End of the year...

You'll be presenting your final and/or your vignettes on Friday. You also will be taking the vocabulary portion of the exam. This shouldn't take much time, so you've decided to have a little end of the year party in class.

Cole: something breakfast related
Chelsea: drinks...
Hannah: choc. covered strawberries
Darby: something
Courtney and Taylor: fruit salad
Julia: zuc. bread
Brooklynn: muffins
Sawyer: plates and forks
Miles: cheesy egg bake...
Kolton: chips


Blue 3:
Makao: fruit
Jessie: watermelon
Maggie: coffee cake
Meg: something good
Thad: cake
Tucker: orange juice and bacon

30 Days of Poetry Project

I really love the idea of a 30 Days of Poetry Project, but National Poetry Month didn't really fit in with our schedule.

Here is a link to Ms. DeRaps 30 Days of Poetry Project.

For the next month I want you to think about poetry and work with the list she has going here. If (for any reason) you aren't particularly inspired by the inspiration that is listed here, then please come up with your own.

# Completed                        Score
30                                         100
21-29                                    95
16-20                                    90
15                                         85
10-14                                    65
1-9                                        50
0                                           WHAT!?

April 13th through April 17th

Check google classroom for documents pertaining to this week. The annotations and poem analysis worksheet are the handouts you need to focus on first.

1. If you missed class on Monday, Tuesday, or Wednesday then you need to make sure you hand in your constructed response.
2. Make sure you make up your vocabulary assessment (Vocab 9) if you missed class on 4/16 or 4/17.

April 6th through April 10th

We wrote, read, analyzed, and discussed lots of poems this week.

1. After reading/viewing a few list poems (Fear, Direct Orders, and A Litany) you wrote your own list poem.

2. We shared either our list poem or our ode in class. You need to comment on one of these for each person in your class.

3. We voted on Round One parts I and II of Poetry Madness.

4. You need to write a constructed response on one of the poems we've read in class.

5. You have a vocabulary assessment (Quack 9) next week. Make sure you take it early if you are going to be absent.



Writing a Constructed Response

1. Sentence with title, author, and idea (____author__________ uses_______lit. dev.__________ to reveal______theme___________
2. Sentence leading to quotation
3. Embedded quotation
4. Discussion (two sentences)
5. Sentence leading to quotation #2
6. Discussion (two sentences)
7. Concluding sentence

March 30-April 3

On Monday and Tuesday we shared our poems and discussed metaphor and simile.
Your homework was to comment on the poems written by classmates.

On Wednesday 3B worked on setting up brackets and poetry pairings.

On Thursday and Friday we worked on Neruda's odes. Your homework is to write an ode to an everyday object using imagery, alliteration, metaphor or simile, personification, and repetition.

I'll have the rubric available by Friday!

30 Days of Poetry

March 25th, 26th, and 27th

1. Today we shared our poetry pairings poems. The idea here is exposure. I think we are all familiar with lots of the same poems. I want you to start branching out a bit, and I'm hoping that activities such as this one will help.
2. We read/analyzed the poem Metaphors by Sylvia Plath.
3. Homework: 
• Find one song with similes and metaphors in it. Either print the lyrics and highlight and label the devices OR create a pages document, highlight in different colors, and take a screenshot to upload to your blog.
• If you are having trouble finding one song with both, then you can instead find two different songs. One will have metaphors in it. The other should have similes in it. Either print the lyrics and highlight and label the devices OR create a pages document, highlight in different colors, and take a screenshot to upload to your blog.   
4. Homework: Either use your poetry pairings from the last class or one of the articles below to write your own poem. You can also find your own article, but please make sure you link to it. The piece should be inspired by the article. It does not need to take information directly from the article. 

• It needs to be a minimum of ten lines. 
• It needs to have a minimum of one metaphor and one simile in it.    
• If you want a 4, then it should make me laugh, cry, or think. Really think. 
• Please do not rhyme. 
• If you plagiarize (copy the work of others), then your poem will earn a 0.     

Articles:

Chinese Wedding Chauffeur
Kardashianesque Girls in Lebanon?
Supertermites?
Plane Crash

    

March 23rd

Poetry Pairings

March 19, 2015

Your Book Thief projects are amazing.
Please remember to see me if you need to make up vocabulary assessment 8.

Today we did the following:

1. took a vocabulary assessment
2. watched and listened to three presentations (Darby, Julia, and Miles)
3. wrote about our experiences with poetry

Your homework is to find two poems that you enjoy and post them to your blog. 

You also need to find one poem you do not enjoy and post that to your blog.

Remember:

• I don't need reasons as to why you do or do not like the poems.
• Make sure the poems are by poets that are...actual poets.
• Make sure the poems are poems you ACTUALLY enjoy.
• Make sure they are not poems initially written for children.
• 50 lines or fewer
• watch out for appropriate language

February 9-13

Blue Day Class

2/9

Today we continued our discussions on parts 4-8 of The Book Thief.

I assigned found poems.

2/11

Today you will finish your Kahoots.

You will play the Kahoots in class.

Work on your found poems (or blackout poems). Remember that you can/should select words from ONE SECTION of the book. Your poem should connect to at least one theme in the book. It should also be a minimum of ten lines long. Please don't rhyme.

HMWK: Vocab 6 and Found Poems

2/13

Due: Vocab Assessment 6 and Found poems

After we take the vocab assessment and share our found poems, we will continue discussing the text.

HMWK:

• Finish reading The Book Thief 
• Think about a project idea

Gold Day Class

2/10

Today we filled out course request forms and took a survey.

That's it.

HMWK: Study for vocabulary (6A and 6B), finish Kahoots, be ready to discuss through part 8 of The Book Thief.

2/12

Today reviewed the words with the Kahoots you finished in class.

We took the vocabulary assessment (6A and 6B).

We discussed sections 4-8 of the book.

We reviewed writing a found poem.

HMWK: 

• Write found poem. 
• Finish book
• think about project idea(s)

February 2nd and 3rd

Vocabulary: Quack 6

In pairs, groups of three, or individually, students can create Kahoots for the vocabulary words (found on my wiki…they know how to get there).   They should create Kahoots that include videos and/or images. The assessment will be on the 11th and 12th of February.

The Book Thief:

Students need to read parts 6-7 for Thursday or Friday (depending on when they have class). They can have time to read for the rest of the period today.

They should also keep their assigned questions in mind as they read parts 6-7. Quotations/assertions from parts 6 and 7 of the text should be used in their discussions as well.

January 26th and 27th Groups and Questions

This activity will be postponed for now. I'll be at a workshop on Monday and Tuesday of next week.
Blue day graded discussion on parts 4-7: Thursday the 5th
Gold day graded discussion on parts 4-7: Friday the 6th

Period 3 Blue

One:

Thad
Levi
Maggie
Jessie

1. What about Max's 2 pictures of 279 and 280 scare Liesel?
2. On page 256 Max says that he beats Hitler when they fight. That isn't true though. Why does he lie? Why doesn't he just kill Hitler in his dreams?
3. What does Max's "feathery" hair represent (if anything).
4. Why might Max enjoy fighting even if he lost often?
5. Does Max or Liesel benefit more from the sharing of the dreams?
6. Does Max really trust the family (at first)? When (if ever) does he fully trust them?

Two:

Emma
Alexis
Tucker
Makao

Why does Ilsa Hermann stay in the condition that she does?

1. Why does Liesel decide to steal "The Whister" back?
2. Why was Liesel so angry after Ilsa Hermann let go of Rosa's services? Does the mayor's wife understand Liesel's ager? 
3. What significance is Ilsa Hermann to Liesel?
4. Why doesn't Liesel take the book from the mayor's wife the first time?

Three:

Thomas
Nolan
Thad
Levi

1. Did Rudy really not know Hitler's birthday? Was he just stubborn?
2. Why is Liesel holding back so much from kissing Rudy? 
3. How/when does the relationship between Rudy and Liesel start to change?
4. Why do you think the narrator is foreshadowing the death of Rudy so often?
5. Why did the teacher stand up for Rudy and lie for him regarding the potato?

Four:

Maggie
Jessie
Emma
Alexis

1. Is Viktor truly as heartless as he seems?
2. Why do you suppose Mama doesn't hit Liesel even when Liesel says to?
3. How does Rosa feel about Jews.

Five:

Tucker

Makao

Thomas 

Nolan

1. What does the standover man symbolize? "When he stopped reading, his shadow loomed behind him, watching. Someone was always watching."
2. How do you think these sections would be different if narrated by Max or Liesel instead of Death?
3. What roles do books play for Max, Hans, and Liesel?

Period One Gold:

One:

Darby

Isaiah

Brooklynn

Miles

Sawyer

1. What would Liesel and Rudy do in these situations if they were adults?
2. Would Hans help hide another Jew, or is Max special because of his father's relationship with Hans?
3. Are there changes in Hans and Rosa when Max comes?
4. Compare Mama's and Papa's personalities.
5. Compare and contrast Arthur and Viktor and their leadership.
6. How does Viktor's attitude change the group's way of doing things?
7. Does the sadistic leader mentioned by Rudy on 212 play a role in the troubles to come mentioned on page 108?

Two:

Courtney

Julian

Megan

Whitney

1. Compare how Max and Hans both struggle with their supposed cowardice.
2. How would you describe Hans and Rosa's relationship? Why does it work?
3. Do you think the mayor's wife has changed her ways after Liesel yells at her, or is she using Liesel's anger as another way to pity herself?
4. Explain the relationship between Liesel and the mayor's wife (page 250).
5. Compare Rudy and Hans.
6. Is Max's life affected by this "survival of the fittest" mentality outside of his fantasy?

Three:

Kolton

Taylor

Chelsea

Hannah

1. What clues are there about how Rudy is going to die?
2. How do you think Rudy dies?
3. Compare Rudy and Liesel's relationship to that of Max and Liesel.
4. Make predictions about what will happen to Max in the end of the book.
5. What is so bad about Rosa's soup? What would make it better? What is the soup symbolic of (if anything)?
6. Do you think that the Hitler youth brainwashed kids to the point that they had trouble after the war was over?

Four:

Andrew

Julia

Cole

Grace

1. In Max's book "The Standover Man" (224), why does Max use birds? What do the birds symbolize?
2. What stands out the most about the book Max creates? How do you think this book helps Max?
3. How does friendship save people in the book?
4. Liesel compares herself with Max (206). Are there other ways, including earlier scenes from the book AND earlier events in their lives that the two can be compared?
5. Does the non-linear timeline of the book help or hinder the reader's understanding of the text?
6. What's the difference between how Liesel, Hans, Max, and Rudy view and are affected by the war?

January 12th and 13th

Gold
Read part 2 for Friday (the 16th).
Write "some facts about" for yourself for Wednesday (the 14th).
Write "some facts about" for a peer on Friday (the 16th) in class.
Read part 3 for Wednesday (next week...the 21st).
Vocab 5 for the 21st.

Blue:
Read part 2 for Thursday (the 15th).
Write "some facts about" for yourself for Thursday (the 15th).
Write "some facts about" for a peer on Thursday (the 15th) in class.
Read part 3 for Tuesday (next week...the 20th).
Vocab 5 for the 20th

January 5th and 6th

Due: Macbeth papers

Today we're starting Markus Zusak's The Book Thief. We read the Prologue together and wrote a piece about color using sensory details/imagery.

We'll share the pieces in class.

Homework for Wednesday (or Thursday):

Read to page 45 in Part One. Make sure you bookmark pages/quotations that you find interesting/thought provoking.