Monthly Archives: September 2017

9/27/2017 (Level)

by

We read The Battle With Grendel today. Hooray! Thank you guys for truly putting your technology away for the brief amount of time it takes to read the section. We will have a short plot quiz tomorrow just to make sure you understand what is going on in the story.

We answered section questions as a group, and you have the majority of the time to work on your Beo-Boast.

9/27/2017 (AP)

by

I spent the first part of the day doing a reteach: I read a few of the TP-CASTT paragraphs and realize that some of you needed more specific instruction, so that’s what I did.

The biggest issue that I saw was that students were mainly superficially analyzing. It read more like people were answering questions in complete sentences than discussing a poem. So, I showed you two resources:

  1. I found an example of someone’s notes right next to the written analysis so that you see the difference betweem the two.
  2. The biggest resource that I found, however, was the How to Connect Literary Devices to Meaning handout. This gave text structures to use when analyzing. I was able to conference with students and direct them o try rewriting using sentence outlines. Most people left feeling more confident about the assignment.

Remember: I want all three paragraphs turned in by Friday, but circle your BEST one.

9/26/2017 (Level)

by

Today we talked about Tupac, Biggie, epic rap battles, and flyting. Then, we read about Unferth.

I also explained the Beo-boast today. It’s our second major grade for this grading period. The instructions are in Schology in the Beo-Boast folder, along with one of Beowulf’s boasts, a boast that someone wrote about Donald Trump, and a boast that I wrote about myself. I also put in boasts from history, pop culture, and from former students.

I also showed you guys how I organized MY poem, and then I gave you a simple outline of what you could do if you were struggling with your boast.

Here is what I drew on the board for you –

Another idea that you can use instead of a threat is a promise – a promise to your future or your enemies.

The one in black is MY structure and the one in brown is a suggested one (follow this form to boast about what you overcame as a student, all the changes that you’ve made during your time at Klein Oak, and then what goals you have (graduation and/or career goals).

9/26/2017 (AP)

by

To give you another tool for poetry analysis, we used TP-CASTT today to analyze Sonnet 18 and the poem Shakespeare, by Longfellow.

On the back of the paper, I instructed you to write paragraph in which you summarized your findings on the TP-CASTT. Do NOT merely summarize the poem! This is the individual practice – I will be available for conferencing if you have any questions.

I showed you an example of what I would considered to be a mere summary (albeit a well-written one), a good example, and a great example.

9/25/2017 (Level)

by

We get to meet Beowulf today! Same thing as before: it takes me less than 20 minutes for me to teach this section. Answer the questions as a group, and then work on the Boast Prewriting: you can find this in Beowulf > Beo-Boast. This really helps me when you are struggling with writing your boast.

9/25/2017 (AP)

by

Today is our day to answer the discussion board questions. Some things that I noticed from last week’s posts that you need to watch out for:

  • Answer all parts of the questions – if it’s a two parter, you can embed the two answers, butt make sure they are both answered.
  • Many of the answers lack specificity – PROVE it with examples!
  • Don’t assume the audience has any background with your novel/example. Some of my best responses have come from students who wrote using YA novels – because they KNEW that I probably have not read the stories. You don’t have to give me an entire plot summary, but I need to have enough background knowledge so that your answer makes sense. Use the author as a model!

9/22/2017 (Level)

by

Today, we started to read Beowulf. The plan is to read this section by section, which is about 20 minutes a day. While we are reading, we will be on NO TECHNOLOGY. Your brain can’t multi-task, so you can read/listen if you are texting/playing a game/listening to music. It’s only for 20 minutes: you can handle it. I promise!

Remember: part of the reason my students have success on this is because they watch me. I do crazy things to help you remember and understand the story. Please stay with me. 😉

Afterwards, we answered basic review questions at your tables. I will not grade these. Instead, I will save this for you so that you can review before quizzes and tests.

9/22/2017 (AP)

by

We know that the poetry section is difficult for us. Last year, you guys did rhetoric. Historically, the poetry essay is the lowest scoring portion of the test. So let’s tackle this!

One strategy used to analyze poetry is TP-CASTT.

Today, we read sonnet 29 and filled out the TP-CASTT together as a class. What I’d like for you to do as homework is to use that information to write an analysis about the poem. We are going to practice a few times on this (three, to be exact). You will turn in all three and choose your BEST paragraph for me to grade.

Eventually, after we do this a few times to know what we are doing (and what I’m looking for), we will take a major grade over this.

9/21/2017 (AP)

by

We tried our first APSupport assignment today. Remember: your APSupport login information is not the same as your college board login information.

You should be able to see the Poetry Practice assignment. It’s 22 questions and you work through this with a buddy.

I will grade this using the AP curve.