Mon. Students received Oral Commentary packets, chock-ful of definitions, guidelines, tips, and examples in preparation for the Oral Commentary. Class continued studying Act I, scenes i-iii of Macbeth, emphasizing subtext. Students read lines using various stresses, intonations, pauses, and paces and assessed how meaning was affected.
Assignments: Practice commentary due on Friday. Outside Reading choice due Friday as well.
Tues. Class continued dramatic reading of Macbeth, Act I
Wed. Reviewed, discussed, then finished Macbeth Act I.
Thurs. Introduced "Effect Statements": Ideas in an extract + techniques used by author = effect on a reader. Read Borges' "The Witness" and reviewed sample student effect statements.
Fri. Papers returned, outside reading choices recorded, practice commentary feedback assignment given. If you need a copy of the commentary feedback directions, they are here.
Wednesday, September 30, 2009
Sunday, September 20, 2009
Week 6: 9/21-25
Mon. The class chanted and analyzed the famous phrase from Macbeth, "Fair is foul and foul is fair. Hover through the fog and filthy air."
In terms of assignments, students submitted extracts from I Know Why the Caged Bird Sings. Distribution of extracts will come at a later date.
Tues. Discussion centered around the idea of subtext. Students created subtexts for various lines of texts and delivered them up for class analysis.
Also, ActI Scene i of Macbeth was read and analyzed for subtexts.
Wed. Students did a read through of Macbeth, Act I, scenes i, ii, and iii. Awareness of subtext when "performing" a part was the focus.
Thurs. Caged Bird test was returned to students and reviewed. Students then viewed 3 different versions of Macbeth, Act I scenes i, ii, and iii.
Fri. Students prepared Oral Commentaries in groups on a passage from Ch. 11 of Caged Bird. Outside reading choices are due next Friday. Also, students received their individual passages. They should record a commentary on that passage by next Friday.
In terms of assignments, students submitted extracts from I Know Why the Caged Bird Sings. Distribution of extracts will come at a later date.
Tues. Discussion centered around the idea of subtext. Students created subtexts for various lines of texts and delivered them up for class analysis.
Also, ActI Scene i of Macbeth was read and analyzed for subtexts.
Wed. Students did a read through of Macbeth, Act I, scenes i, ii, and iii. Awareness of subtext when "performing" a part was the focus.
Thurs. Caged Bird test was returned to students and reviewed. Students then viewed 3 different versions of Macbeth, Act I scenes i, ii, and iii.
Fri. Students prepared Oral Commentaries in groups on a passage from Ch. 11 of Caged Bird. Outside reading choices are due next Friday. Also, students received their individual passages. They should record a commentary on that passage by next Friday.
Monday, September 14, 2009
Week 5: 9/14-18
Mon: We discussed themes from I Know Why the Caged Bird Sings, and practiced articulating them as sentences which "do justice to the book." A fine example was provided by Mr. Wenceslao..."Growth and maturation in life occur through experiencing tragedy, joyous occasions, and every day occurrences."
Still another was provided by Ms. Matthews: "Humans can become stronger by enduring and being resilient to trials and tribulations."
Tuesday: Both classes discussed the final chapter of Caged Bird. An old quiz (a copy of which can be found here) was reviewed, and another one is available here.
Wed: Test today!
Thursday: Classes returned The Great Gatsby and checked out Dubliners and Macbeth. Classes received an assignment that is due Monday: prepare a passage from Caged Bird, with two guiding questions.
Friday: Classes discussed an extract from chapter 6 of I Know Why the Caged Bird Sings, then listened to a recorded commentary on the same passage.
Still another was provided by Ms. Matthews: "Humans can become stronger by enduring and being resilient to trials and tribulations."
Tuesday: Both classes discussed the final chapter of Caged Bird. An old quiz (a copy of which can be found here) was reviewed, and another one is available here.
Wed: Test today!
Thursday: Classes returned The Great Gatsby and checked out Dubliners and Macbeth. Classes received an assignment that is due Monday: prepare a passage from Caged Bird, with two guiding questions.
Friday: Classes discussed an extract from chapter 6 of I Know Why the Caged Bird Sings, then listened to a recorded commentary on the same passage.
Saturday, September 5, 2009
Week 4: Sept 8-11
Tuesday- Quickwrites in class on quotes provided by students. This led nicely into discussion of patterns Angelou uses in describing racially confrontational episodes.
Wednesday- Another round of quickwrites leading to discussion of voice motif.
Thursday- Class received notes on Angelou's style, available here. More notes and discussion followed pertaining to "An Eclectic Upbringing."
Wednesday- Another round of quickwrites leading to discussion of voice motif.
Thursday- Class received notes on Angelou's style, available here. More notes and discussion followed pertaining to "An Eclectic Upbringing."
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