Monday, September 12, 2011

Content Objective: The reader will respond to various literary genres using interpretive and evaluative processes; use the stance of the critic to review; analyze and evaluate informational materials that are read and viewed.

Language Objective: Discuss elements of literature in general and Poe's use of these elements in particular; use the peer review process and share progress on your Poe Glogster project.

Essential Question: How does the study of Poe's use of literary elements make me a better writer?

Today in class students either worked toward completion of their Poe Glogster poster or wrote their reviews of the short stories to post to our blog. We also discussed different ways to say "said" and practiced by creating a list using the alphabet; this list was the ticket out of the classroom.

Homework: SSR; Poe Glogster poster

To demonstrate your ability to interpret, analyze, and evaluate the various literary elements found in the works of Poe, you will create a product in which you summarize information, draw inferences, generate questions, and extend ideas. In order to take advantage of peer review, you will create a rough draft of your articles before adding them to your poster. Your poster will have: summaries of each Poe short story we read, an illustration, a comment in which you take a position, and at least four questions/answers to demonstrate your ability to generate/anticipate relevant questions. You will have time in class to work on this project; however, it may require additional work outside of class. Please plan and use your time wisely.The final product is due at the beginning of class on Wednesday, September, 14, 2011.

Friday, September 9, 2011

Content Objective: The learner will apply conventions of grammar and language usage; the reader will respond to various literary genres using interpretive and evaluative processes; study the characteristics of literary genres (drama) through reading a variety of literature (play).

Language Objective: Discuss elements of literature after reading/performing a play.

Essential Question: In order to bring the printed word "to life" in the mind of the reader, what can an author (and reader) do?

Rough drafts of the career research paper were collected today. Then, students were given a copy of the play Pygmalion. Before reading we discussed the cockney accent, practiced some pronunciation, heard some samples, and, using the SmartBoard, I gave them some sentences to read aloud. Some examples were from Edgar Rice Burroughs' Tarzan of the Apes. Students were then asked to read the play and answer the 9 reading comprehension questions which followed. Next, some read an article about a contemporary actress now playing the role of Eliza and worked a vocabulary puzzle. We then assigned roles to students and read the play aloud. As almost always, readers theatre was enjoyed by almost all. Now that I think about it, it would have been fun to have a cockney accent contest. Instead of having them read the play alone, we should have just acted out the story first. That would serve my goal of getting them involved on a more personal level. I found a way to get certain students involved who needed to be, yet there are still those being missed. Are more roles needed? Three short plays with each student taking a role? Small collaborative groups have to write a three minute play? That might work.
The accents were fun. Next month, while we study the use of dialect, students can write and perform their own plays in dialect. That will kill two birds with one stone.