from "The Young Indiana Jones Chronicles" -- see the link below:
Gas Raid
We then read the poem through again, with the aid of another video clip -- this one designed (according to many experts among you) to look like the video game "Call of Duty". See the link below:
Dulce et Decorum Est Animation
Finally, we asked you to answer two questions about the poem:
1) Who is the narrator in the poem? What kind of person is he or she? What kind of experience does he or she have? How do you know?
2) Who is the narrator's intended audience? How do you know?
In both cases, we asked you to provide evidence from the poem to support your opinions.
At the end of class, we pointed out (to the surprise of many of you) that the poem is actually a rhyming poem. On that note, we asked you to write a GOOD rhyming poem for Wednesday, of at least 12 lines. We will talk more about what "good" might mean in class tomorrow.
Wednesday, December 9, 2009
Wednesday, December 9
We continued our exploration and study of poetry today by delving into the use, function, and effectiveness of rhyme in poetry. We brainstormed the function of rhyme as a class and discussed some reasons why we, as readers, tend to like rhyme. We then read "Poison Tree" by William Blake and "Tableau at Twilight" by Ogden Nash and discussed the use of rhyme within these poems. You all participated in a very lively debate about what makes a "good" rhyme, as well as the complexities of "perfect" rhyme, "slant" rhyme, and "internal" rhyme.
Homework: Continue to read 30 minutes a night.
Homework: Continue to read 30 minutes a night.
Tuesday, December 8, 2009
Tuesday, December 8
Today, we began class by asking you a question we had asked you last week:
"What makes a group of words a poem?"
We gave you another sheet -- of course -- that asked you to list some criteria (at least three) that define a poem. You worked on this for a bit and we discussed your criteria.
Then, we asked you to consider whether Subtotals, the piece of writing that we had looked at the week before, is a poem. To do this, we asked you to match up each of your criteria to some aspect of Subtotals, and to fill in a sheet accordingly (if there were two poem criteria that fit Subtotals, you'd fill them in on the "is a poem" table, and if there was one poem criterion that did NOT fit Subtotals, you'd fill it in on the "is not a poem" table). We also pushed you to provide a direct quote from the writing to support your criteria. Here's a copy of the sheet:
Is Subtotals A Poem?
You worked on this for most of the period. When you finished filling out the sheet, you wrote a content sandwich paragraph that defended a specific claim: either "Subtotals is a poem," "Subtotals is not a poem," or some variation thereof ("Subtotals is mostly a poem," "Subtotals is mostly not a poem," etc.).
The 8A group also had an introduction to a Talib Kweli poem, which we'll be studying in more depth next week.
No homework, save for the usual 30 minutes of reading per night.
"What makes a group of words a poem?"
We gave you another sheet -- of course -- that asked you to list some criteria (at least three) that define a poem. You worked on this for a bit and we discussed your criteria.
Then, we asked you to consider whether Subtotals, the piece of writing that we had looked at the week before, is a poem. To do this, we asked you to match up each of your criteria to some aspect of Subtotals, and to fill in a sheet accordingly (if there were two poem criteria that fit Subtotals, you'd fill them in on the "is a poem" table, and if there was one poem criterion that did NOT fit Subtotals, you'd fill it in on the "is not a poem" table). We also pushed you to provide a direct quote from the writing to support your criteria. Here's a copy of the sheet:
Is Subtotals A Poem?
You worked on this for most of the period. When you finished filling out the sheet, you wrote a content sandwich paragraph that defended a specific claim: either "Subtotals is a poem," "Subtotals is not a poem," or some variation thereof ("Subtotals is mostly a poem," "Subtotals is mostly not a poem," etc.).
The 8A group also had an introduction to a Talib Kweli poem, which we'll be studying in more depth next week.
No homework, save for the usual 30 minutes of reading per night.
Monday, December 7, 2009
Monday, December 7
Today, we began class by collecting your "Song 1979/Fear" paragraphs. You all had them ready to turn in, which was commendable, although some of you had not printed them out. We talked about this as a necessity for next time.
Next, we continued to push you to define relative terms with concrete criteria, and to think about the ways that your criteria (and your definition) can be used to advance your argument. In your small groups, you worked on finishing your "good poem" definition sheets that you had begun last Wednesday.
Once you finished that, we asked for volunteers to debate the following claims:
Song 1979 is a better poem than Fear.
Fear is a better poem than Song 1979.
Initial attempts were somewhat halting, but the volunteers were brave and the sparks began to fly as the period came to an end.
No homework was assigned, beyond the usual expectation of reading at least 30 minutes per night.
Next, we continued to push you to define relative terms with concrete criteria, and to think about the ways that your criteria (and your definition) can be used to advance your argument. In your small groups, you worked on finishing your "good poem" definition sheets that you had begun last Wednesday.
Once you finished that, we asked for volunteers to debate the following claims:
Song 1979 is a better poem than Fear.
Fear is a better poem than Song 1979.
Initial attempts were somewhat halting, but the volunteers were brave and the sparks began to fly as the period came to an end.
No homework was assigned, beyond the usual expectation of reading at least 30 minutes per night.
Thursday, December 3, 2009
Thursday, December 3
Today was Writer's Workshop and the writers wrote furiously for a slightly shorter period (60 minutes instead of 90 due to the fabulous Gender Spectrum workshop this morning). Next week we will have all of the 8th graders open goodreads accounts at goodreads.com. If you have an account already, please friend tbsmsbooks@gmail.com and look at our over 300 book recommendations! You will never be lost for a book again!
Wednesday, December 2, 2009
Wednesday, December 2
Today, you began class by handing in your "content sandwich" paragraphs based on the two poems you read for homework -- "Fear" and "Song 1979."
Next, you answered the question "What is poetry?" on a sticky note, and posted your answer on the board. Sashko was in charge of aesthetics, and did a fine job, as the picture below indicates:
We then had a fairly brief (but lively) discussion about criteria that would define the relative term "good poem." Your opinions were notable and included words like "evocative," which were all the more impressive at 9:15 AM. For an idea of the criteria that arose, see the picture below:
Having thus primed our brains about poetry and criteria for "good poems," we then asked you to divide into four groups, based on the claim that you chose as the subject of your homework paragraph. The groups were:
Song 1979 is a good poem.
Song 1979 is not a good poem.
Fear is a good poem
Fear is not a good poem.
Within those groups, we asked you to fill out a sheet (find a copy here) that would help you support one of the claims below:
Fear is a better poem than Song 1979.
Song 1979 is a better poem than Fear.
To fill out the sheet, you and your partners first established your own criteria for "good poem." You then gave evidence for ways that each poem did (or did not) meet those criteria. You were working on this up to the end of the period.
For homework, you will need to finish your "Subtotals" piece, which is due on Friday morning.
Next, you answered the question "What is poetry?" on a sticky note, and posted your answer on the board. Sashko was in charge of aesthetics, and did a fine job, as the picture below indicates:
We then had a fairly brief (but lively) discussion about criteria that would define the relative term "good poem." Your opinions were notable and included words like "evocative," which were all the more impressive at 9:15 AM. For an idea of the criteria that arose, see the picture below:
Having thus primed our brains about poetry and criteria for "good poems," we then asked you to divide into four groups, based on the claim that you chose as the subject of your homework paragraph. The groups were:
Song 1979 is a good poem.
Song 1979 is not a good poem.
Fear is a good poem
Fear is not a good poem.
Within those groups, we asked you to fill out a sheet (find a copy here) that would help you support one of the claims below:
Fear is a better poem than Song 1979.
Song 1979 is a better poem than Fear.
To fill out the sheet, you and your partners first established your own criteria for "good poem." You then gave evidence for ways that each poem did (or did not) meet those criteria. You were working on this up to the end of the period.
For homework, you will need to finish your "Subtotals" piece, which is due on Friday morning.
Tuesday, December 1, 2009
Monday, December 1
Today, we began by reminding you that your poetry paragraphs (see yesterday's post) are due tomorrow, at the beginning of class.
Next, we handed out copies of a piece of writing entitled "Subtotals." We read it together in class. Find another copy of it at the link below:
Subtotals
We then discussed the various ways that the author of the piece uses numbers to give the reader an impression of himself -- and the impressions, deliberate or otherwise, that we formed while reading the piece. You ended up identifying five different categories of numbers.
We then assigned you to write your own "Subtotals" piece, which will be due on Friday morning. The pre-writing sheet for this assignment, as well as the assignment itself, can be found at the links below:
Subtotals Pre-Writing
Subtotals Assignment
You spent the rest of the period working on this assignment as we began meeting with you about your Animal Farm projects.
Homework is to finish your poetry paragraphs (due tomorrow), and to work on your Subtotals assignment for Friday.
Next, we handed out copies of a piece of writing entitled "Subtotals." We read it together in class. Find another copy of it at the link below:
Subtotals
We then discussed the various ways that the author of the piece uses numbers to give the reader an impression of himself -- and the impressions, deliberate or otherwise, that we formed while reading the piece. You ended up identifying five different categories of numbers.
We then assigned you to write your own "Subtotals" piece, which will be due on Friday morning. The pre-writing sheet for this assignment, as well as the assignment itself, can be found at the links below:
Subtotals Pre-Writing
Subtotals Assignment
You spent the rest of the period working on this assignment as we began meeting with you about your Animal Farm projects.
Homework is to finish your poetry paragraphs (due tomorrow), and to work on your Subtotals assignment for Friday.
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