Monday- Students are reminded there will be a vocabulary quiz on Friday. Additionally, a paper is due. In class, discussion centered around tone in the poem "Sympathy" and in chapter 1 of CB.
Tues-Studied and discussed prospective thesis statements for Friday's paper. No new homework.
Wednesday- ch. 4 quickwrite. Discussed assorted cultures in Caged Bird. Hw: prepare a quote for quickwrite.
Thursday- Small groups discussed cultureal values, rules, and expectations. No new homework.
Friday- Essays were due, and in one case collected. Remember to submit your response to your outside reading this week.
Monday, August 31, 2009
Tuesday, August 25, 2009
Week 2: 8/24-8/28
Monday- Class received writing assignment, a copy of which can be found here
Tuesday- In-class essay: Evaluate The Mitten from one chosen perspective:
political, feminist, multicultural, humanist, Christian, etc...
In writing, students should refer to at least 3 parts of the story, including both the anthropomorphic section and the "human" section.
Wednesday- Discussed importance of structure and evidence in timed writing. Discussed prologue to I Know Why the Caged Bird Sings.
Thursday- announced vocabulary quiz on Caged bird vocabulary (here) on Friday, 9/4. Continued to discuss Caged Bird prologue. Introduced voice motif.
Friday- Continued discussion of prologue. Introduced questions which will be on-going: How does the child feel about her culture? How does the narrator feel about those cultures? What are the different cultures? How does the narrator view the child?
Finally, one class received the poem "Sympathy" by Paul Laurence Dunbar.
Weekly homework: Post OSR x 1 on EduBlogger; Post Caged Bird Journal entries x2-3 weekly, also on EduBlogger.
Tuesday- In-class essay: Evaluate The Mitten from one chosen perspective:
political, feminist, multicultural, humanist, Christian, etc...
In writing, students should refer to at least 3 parts of the story, including both the anthropomorphic section and the "human" section.
Wednesday- Discussed importance of structure and evidence in timed writing. Discussed prologue to I Know Why the Caged Bird Sings.
Thursday- announced vocabulary quiz on Caged bird vocabulary (here) on Friday, 9/4. Continued to discuss Caged Bird prologue. Introduced voice motif.
Friday- Continued discussion of prologue. Introduced questions which will be on-going: How does the child feel about her culture? How does the narrator feel about those cultures? What are the different cultures? How does the narrator view the child?
Finally, one class received the poem "Sympathy" by Paul Laurence Dunbar.
Weekly homework: Post OSR x 1 on EduBlogger; Post Caged Bird Journal entries x2-3 weekly, also on EduBlogger.
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